College of Education



College of Education

LESSON PLAN FORMAT

 

Name: Shannon Marie Smith

Grade Level: 3rd Grade

School: Lake Preston Elementary

Date: 10/24/03

Time: 12:10 ~ 1:00

 

Lesson: Math: Chapter 4, Section 8 (Estimating Differences).

  

Background, CONTEXT, and Purpose 

Prior to this lesson, students have been working on subtracting one, two, and three digit numbers. They have been working specifically on subtracting ones, ones and tens, ones and tens and hundreds, subtracting by trading, estimating, subtracting by adding, and subtracting across zeroes. Chapter 4, Subtracting Greater Numbers, was introduced about two weeks ago. Students gained an understanding of subtracting through the previous lessons listed above. They work with dry-erase boards and problem solving strategies such as mental math, pencil and paper, and calculators. Students have estimated in the past with small numbers, and they will continue by estimating greater numbers today. They will be asked to identify proper subtracting techniques by demonstrating their abilities together as a class and on their own.

LESSON GOALS: NATIONAL STANDARDS

o Explain and use estimation techniques, including rounding to the nearest tens, hundreds, or thousands and identify the differences between exact and approximate values.

o Use a wide variety of computational methods including mental arithmetic, paper and pencil, concrete materials, and technological tools such as calculators and computers to perform whole number addition, subtraction, multiplication, and division.

o Determine if a problem situation calls for an exact or approximate answer and performs the appropriate computation.

 

LESSON OBJECTIVES: SD STANDARDS

Number Sense Standards:

o Add and subtract multi-digit whole numbers using various computational methods.

o Solve problems using addition, subtraction, and multiplication.

o Use estimation in problems with whole numbers.

o Identify similarities within different problem-solving situations involving addition and subtraction.

When asked to compute worksheet 4-8, (condition), the students (audience) will correctly identify estimated differences by recognizing whether numbers go up or down on the number line, and they will answer questions to further their computational skills (the measurable performance), with 85 percent accuracy or better (the criterion).

Materials Needed: 

•  Math Book, Pg. 120-121

•  Worksheet 4-8

 

A.  The Lesson 

 

1.       Introduction  

•         To begin, students will be directed to the correct pages in the book. Students will be asked to define the meaning of estimation. (Getting attention)

•         Next, I will examine computational skills by writing prior problems on the board, allowing students to answer them on their dry-erase boards and out loud. (Relating to past experience and/or knowledge)

•         I will continue by explaining that in today’s lesson, they will be working with larger numbers by estimating them to find the estimated answer. (Creating a need to know)          

•         In addition, the students will be asked to complete worksheet 4-8.  (Sharing objective, in general terms)

 

2.  Methods

1. Begin with the introduction listed above.

2. Start by writing a number on the board like 4. Have the students explain whether we would go up or down on the number line.

3. Next show the chart allowing the students to see for themselves that 4 does go down on the number line.

4. Next, ask them for the rules used with estimation. (5 and up is up, 4 and down is down.)

5. Students will be asked why estimating might come in handy.

6. Continue with a larger number. Once students have refreshed their minds, have them subtract two numbers by estimating them and by finding the estimated answer. Work will be done on the board and/or on their dry-erase boards.

7. If problems occur, students will be asked to check their work by adding, which is a skill they have learned previously.

8. Studies will continue until students have gained an understanding of the process in estimating while subtracting larger numbers.

9. Any problems that might be challenging will be addressed in the lecture.

10. The worksheet will then be passed out to the class, and the first problem will be done together so they have the opportunity to look back.

 

3.  Closure

The closure for this assignment is for students to hand in worksheet 4-8. Once the assignment has been handed in, they will have the opportunity to work on other work.

 

B. Assessments Used

o Students will be observed, they will have the opportunity to answer oral questions, they will work on problem-solving strategies, and the actual assessment will come from worksheet 4-8. 

o Students should be able to understand vocabulary and ideas presented in the lesson.

 

C. Back Pocket Ideas

Students will work on late homework, and/or read.

 

D.  Resources

Houghton Mifflin Company.  Teacher’s Edition, The Mathematics Experience. Grade 3, Level 3.1: 1998.

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