INITIAL INFORMAL ASSESSMENT(3RD GRADE MATH)
I ask the students to write down 10 creative ways to make 101.I think it is important to contextualize a request like this. I explain this is going to show me a little bit about how they think about math, and what they know.
I give a bit more guidance - I do not want to see 1 + 1 + 1... all the way to 100, nor am I particularly interested in 100 + 1 or 102 - 2. I explain that I want to see how creative they could get in combining their facts.
Could they, for example, come up with something such as: 28 + 2 + 37 + 3 + 27 + 3 + 1. I broke that down for them. I tell them using multiplication and division are fine, but not expected, that I am specifically looking for addition and subtraction thinking.
This simple pre-assessment gives me some information about their background skills, their perseverance, and areas in which I may need to do some additional review or at the very least keep an eye out for particular students. It also shows me who might also benefit from small "challenge problems" each day.
ADDING WHOLE NUMBERS
Do now(5 min):
Write the meaning of the words addend, sum, and multi-digit.
Opening(5 min):
Review basic facts using for "snap math". Ask 1+1 = (snap for student's to give the sum); repeat 20 times using various addend.
Direct Instruction (15 min):
Guided Practice (10 min):
Distribute Guided Practice for Adding Whole Numbers worksheet.
Solicit student's help in solving 2,397+1,205.
Ask for student's help in solving 15,490+1,349.
Ask students why it is important to put numbers in their correct column or places. Discuss.
Independent Practice (10 min):
Solve six similar multi-digit addition problems.
Closing (5 min):
Write the following multi-digit problem on the board that is incorrectly solved (i.e. 4,507 + 3,006 = 6,512). Ask students to 1. Solve the problem correctly; 2. Explain in which place(s)the mistake was made.
Quiz:
Do now(5 min):
Write the meaning of the words addend, sum, and multi-digit.
Opening(5 min):
Review basic facts using for "snap math". Ask 1+1 = (snap for student's to give the sum); repeat 20 times using various addend.
Direct Instruction (15 min):
- State today's objective. Review the meaning of the words addend and sum, and multi-digit. Model how to add 58 to 46.
- Think aloud while solving the problem by saying: First, add the ones column first. Then, we take the 1 over to the tens column. The 1 that we carry over has a place value of 10. We'll put a 1 here in the tens place since that means that there is 1 ten.
- Write the number 6,425 on the number on the whiteboard. Say the number. Write 1,72 whiteboard. Write a plus sign between each number.
- Restate the objective.
- Explicitly tell students that "the best way to solve this problem is to stack digits on top of each other. I will show you how to do this by using a grid. Remind students that every digit has a place and every place has a value. Point to the "O" on the grid, tell students that the O is the ones place. Say" In the number 6,425, 5 is in the ones place so I will write that under "O". In the number 1,724, "4" is in the ones place so I will write "4" under 5 in the ones place. Point to the T on the grid. Repeat the same process for the hundreds and thousands place. Afterwards, go back to the ones place and add 5+ 4, repeat until sum of 8,149 is written on the grid.
- Use grid paper to model how to solve. Stack each digit in its appropriate place. Solve.
Guided Practice (10 min):
Distribute Guided Practice for Adding Whole Numbers worksheet.
Solicit student's help in solving 2,397+1,205.
Ask for student's help in solving 15,490+1,349.
Ask students why it is important to put numbers in their correct column or places. Discuss.
Independent Practice (10 min):
Solve six similar multi-digit addition problems.
Closing (5 min):
Write the following multi-digit problem on the board that is incorrectly solved (i.e. 4,507 + 3,006 = 6,512). Ask students to 1. Solve the problem correctly; 2. Explain in which place(s)the mistake was made.
Quiz: