Adding and Subtracting Four to Five Digit Numbers Lesson Plan

Subject area: Mathematics                                          

Grade level: 3rd

MN math benchmark standard: 3.1.1.3- Find 10,000 more or 10,000 less than a given five-digit number. Find 1000 more or 1000 less than a given four- or five-digit. Find 100 more or 100 less than a given four- or five-digit number.

Objectives: Students will be able to calculate and record numbers adding or subtracting from four to five-digit numbers.

Time to be used: 50 minutes

List of materials: Individual white boards for each students as well as markers and erasers. Access to a computer lab or reserve personal laptops for the whole class (Optional)

Teaching process:

Before the lesson: Teacher should get out the materials needed for the lesson. Start by reviewing up on the whiteboard four/five-digit numbers and their place values such as 1246 (1 is in the thousands, 2 in the hundreds, 4 in the tens, and 6 is in the ones place) Go over the example of 1000+10, lining the place values up on the board  . Have students then get out computers and go to the website: http://www.ixl.com/math/practice/grade-3-place-value-names to practice their place value names for 10 minutes. Students should answer the questions provided on the website until they finish the quiz. Have students put away the computers and sit at their desks.

During the lesson: The teacher will pair students up in partners at their tables and  have them get out two white boards from the front of the room. The teacher should tell the partners that one of them will have to make up a five-digit number while the other one chooses to add 10,000 more or to subtract. The students will agree on the correct answer and then they will switch roles. After10 minutes rotate the students with a new partner and have them try with four-digit numbers together. Have one partner add or subtract 100 from the chosen number. When students are done with the activity have them put the whiteboards away and sit at their original seat for further instruction.

After the lesson: The teacher will ask the students if it’s important to line up the numbers by place value when adding or subtracting. Ask them why it would make a difference if we added them out of place. Show 2 examples with the class on the overhead such as 1000+30 and 30000+90. After the examples have the students start working on the assessment.

Assessment: Have students choose 5 of their own number problems, answering them on a notebook piece of paper and turn it in.

Closure: Today we learned how to add and subtract five-digit numbers but tomorrow we’ll try six digits numbers as a challenge.

Appendix: Place Value Interactive Online: http://www.ixl.com/math/practice/grade-3-place-value-names

Parallel and Perpendicular Lesson Plan

Subject area:  Mathematics

Grade level:  3^rd Grade

MN math standards: 3.3.1.1- Identify parallel and perpendicular lines in various contexts, and use them to describe and create geometric shapes, such as right triangles, rectangles, parallelograms and trapezoids.

Objectives:  For students to identify parallel and perpendicular lines and create geometric shapes to describe them.

Time to be used:  40 minutes

List of materials: 

·         Pencil

·         Smartboard lesson (http://exchange.smarttech.com/details.html?id=xc6bee0f4a0444aaeaf0f0e030dcbe2b4)

·         Notebooks

·         Geometric shapes for each table

Teaching process:

Before the lesson:

·         Align the smartboard and have the lesson open with the screen on mute  (http://exchange.smarttech.com/details.html?id=xc6bee0f4a0444aaeaf0f0e030dcbe2b4)

·         Ask the students what they know about lines and angles.

·         Have students get out their math notebooks and sit in front of the smartboard on the floor.

During the lesson:

·         Put the smartboard screen off mute and skip to page 3 of the lesson.

·         Read off the slides about lines and angles explaining what they are.

·         On page 6 of the smartboard lesson, have students volunteer go up to the board and mark on the pictures the abbreviations provided.

·         Go to page 8 and read off the slide about the different types of lines such as parallel and perpendicular.

·         Ask students if they can think of shapes that have parallel lines and draw them in their notebook.

·         Have the students draw a shape that have perpendicular lines in their notebooks.

·         Finish going through the smartboard slides and then tell the students to go back to their seat.

·         Have students go up to the front of the room and grab a bag of geometric shapes for their tables.

·         Have all groups identify together what kinds of lines are in each shape. Have them draw it in their notebooks and then write what type of line it has next to it.

·         Once the students are all done, have them put away the geometric shapes and sit in their seats quietly.

After the lesson:

·         Ask students what they learned today.

·         Ask them what parallel and perpendicular lines look like.

·         Ask them what shapes have parallel lines and perpendicular lines.

·         Ask the students how we can tell what lines shapes have in them.

Assessment: Draw a picture of a square on the doc camera and ask the students to write on a piece of paper what kind of lines it uses, then turn it in.

Closure: Today we learned what parallel and perpendicular lines are and what shapes use them, but tomorrow we are going to sketch polygons in class.

