o
Common Core - Mathematical Practices
– Include at least one Mathematical Practices (i.e., “MP1 –
Make sense of problems and persevere in solving them”).
Give specific examples of how you are
addressing / incorporating it.
1.
Make sense of problems and preserve in solving them.
o
I will be addressing a problem I have with the amount of paper clips I am going to
need for a meeting and the students need to make sense of the problem by solving it
mathematically.
2.
Model with mathematics.
o
The students will be handed a worksheet and need to fill in the boxes with different
strategies they are using to solve the problem. It will be addressed in the directions
before they break up into groups.
3.
Use Appropriate Tools Strategically.
o
The students will have a number line and 100-grid chart distributed to them before
they go back to their seats and will use these tools properly to help figure out the
problem that will be written on the board.
Pre-Assessment:
How did you collect information about what each student already knew before
you planned your lesson?
What did the students already know about this topic?
You can, but do not have to, create a formal pre-assessment, but you do need to provide evidence of students’
prior knowledge.
You can use formal
or
informal assessment, a quiz, work from previous lessons, anecdotal
information, etc.
I collected information about what each student already knew before I planned by lesson by pre-assessing
each student using a differentiated worksheet. Because the students are going to explore how to use place values,
and subtract using numbers in the 100’s place value, I wanted to see if the students knew how to count by 10’s,
100’s, and 1000
th
’s. This would show me which students know how to count and read numbers that are in the
thousands place value. Also, I added a few lower number addition and subtraction problems that involve zeros (i.e.,
80-17). From there, I can add specific problems into the explore stage for the students who do not know how to
count by 100’s. This will lead them into adding and subtracting numbers from the hundreds and thousands. My
students already worked on adding and subtracting numbers under 100, but the pre-assessment will still have
problems reviewing this.
Section 4 – LESSON DETAILS
Causton-Theoharis & Theoharis, 2007, p.5

You may
not
do a review lesson or one that focuses on the rote learning of a procedure.
Causton-Theoharis & Theoharis, 2007, p.6

Causton-Theoharis & Theoharis, 2007, p.7
A.
Lesson Goal(s):
Students will be able to combine hundreds to numbers above one thousand, subtract numbers from multiples of one hundred, and read
and write numbers that are in the thousands and hundredths place value.
B.
Differentiated Objectives & Strategies:
1.
Even for my most struggling students, I need him or her to learn how to first combine hundreds such as 200 and 900, to have an
outcome of a number above 1,000.

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- Fall '13
- ProfessorNancyStarke
- Addition, Subtraction, Theoharis