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!amie Mize 3rd Grade Cherokee Bend Lesson: How Far Did they Travel?

Allotted Time: 60 Minutes Student Outcomes: By the end of the lesson the student will be able to find the difference between numbers in word problems. Standards: 11.) Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3-NBT2] Materials/Media/Technology: Dry erase markers, workbook pages, How Far to 100 game Teaching/learning Procedure: Launch of Lesson: (10 Minutes) The teacher will start off the lesson with a number talk about finding the difference in a problem. Ex: 69+_______=143 The teacher will let the students lead the discussion on the different ways in which they solved the problem. Investigation/Presentation: (40 Minutes) The teacher will review with the students a problem from the previous days work, to see how the students are grasping finding the difference of a word problem. Problem: Philip and Keith are on a 3-day biking trip. Their final destination is 138 miles away. On the first day, they rode 51 miles. How much farther do they have to travel. The teacher will ask the students what equation the started with before solving the problem, and write the equation on the board. The teacher will have the students discuss why this is the equation that they need to start with? How did you determine this equation as your starting point?

The teacher will then have the students give examples of their first steps to solving the problem, and will write their starts on the board. The teacher will then ask the students how they finished solving the problem, taking few examples and writing them on the board for the others to see. The teacher will do one more problem with the students on the board to make sure they comprehend the problems and what they are asking. Problem: The West Side Toy Museum has 372 toy cars in its collection. Mr. Jones is donating his collection of 153 toy cars to the museum. How many cars will the west Side Toy Museum have then? The teacher will ask the students what equation the started with before solving the problem, and write the equation on the board. The teacher will have the students discuss why this is the equation that they need to start with? How did you determine this equation as your starting point? The teacher will then have the students give examples of their first steps to solving the problem, and will write their starts on the board. The teacher will then ask the students how they finished solving the problem, taking few examples and writing them on the board for the others to see. The students will go back to their desks and work 4 problems involving the same type of questions, as the teacher walks around to monitor and assist students as needed. As students finish they will play a game that they have already played prior to the lesson called Close to 100 which is taking the principles they are practicing on during their individual investigation time and applying it to the game. Accommodations/Modifications: Students who need more assistance while working their problems on their own will meet with the teacher for a short time to ask questions and gain assistance with their thinking strategies and using manipulatives to help them determine their strategies if needed. Extensions/Challenges: Students who finish early will get to continue their practice of solving problems that are missing information will play the game Close to 100 which they have already been introduced to prior to the days lesson. This will help them continue to practice solving problems using different strategies

Closure: (10 Minutes) The students will gather back together in the circle and we will discuss the process in which they took to solve one of their problems. Noting that not all students will solve the problems the exact same way as another students. The purpose of practicing these problems is to learn new ways to solve a problem when there is a missing piece of information. Assessment: The students will turn in their worksheet pages and will be assessed on them to determine that they understand solving for the difference in word problems. This will be an informal assessment to determine who still needs assistance in mastering this skill.

Jamie Mize 3rd Grade Cherokee Bend Lesson The Trip Home Allotted Time: 60 Minutes Student Outcomes: By the end of the lesson the students will be able to solve subtraction problems that involve finding a missing part. Standards: 11.) Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3-NBT2] Materials/Media/Technology: Dry erase markers, workbook pages Teaching/learning Procedure: Launch of Lesson: (10 Minutes) The teacher will start off the lesson with a number talk about finding the difference in a subtraction problem. Ex: 128-________=36 The students will work the problems on their whiteboards and when they have their strategy to solving the problem they will turn and talk about their methods with their partner. The teacher will let the students then lead the discussion on the different ways in which they solved the problems. Investigation/Presentation: (40 Minutes) The teacher will write a problem on the board Ex: 145-______=73 The teacher will first ask the students the first step they will take to solve the problem and write their steps on the board. The teacher will ask the students if anyone used 100 as a landmark to make the problem easier.