Appendix: Download smartboard lesson-(http://exchange.smarttech.com/details.html?id=xc6bee0f4a0444aaeaf0f0e030dcbe2b4)

Adding and Subtracting Multi-Digit Numbers Lesson Plan

Subject area:  Mathematics

Grade level:  3^rd Grade

MN math standards: 3.1.2.1-Add and subtract multi-digit numbers, using efficient and generalizable procedures based on knowledge of place value, including standard algorithms.

Objectives:  For students to add and subtract multi-digit numbers using efficient procedures.

Time to be used:  40 minutes

List of materials: 

·         Pencil

·         Smartboard Online game (http://www.learn4good.com/games/kids/double_digits.htm)

·         Notebooks

Teaching process:

Before the lesson:

·         Align the smartboard and have the game open with the screen on mute  (http://www.learn4good.com/games/kids/double_digits.htm)

·         Review with students about adding and subtracting multi-digit numbers; ask them if place value is important when answering these questions.

·         Ask students “When in real life would we need to add or subtract 2 digit numbers?” Examples could be for cooking or measuring, building, etc.

·         Have students get out their math notebooks and open to a blank sheet with their name on it and wait for further instruction.

During the lesson:

·         Have students write an addition story using 2 digit numbers in their math notebooks.

·         When they have finished, have students pass their math notebooks to their right to another next student. They should then write out the addition problem on the paper but only the steps based on place value.

·         After the students have written out the steps, have them pass their notebooks again to the right to another student.

·         This final round, the students should now work out the steps to get the answer. Once completed they should return the notebook back to the original owner.

·         The original notebook owner now has the duty to double check if his group members answered it correctly. The student should answer the problem underneath it with his/her own work.

·         Tell the students to turn to a new sheet of paper in their notebooks and bring it up on the floor in front of the smartboard.

·         Turn on the screen and open up the online game.

·         Split the classroom in two equal teams and pick one spokesperson from each. When a subtraction question is shown up on the smartboard, all members of the team must work out the problem in their notebooks and agree on the answer. When everyone has agreed, the spokesperson can then come up to the board and tap the answer they think is right (ABCD). Whichever team taps the right answer first, they get a point.

·         Continue this game with all the questions and if you have extra time, start the addition game.

·         Once the game is over, tally up all the team’s points and tell them whos the winner.

·         Have the students return to their seats and put their notebooks away in their desks.  

After the lesson:

·         Ask students what they learned today.

·         Ask them why it’s important to practice their subtraction.

·         Ask why place value matters when subtracting and adding 2 digit numbers.

Assessment: Put “56-78=” up on the doc camera and have them answer it on a sheet of paper then turn it in.

Closure: Today we learned how to add and subtract 2 digit numbers but tomorrow we are going to solve real world problems involving whole numbers.

Appendix: Smartboard Online game (http://www.learn4good.com/games/kids/double_digits.htm)

Graphing Math Lesson Plan

Subject area:  Mathematics

Grade level:  3^rd Grade

MN math standards:  3.4.1.1- Collect, display and interpret data using frequency tables, bar graphs, picture graphs and number line plots having a variety of scales. Use appropriate titles, labels and units.

Objectives:  For students to learn how to collect, display, and interpret data using frequency tables, bar graphs picture graphs, and number line plots.

Time to be used:  40 minutes

List of materials: 

·         Smartboard Lesson (http://exchange.smarttech.com/details.html?id=9c5956e77845eb0804f40041bb3153c4542952038aaf6ce02fb39b2184c302f2)

·         Pencil

·         Notebooks

·         Graph Paper

Teaching process:

Before the lesson:

·         Align the smartboard and open the lesson (http://exchange.smarttech.com/details.html?id=9c5956e77845eb0804f40041bb3153c4542952038aaf6ce02fb39b2184c302f2)

·         Ask students if they have ever seen a graph before. If so, ask them what kind or what they look like.

·         Ask students why we use graphs and how it can be helpful.

·         Have students draw their own graph on a sheet of notebook paper and volunteer to show everyone.

·         Have students sit back in front of the smartboard on the floor with their notebooks.

During the lesson:

·         Open to the second page of the Smartboard lesson about bar graphs

·         Ask the students to help you figure out the answers to the questions on the screen.

·         Go to the next page of the smartboard lesson and have all the students go up to the smartboard and tally which fruit is their favorite. Write the title, labels and units on the blank graph and fill it out asking for volunteers to help.

·         Open to the fourth page of the smartboard about pictographs and explain that this certain graph uses pictures. Fill out the three questions provided with the class.

·         Open to the fifth page and have the students read the pictograph information and make their own below. Make sure they know one star equals one student.

·         Go over the last page of the Smartboard which is a little quiz for the students to match the types of graphs.

