Name: Danielle OGrady Grade: 3

Subject Area: Math Type of Setting: Urban

1) Purpose/Essential Question(s):
a. The purpose of this lesson is to develop a deeper understanding of
addition with 2- numbers by learning and using various mental math
strategies to add.
b. Essential Question: What mental math strategies can you use to find
sums?

2) Academic Language
a. Sum
b. Tens
c. Ones
d. Number Line

3) Skills
a. Reason abstractly and quantitatively
b. Look for and make use of structure
c. Look for and express regularity in repeated reasoning

4) Objective: I can find sums by counting with tens and ones and using a number
line.

5) Common Core Learning Standards

a. 3.NBT.A.2 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.

6) Pre Assessment
a. The students answers to their Do Now will determine if the students are
able to identify the tens place value and the ones place value.

7) Questioning
a. Set Induction/ Gather/Give
i. What do you notice about the chart?
ii. What pattern do you see?
iii. What are we doing with the numbers?
b. Model/Teach
i. What type of problem is this?
ii. Who are the characters?
iii. Is this a Tier 1 or Tier 2 number story?
iv. What do we do to solve?
v. Which of these numbers in the smaller number?
vi. How many tens and ones are in the number 15?
c. Public Try
 i. Which of these numbers is the smaller number?
ii. How many tens and ones are in the number 28?
iii. How many tens do we need to add to 43?
iv. What number is 2 tens?
v. What do we need to do now that we added the tens?
vi. How many tens we need to count up by on the number line?
vii. How many ones do we need to count up by on the number line?
viii. Based on what you see on the number line, what is 43+28?

8) Learning Segment/Lesson Presentation

a. Set Induction
i. The teacher will go over the Do Now with students on the rug,
asking the students the following questions:
1. What do you notice about the chart?
2. What pattern do you see?
3. What are we doing with the numbers?
b. Procedure
i. Model/Teach
1. The teacher will put up the following question on the
SmartBoard using the lessons PowerPoint:
At P.S. 340, there are 57 students who play string
instruments and 15 students who play woodwind
instruments. How many students play either string or
woodwind instruments?
2. The teacher will then connect to the students prior
knowledge by asking them the following questions to help
them unpack this number story.
a. What type of problem is this? Number story
b. Who are the characters? 57 students who play
string instruments and 15 students who play
woodwind instruments
c. Is this a Tier 1 or Tier 2 number story? Tier 1
d. What do we do to solve? Add the numbers
together
3. The teacher will then explain to the students that one way to
solve is by counting on by tens and ones.
a. The teacher will write 57+15 on the SmartBoard.
b. Then the teacher will then ask the students: Which of
these numbers is the smaller number? 15
c. Then the teacher will ask the students how many tens
and ones are in the number 15. 1 ten and 5 ones
d. The teacher will then visualize 1 tens and 5 ones for
the students by filling in the following place value
chart:
Tens Ones
 1 5
e. Then the teacher will explain to the students that we
can count on by 10 from 57 because we you count on
by 10, the tens place increase by 1 and the ones
place stays the same.
f. The teacher will then show this by counting on her
fingers and by putting the following on the
SmartBoard:
57
+10
67
g. The teacher will then explain that we now have to add
the number in the ones place to 67 and will show this
by counting on her fingers and by putting the following
on the Smartboard:
1
67
+5
72
4. The teacher will then explain to the students that another
way to solve is by using the same strategy, but by also using
a number line for help.
a. The teacher will then review that there are 1 tens and
5 ones in the number 15.
b. The teacher will then put a number line on the
PowerPoint
c. The teacher will then put 57 on the first tick of the
number line.
d. The teacher will then count on by 1 ten using the
number line and put 67 on the eleventh tick of the
number line.
e. The teacher will then count on by 5 ones and put 72
on the sixteenth tick of the number line. The final
version of the number line will look like a neater
version of the following:

10 5
<-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-I-
I-I-I-I-I->
57 67 72

ii. Public Try

1. Together as class, the students will solve the following
problem using both of the strategies taught during the
lesson:
43+28
a. Strategy One: Count on by Tens and Ones
i. Then the teacher will then ask the students:
Which of these numbers is the smaller
number? 28
ii. Then the teacher will ask the students how
many tens and ones are in the number 28. 2
tens and 8 ones
iii. The teacher will then fill in a place value chart
like so:
Tens Ones
2 8
iv. The teacher then will ask the students how
many tens do we need to add to 43. 2 tens
v. The teacher will then ask the students what
number is 2 tens. 20
vi. Then together as class, the students will add
43+20, getting the answer 63.
vii. The teacher will then ask the students: what do
we need to do now that we added the tens?
Add (8) ones
viii. Then together as class, the students will add
63+8, getting the answer 71.
b. Strategy Two: Number Line
i. The teacher will then review that there are 2
tens and 8 ones in the number 28.
ii. The teacher will then put a number line on the
chart.
iii. The teacher will then put 43 on the first tick of
the number line.
iv. The teacher will then ask the students how
many tens we need to count up by on the
number line? 2 tens/20
v. The teacher will then show this on a number
line.
vi. The teacher will then ask the students: How
many ones do we need to count up by on the
number line? 8 ones/8
vii. The teacher will then show this on a number
line.
viii. The teacher will then ask the class: Based on
what you see on the number line, what is
43+28? 71
 iii. Work Time
1. The teacher will then ask the students if they are a rock (I do
not understand), a one (I need help), a two (I understand
most of the task), or a three (I could teach this to someone
else).
2. Based on their answers, the students will be split up by the
following criteria:
a. Tier 1: Students who said that they were a three will
go back to their seats and complete #2-4 on page 25
of their Go Math! book and a worksheet.
b. Tier 2: Students who said that they were a two will go
back to their seats and complete the Go Math!
Reteach worksheet and #2-4 on page 25 of their Go
Math! Book
c. Tier 3: Students who said that they were a rock or a
one will stay on the rug and work on the Go Math!
Reteach worksheet with the teacher. Once they
complete the Reteach, they will complete another
worksheet, which the teacher will check after they
complete it.
c. Closure
i. The students will discuss the following questions:
1. Which strategy did I find more helpful? Counting up by tens
and ones using a place value chart or by using a number
line?
2. Why did I find this strategy more helpful?

9) Materials/Resources/Technology Integration
a. Whiteboard
b. Go Math! Books
c. PowerPoint
d. SmartBoard
e. Charts
f. Laptop
g. Worksheets

10)Recommendation for Follow Up Differentiated Activities

a. If students are struggling with the strategies taught in the lesson:
i. Have the students practice using the Friendly Numbers strategy
found on page 24 of their Go Math! book.
ii. Review regrouping with the students.
iii. Use base ten blocks to help them understand the strategies.

11) Post Assessment

a. I will determine if the learners met the objectives through the Practice and
Homework pages (p. 27&28) for the lesson from their Go Math! book
 b. The students will demonstrate knowledge and criteria for mastery by
counting up by tens and ones to find the sum using a place value chart or
a number line to show their thinking.
c. The students will self-assess themselves by adding the numbers with
regrouping instead of the strategies taught during the lesson.

12) Re-engagement
a. I will reteach and reinforce concepts taught during the lesson by having
the students who said that they were a rock or a one work on the Go
Math! Reteach worksheet with the teacher and completing a worksheet
that the teacher will check after they complete it.

13)Special Needs
a. Multiple Intelligences
i. Visual number lines
b. Students who said that they were a two will go back to their seats and
complete the Go Math! Reteach worksheet and #2-4 on page 25 of their
Go Math! Book
c. Students who said that they were a rock or a one will stay on the rug and
work on the Go Math! Reteach worksheet with the teacher. Once they
complete the Reteach, they will complete another worksheet, which the
teacher will check after they complete it.

14)Resources
a. Go Math! Third Grade Edition