Lesson Plan : Addition and Subtraction Practice
Teacher Name: | Ms. Anderson |
Grade: | Grade 3 |
Subject: | Math |
Topic: | Addition and subtraction practice worksheet |
Content: | add, subtract, sum, difference |
Goals: | Julie will be able to successfully add or subtract 20 math practice problems with 80% accuracy. She will look at the math sign to determine the action to be taken. |
Objectives: | Julie will be able to identify whether the math problem is an addition or a subtraction problem. She will understand what the terms sum and difference means. She will be able to work through the problems with little or no frustration. Julie will be able to identify the ones and tens place values. She will be able to explain what carry forward and what borrow means in relation to math. Julie will demonstrate both of these terms. Julie will feel confident of her ability to perform task. |
Materials: | Problems written on graph paper with colored pencils. An overhead projector will be used to model problems. |
Introduction: | Teacher will ask Julie what addition means and what subtraction means. Teacher will give a couple of easy verbal math problems that Julie is very familiar with ie. If you had 2 jelly beans and I gave you 2 more, how many would you have? If you had 6 jelly beans and you ate 4, how many jelly beans would you have left? |
Development: | The teacher will go over the terms that are to be used. These terms are: add, subtract, sum, difference, borrow, carry forward, ones place and tens place. Teacher will do practice problems using blocks. This will be more of a review since Julie has some basic math concepts and skills. Once Julie understands and demonstrates her understanding, the teacher will explain how Julie will use graph paper to help with her math problems. Graph paper will be shown so that Julie has an idea of what it is if she doesn't already know. The teacher will explain that each number in the math problem will occupy a square on the graph paper and that they will be in their appropriate place value. The teacher could have Julie practice writing single digit and double digit numbers on the graph paper if Julie does not understand then the teacher can move to the next step by using the overhead while Julie works on the same problem that is on the graph paper in front of her. the teacher will have Julie replicate each step that is being done on the overhead. The first step will be to have Julie identify the math symbol that clues her to whether the problem is addition or subtraction. To do this, she will circle the math symbol and vocalize add or subtract. This will help her to focus and reinforce the type of problem she will be working on. Once the the teacher observes that Julie is understanding the process, the teacher can sit next to Julie and work together on some of the problems, gradually phasing his/herself out so that Julie is working on her own. |
Practice: | Julie will practice writing single digit and double digits on the graph paper noting their place values. Julie will first circle the math symbol for the problem and vocalize the type of problem it is. |
Accommodations: | Accommodations as follows: Reduced number of math problems. Use of graph paper and colored pencils. Extra instruction. |
Checking For Understanding: | Julie will be able to verbally explain the terms that were pre-taught. Julie will be able to successfully complete the reduced number of math problems with 80% accuracy. Julie will be confident. |
Closure: | |
Evaluation: | |
Teacher Reflections: |
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