·         Have the students go back to their seats and open a blank page on the smartboard. Collect data from all the students about how many pets they have. Make a number line plot on the smartboard to show the results.

·         Have the students make a bar graph using the same information about their number of pets on a sheet of graphing paper.

·         Pair students up in two and have them compare their graphs.

·         Have one group volunteer to show their graph on the doc camera and explain to the class how they made it and labeled it.

·         Have students go back to their desks.

After the lesson:

·         Ask students what they learned today.

·         Why is graphing important? When would you use a bar graph? When would you use a picture graph? Which graph is your favorite to use? Which is the easiest graph to make?

Assessment: Have students turn in their pet bar graph that they had to make on their own.

Closure: Today we learned how to make bar, number line, and picture graphs about our class information, but tomorrow we will get data from another third grade class with different questions!

Appendix: Download smartboard lesson (http://exchange.smarttech.com/details.html?id=9c5956e77845eb0804f40041bb3153c4542952038aaf6ce02fb39b2184c302f2)

Measuring Distances Lesson Plan

Subject area: Mathematics
Grade level: 3rd Grade
MN math standards: 3.3.2.3- Measure distances around objects.
Objectives: For students to learn how to measure around objects using measuring tape and rulers.
Time to be used: 40 minutes

List of materials:
• Rulers
• Measuring tape
• Pencil

Teaching process:
Before the lesson:
• Put rulers and measuring tapes out on the front table.
• Ask the students to share what they know about measurement. Ask them to brainstorm a list of measurement units and have them describe when those units are used.
• Give students a list of random objects (cotton balls, combs, pencils) and ask them to discuss whether or not they feel these objects would make good units of measurement. Have students explain why they feel these objects would work (or not).
• Have the students imagine that they live in a world where there are no systems of measurement. Ask them to brainstorm the different things they might realistically use to create a system of measurement.
• Have the students get a ruler for themselves and three measuring tapes per table up at the front table then sit down.

During the lesson:
Review with student’s different units of measurement and what they are each used to measure:
• Inches, feet, yards, miles — Used to measure distance
• Ounces, pounds, tons — Used to measure weight
• Fluid ounces, cups, pints, quarts, gallons — Used to measure volume
Have students come up with items that could be measured with each of the different units of measure above in their math notebooks.
• Have students pair up in partners of two and record the measurements of each other’s wrists, arms, legs, head, fingers, hands, and feet in their notebook.
• After they have completed that assignment, split the class into four groups total and give them a challenge to measure the whole distance around the classroom using only their rulers and bodies for measurement tools.
• Have the students share their results with everyone by presenting in front of the classroom.
• Have the students put away rulers and materials back up front and sit at their original desks.

After the lesson:
• Ask students what they learned today.
• Why is measurement important? What is the best way to measure longer distances? What is the best measurement to use for small objects? Does estimating distances help?

Assessment: Have students rip out their two pages of math notes and results from their notebook and turn it in to the front basket on the teachers desk.
Closure: Today we learned how to measure distances around objects and tomorrow we will use half units when measuring distances such as measuring a person's height to the nearest half inch.

Fractions Math Lesson Plan

Subject area:  Mathematics

Grade level:  3rd Grade

MN math standards:  3.1.3.1- Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line.

Objectives:  Students should be able to read and write fractions with words and symbols.

Time to be used:  50 minutes

List of materials: 

• ·         Smart-board
• ·         Smart-board lesson (http://exchange.smarttech.com/details.html?id=x380afd3807814f878eb6f0069b4a9968)
• ·         Bag of M&Ms
• ·         Paper cups
• ·         Notebooks
• ·         Pencils

Teaching process:

Before the lesson:

            Before the class starts, the Smart-board should be aligned and download the smart-board lesson from http://exchange.smarttech.com/details.html?id=x380afd3807814f878eb6f0069b4a9968.  Each table should have enough paper and scissors for each student. The teacher should address that the materials should be kept in the middle of the table until the teacher says to touch them.  The students will be asked to sit in front of the smart-board in the classroom.

During the lesson:

            The teacher should show the first slide of the smart-board lesson and talk about what objects can help represent fractions such as pie, pizza, apples, oranges, etc. Review with the class that the numerator is the number of selected parts and the denominator is the total number of equal parts that make up the whole. Go to the second slide and have volunteers come up to the smart-board and color in 1/7 of the circle green and 2/7 of it blue. After that go to the third slide and have the children guess what fraction the circle shows and why (1/2 is one part of two groups). The teacher should then show the fourth slide and have a student put the pieces together. Have the students’ brainstorm what fraction is missing from the circle and ask them to explain why. After the smart-board activity, have the students go back to their desks.

