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Grading
Period:
Plan Code:
Writer:
Course/subject:
Math
Grade(s):
Third grade
3 or 4 60 minute class
periods
Title:
Lesson Topic:
TAKS Objective:
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
Concepts
Digits
Place Value
Enduring Understandings/Generalizations/Principles
The student will understand that
Equal (=)
Compare
Ordering
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
I.
Focus/connections/anticipatory set
1.
Begin the lesson by writing the word compare on the board. Ask students to tell
you what the word compare means. (To examine 2 or more objects or people to
find out how they are alike and how they are different.)
2.
Ask students some ways to compare the students in the classroom. (They could
say by male or female, height, age, hair color, and so on.)
B.
Instructional activities
1.
Objectives: Students will review place value and begin comparing and ordering
numbers.
2.
Procedures: The teacher will review place value and model comparing and
ordering numbers to 9,999.
3.
Modeling: The teacher will use PowerPoint, numbers printed on cardstock and
cut out, and overhead or Elmo.
C.
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
Day 3 Review comparing and ordering numbers. Use the PowerPoint as a review.
Complete several examples on the board for students to solve. Use the number
cards and show students how to play Card Trick. (There is an example scorecard
in this lesson.) Students will work in pairs for this activity. Show the students that
they are only allowed to draw three or four number cards (depending on how big
you want the numbers to big). Pick three number cards. Use Transparency 2 to
show students how to fill in the scorecard. Students will then complete this
activity with their partner.
Day 4 Review ordering and comparing numbers to prepare students for the TAKS
formatted assessment.
II.
D.
Accommodations/modifications
See student IEP for modifications.
E.
Enrichment
Students could work on comparing higher numbers. They can do the same activities, just
using the larger numbers.
STUDENT PERFORMANCE
A.
Description
Day 1 Students will work in pairs. Students will continue playing the game. Give each
pair a set of numbers and Activity sheet 1. Monitor to make sure the students are
doing this correctly. When students are finished with the activity, have them
complete Activity Sheet 2.
Day 2 Students play Hi Score with their group. Give each group a Hi Score game
board, number cards, and a marker. Students will take turns drawing a card.
They will need to think carefully about where they are going to place their digit.
They are not allowed to change it later. Each line represents a mathematical
sentence. If the sentence is true, the group earns points. If it isnt correct, they
dont get any points. Example: If the digits are 621 > 423 > 233, then team earns
233 points. If the sentence is incorrect, they get no points. I usually give cub cash
to the team with the most points. You could do this later after you look over the
score cards so each group can work at their own pace. After the groups are
finished, students will complete Activity Sheet 3.
Day 3 Students will play Card Trick with their partner. Once they have played through
the game a couple of times, students will complete Activity Sheet 4, a review over
ordering and comparing numbers.
Day 4 Students will complete the TAKS formatted assessment.
B.
Accommodations/modifications
See student IEP for modifications.
C.
Enrichment
Students could work on comparing higher numbers. They can do the same activities, just
using the larger numbers.
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
III.
IV.
Assessment of Activities
A.
Description
The teacher will know the students have begun to master comparing and ordering
numbers when they:
Complete the Day 2 and Day 3 activities with a 70% or higher.
Complete the Comparing and Ordering Assessment with 70% or higher.
B.
Rubrics/grading criteria
Complete all activities with a 70% or higher.
C.
Accommodations/modifications
See student IEP for modifications.
D.
Enrichment
Students could work on comparing higher numbers. They can do the same activities, just
using the larger numbers.
E.
TAKS Preparation
A.
B.
V.
Key Vocabulary
Place value, digits, greater than, less than, compare, ordering, and equal.
VI.
Resources
A.
Textbook
Harcourt Brace or Other Math Adoption
B.
Supplementary materials/equipment
Transparency: Sample TAKS questions from 2003 and 2004 Released TAKS test.
TAKS Master p. 9-10 (Objective 1 Exercise 3 and 4)
Step Up to TAKS p. 100-109.
Card Trick Scorecards (laminated)
Hi Score game cards
Markers
Numbers
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District
C.
Technology
Overhead or Elmo
Computer or Laptop
LCD Projector for displaying PowerPoint
VII.
Follow Up Activities
Students will have to practice this skill numerous times. Follow this lesson with rounding
numbers. This lesson plan may take you longer than I have written. This will all depend on your
students.
VIII.
Teacher Notes
Focus plan 3.1A Place Value will need to be taught before completing this lesson.
Division of Curriculum and Instruction School Improvement Department Texarkana Independent School District