The teacher will then ask the students how they finished solving the problem, taking a few examples and writing them on the board for the others to see. The students will lead the discussion to help assist if a student is struggling. The teacher will ask if anyone started at 145 and subtracted backwards to get 73 or if they started at 73 and added to get 145. The teacher will ask the students why they chose the method they did to solve the problem. The teacher will do one more problem with the students Ex: 136-_____=72 The teacher will first ask the students the first step they will take to solve the problem and write their steps on the board. The teacher will ask the students if anyone used 100 as a landmark to make the problem easier. The teacher will then ask the students how they finished solving the problem, taking a few examples and writing them on the board for the others to see. The students will lead the discussion to help assist if a student is struggling. After the students work and discuss this problem the teacher will introduce their practice sheets that are found in their workbook. Accommodations/Modifications: Students who need more assistance will work in a small group with the teacher. Using manipulatives to help them if needed. Or the teacher will help lead them to finding a nice number to help them make the problem easier to solve. Extensions/Challenges: Students who finish early will continue practicing their strategies by solving the problems another way. This will help them become confident in solving subtraction problems more then one way as well as challenge them to use methods that they would not normally use. Closure: (10 Minutes) The students will gather back together and discuss what they found out during their investigations. They will discuss the difference in their starting points and again reinforcing that not everyone will solve the problems the same way. The point is to know that there are many ways to solve problems but becoming confident in your exploration of using different strategies is important.

Assessment: The students will turn in their worksheet pages and will be assessed on them to determine that they understand solving subtraction problems with missing information. This will be an informal assessment to determine who still needs assistance in mastering this skill.

Jamie Mize 3rd Grade Cherokee Bend Lesson: Comparing Lengths and Heights Allotted Time: 60 Minutes Student Outcomes: By the end of the lesson the students will be able to begin solving subtraction story problems that involve comparison. Standards: 11.) Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3-NBT2] Materials/Media/Technology: Dry erase markers, workbook pages Teaching/learning Procedure: Launch of Lesson: (10 Minutes) The teacher will start off the lesson with a number talk. Ex 333-_____=172 The students will work the problem on their own and then turn and talk with their partner about what they discovered. After the students have shared with each other the teacher will have a few students share their strategies about how they solved the problem. Investigation/Presentation: (40 Minutes) The teacher will introduce the lesson with a word problem. Problem: The Nature Center has a collection of snakes. The red belly snake in the collection is 9 inches long. The eastern ribbon snake is 21 inches long. How much longer is the eastern ribbon snake than the red belly snake? The teacher will say, Before we solve this problem, try to picture it in your mind. What do you see?

What do you need to figure out to solve the problem? Where d you see the missing information? One they determine what they need to solve the problem the teacher will have the students work the problem. The teacher will ask the students who used a subtraction problem to find the difference and who used an addition to solve the problem. The teacher will ask what the equation that they used is, and write it on the board. The teacher will ask a student how they solved the problem and write it on the board. The teacher will ask, Who thought about the problem in a different way? How did you solve it? The teacher ask the students to discuss this with each other to see if they understand the thinking process of their fellow classmates. The teacher will then display another problem for the students to work. Problem: Ms. Martinez is 67 inches tall. Philip is 52 inches tall. How much taller is Ms. Martinez than Philip? The students will take the steps we used previously to solve the problem. First they will visualize the problem, then determine what information is missing, they will create an equation and then solve the problem. Once the students are ready to share they will turn and talk with their partner about their process to solving the problem. After the students have shared the teacher will ask for someone to share their work and write out their process as the reveal the information. The teacher will ask the students to discuss why the student solved the problem this way. The teacher will take one more example and ask why they decided to solve the problem differently they the previous person. The students will then practice their methods on their own as the teacher walks around and monitors the students, asking questions to measure understanding of the problems.

Accommodations/Modifications: For students who are having a harder time with the problems in their workbook pages the teacher will help them practice by giving them smaller numbers to work with in order to build up to the numbers in their workbooks. Extensions/Challenges: The students who seem to have mastered this lesson will get another problem to solve. The problem is as follows: Problem: The Burmese python can be anywhere from 120 inches to 240 inches long. Choose a number between 120 and 240 as the length of their for their snake. They will then compare the difference to other classmates, writing equations and solving the problems. Closure: (10 Minutes) The teacher will have the students gather back in the circle and discuss their findings to one of the problems they solved. The students will lead the discussion and the teacher will tie it back to things they might be able to compare at home or on a daily basis. Assessment: The students will turn in their worksheet pages and will be assessed on them to determine that they understand solving subtractions problems with comparisons in word problems. This will be an informal assessment to determine who still needs assistance in mastering this skill. "

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