After the lesson:

Activity: M&Ms

The teacher should tell the students that they will get a cup full of M&Ms, but before they do this they must agree not to eat any of their M&Ms until they have completed their assignment. Have one table come up at a time to fill up their cups with M&Ms, then have them return to their seat. Once everyone has their cup full, have them carefully pour them out on the desk. The teacher should then tell the students to count how many they have total and write it in their notebooks. Pick an M&M color such as green and tell them to count how many they have. Have them write the fraction on their sheet of paper and repeat this until you’ve named every color. The teacher should then pair the students up into groups of 2 to share their work with each other. After 5 minutes, call each group up to the smart-board to write their fractions out for everyone to see. The teacher should double check if they wrote it correctly as they write it on the board (no bigger numerators such as 12/10). Tell the students to put the M&Ms away in the front of the room or to eat them.  The teacher will then ask the students where the numerator and denominator are in a fraction. What color M&M made the biggest fraction?  What was the smallest fraction they made? Students will be asked to state a brief summary of what was learned in the lesson and how they can use everyday objects to make fractions.

Assessment: The teacher will monitor the students writing and reading fractions with their M&Ms and evaluate their participation. Students should have every color M&M fraction worked out on their notebook paper as well.

Closure: Today we learned  how to read and write fractions with words and symbols but tomorrow we will move onto practicing number sentences.

Appendix: Download to the smart-board lesson http://exchange.smarttech.com/details.html?id=x380afd3807814f878eb6f0069b4a9968

2 Digit Multiplication and Division Lesson Plan

Subject area:  Mathematics

Grade level:  3^rd  Grade

MN math standards:  4.1.1.3- Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standards algorithms.

Objectives:  For students to form a basic knowledge for 2-digit multiplication and division using a variety of methods.

Time to be used:  40 minutes

List of materials: 

• ·        Smart-board
• ·         3 dice per group
• ·         Notebooks
• ·         Writing utensils
• ·         Chips or Foam Counters

Teaching process:

Before the lesson:

            Before the class starts, the Smart-board should be aligned and load the reconstructed lesson outline.  Each table should have dice and counters according to the number of pairs per table, 3 dice and 10 counters for each group.  The teacher should address that the dice and counters should be kept in the middle of the table until the teacher says to grab them.  The students will be asked to sit in the front of the class with their math notebooks to take notes on the different methods that will be shown.

During the lesson:

            The first concept that will be covered is Multiplication.  Showing the first slide of the Smart-board lesson, the teacher will show how to roll the dice (press on each die).  These are the numbers that will be used to demonstrate how to use each method.  The first two dice will make the 2-digit number and the last die will be the single-digit number ex: a 3 and 2 will become 32 to be multiplied.  The first method to be cover is the Complete-Number Strategy found on page 227, figure 12.15.  This method shows “repeat addition” and this is the process of taking the larger number and adding repeatedly to get the correct answer.  Ex: 23 * 3 becomes 23 + 23 + 23, see figure 12.15 for correct layout of the problem.  The teacher will show this process on the second slide of the Smart-board lesson.  Using the same numbers the teacher will move on to the Partitioning Strategy by decades found on page 227, figure 12.16.  

            The teacher should then go back to the first page on the smart-board to the dice activity. Press on each dice and write in the blanks the equation. Ex: you rolled a 3, 4 and a 7…this would be 34/7. The teacher should then go to the fourth smart-board page and explain to the students how to do the model on page 234, figure 12.24. The numbers on the side indicate the quantity of the divisor being subtracted from the dividend. Write the whole problem out on the smart-board and have the students copy it in their notebooks.  Have three student volunteers come up and roll the dice again up on the smart-board (page one.) The teacher should then go to the fifth page and explain how to do the explicit trade strategy found on page 236, figure 12.25.  Fill in the smart-board with the problem and have the class participate by writing in their notebooks as well as helping find the answers with the teacher. 

After the lesson:

Activity: Dice Wars

The concept of Dice Wars is for groups of 2 to practice the different concepts of multiplication and division.  Each group will get 10 counters or chips to tally their points.  They will be given 3 dice to use.  As shown in class the students will roll the firsts 2 dice and combined the numbers ex a 2 and a 3 becomes 23 or 32.  The students will then roll the third die to find what number they are multiplying or dividing.  The goal is to be the first one to solve the problem, whoever solves the problem first gets a point.  Students will get 1 chip for each round they win, they must use each method once and they must solve 3 multiplication and 2 division problems in order to win.

Assessment: The teacher will monitor the students playing the dice war game and evaluate their participation. Students should have at least three strategy problems worked out on their notebook paper as well to turn in.

Closure: Today we learned different methods to multiply and divide 2-digit numbers but tomorrow we will try the same methods with 3-digit numbers.