Scott Luepke

RED 414
Math Lesson Plan
Fall 2015
Lesson 2: Change Number Stories
Standard
3.1.2.1
Add and subtract multi-digit numbers, using efficient and generalizable
procedures based on knowledge of place value, including standard algorithms.
3.1.2.2
Use addition and subtraction to solve real-world and mathematical
problems involving whole numbers. Use various strategies, including the
relationship between addition and subtraction, the use of technology, and the
context of the problem to assess the reasonableness of results.
3.2.2.2
Use addition and subtraction basic facts to represent a given problem
situation using a number sentence. Use number sense and addition and subtraction
basic facts to find values for the unknowns that make the number sentences true.
Objectives
Content: I can solve to find the missing change amount or end amount in a
number story.
Language: I can translate any addition or subtraction number model into words.
Materials
Paper or plastic coins (Q, D, P, and N)
Math Journals (1 per student)
Instructional Plan
T: Have a seat third graders! Does everyone have their focus face on? You did
some awesome work yesterday when we talked about the clutches of eggs that the
different animals laid. If you do your best again today, you wont have a problem
getting through our Math Journal page.
T: Please dont open your journals yet. First I need to give you each some coins to
work with. Ill tell you right now that our stories on the Journal page today talk
about dollars, not cents. However, were going to pretend that theyre talking about
cents and use coins to solve them.
T: Now that you all have some coins, please open your Math Journals to page 39.
S: Mr. Luepke, the first one is about dollars, not coins.
T: Im glad you noticed that Kailey. Do you remember when I said that theyre all
about dollars, but were going to use coins instead?
S: Oh, yeah.

T: Not a problemit never hurts to hear it again. Now, while youre all turning to
page 39 Im going to start reading through our instructionsAnthony, would
you please read number one, our first story?
S: (Reads through problem.)
T: Thank you Anthony. So Ahmed started with $22 in his bank account, and then
his grandma deposited $25 more. Who can tell me what that word deposit
means? Go ahead Isaac.
S: It means that she put more in.
T: Excellent answer Isaac! If you deposit money, it means you add to or subtract
from what is there?
S: Add to.
T: Great Kelly, thank you. If you deposit you add to the amount in the account, and
if you withdraw money, what are you doing?
S: Is that when you take away money from it?
T: Yes, Kailey. Thats just what you do. If you withdraw money, you take away
money from the account. So, deposit means add, and withdraw means take away
or minus.
Continue with the Journal page, discussing what goes in the Start and Change blank
for numbers 1 and 2. Make sure that the students are putting a question mark in
the End box, as well as in their number model. (In future lessons they will substitute
the question mark for a letter variable.)
Explain to students that the Check question is looking for a simple logical answer,
and help them along with forming a sentence to write as an explanation.
If time permits, instruct students to try number three independently.
Evaluation
The guided math approach to teaching gives me several opportunities to orally and
visually evaluate each students comprehension of todays concept.
As part of their weekly math homework packet, students will complete Home Link
2.5 which gives them extra independent and/or parent-guided practice on the
Change Number Stories concept.