CEP Lesson Plan Form

Teacher: Ariel Banuelos Date: 1/18/22

School: Shepardson Elementary Grade Level: 3rd Content Area: Math

Title: Estimating Differences Lesson #:_1_ of _1_

Lesson Idea/Topic and This lesson is the next lesson in unit eight of our math book. The students
Rational/Relevance: will use strategies of subtraction to estimate differences between numbers.
This includes using background information on rounding to assist in
subtraction. The students will start the lesson with an opening problem that
introduces the topic of the lesson. We will then watch the corresponding
video that comes directly from online resources attached to the book. The
students will then begin doing guided problems and move into small
groups/individual work to complete further practice.

Student Profile: Our class consists of 24 students. We have 18 boys and 6 girls. We have a
wide range of abilities throughout our classroom with one GT student in
math. We have three math groups based on ability, each one determining
the level of problems and assistance given

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Mathematics – Standard 1, Number and Quantity

3.NBT.A. Number & Operations in Base Ten: Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of algorithms
may be used.

Understandings: (Big Ideas)

a. Use place value understanding to round whole numbers to the nearest 10 or 100. (CCSS: 3.NBT.A.1)

b. 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. (CCSS: 3.NBT.A.2)

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
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1. How is rounding whole numbers to the nearest 10 or 100 useful?

2. Do different strategies for solving lead to different answers when we add or subtract? Why or why not?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

The students will be able to determine the nearest ten or hundred in order to round numbers by finding compatible numbers.

The students will be able to identify differences between rounded numbers by subtracting correctly while answering problems.

The students will be able to explain how they found their answers by verbally explaining their problem solving.

I can:

Use what I know about subtraction and place value to estimate differences.

This means:

I can complete lesson 8-7 in my math workbook while participating in whole group and small group activities.

List of Assessments: (Write the number of the learning targets associated with each assessment)

• Exit ticket

• Hand signals (1-4 fingers to self-assess understanding)

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Planned Lesson Activities

Name and Purpose of Lesson Estimating Differences

The purpose of this lesson is for students to use subtraction strategies to estimate
differences between numbers.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson? One teach, One Observe (whole group)
Yes x_ No ___ Parallel teaching (small group)
Why did you choose this model(s) and what are the teachers’ roles?
One teach, one observe was chosen because this lesson will be formally observed.
Parallel teaching was chosen because we will move into small groups for the second half
of the lesson. Throughout the whole group portion of this lesson, the teachers’ role is to
formally observe the lesson. When we move into small group, the teacher will then stop
observing and teach the same content with her own small group.
Approx. Time and Materials 2:00-3:00 (1 hr)
30 minutes of whole group
30 minutes of small groups

Materials:
Envision math 2.0 workbook (pgs 441-444)
Pencils
Document camera
Computer (online math resources with a video)
Individual white board
Expo marker
Exit ticket

Anticipatory Set The strategy I intend to use is:

Go over lesson objectives and begin with solve & share problem.
I am using this strategy here because:
It allows students to tap into their background knowledge on the topic of the day. I will
introduce the topic of the day and then the students will begin the solve and share
problem independently. We will then go over it together and a student will share their
work with the class.

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Procedures The strategy I intend to use is:

Guided whole class practice
Guided group practice
*Early Finishers* Independent practice
Early finishers may work on their math packet that
was given to them last week. It has two different I am using this strategy here because:
engaging math worksheets. They may also work on I am using these strategies here because it follows the classroom routine for math
their multiplication flashcards. instruction that my students use everyday. Guided whole class practice gives students an
opportunity to practice problems with the direct guidance of the teacher. Guided group
practice gives the teachers in the room the opportunity to differentiate learning and give
assistance based on the achievement level of the group. Independent practice provides
the students with an opportunity to show what they know at the end of the lesson.

Teacher Actions Student Actions Data Collected

*Prior to the lesson, the N/A N/A
teacher must prepare the
exit ticket*
Whole Group:
Instruct the students to Get out math books and a Observation that students
clear their desk and get out pencil are following directions
their math books and a
pencil

Instruct students to turn to Turn to page 441 Observation that students

page 441, introduce the are following directions
topic of the day (estimating
differences)

Read the solve and share Begin working on the solve If students are
problem to the students and share problem understanding the
(page 441) beginning problem and
solving it correctly

Have a student come up One student shares their If students are

and share their answer with answer while the others understanding the

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CEP Lesson Plan Form

the class listen beginning problem and

solving it correctly

Have students close their Close books with pencil Observation that students
books with their pencil inside are following directions
inside

Open up the online video Paying attention to the If students are

and have students answer video and answering understanding the
the questions throughout questions when problems in the video
the video (pull sticks for appropriate
names)

Begin guided questions on Follow along with guided If students are answering
page 443, numbers 3-6 questions, answer questions with accuracy
questions appropriately

Instruct students to work Begin working on problems Observation that students

on independent problems, assigned are completing problems
even numbers on the front
and problems 19,20, and 23
on the back. Problems 21
and 22 are challenge
problems

*have students use hand Use hand signals Level of understanding

signals to determine level after lesson
of understanding

Small Group:

One teacher will call group Move to small groups if Observation that students
#1 (Ms. Ryerson) called on are achieving an
Another teacher will call understanding of the
group #2 (Ms. Ariel) concepts

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CEP Lesson Plan Form

Group #3 can be called if

time allows

Work through the problems Work on problems with Observation that students
(may not get to all) with the teacher are achieving an
students understanding of the
*This is where you can use concepts
the white boards to
demonstrate problems

*during this time group #3 Group #3 works Observation that students

is working independently or independently or with a are achieving an
with a partner* partner understanding of the
concepts

Whole Group:

Hand out the exit ticket Complete the exit ticket Check exit tickets for level
of understanding
Closure The strategy I intend to use is:
Ticket out the door
I am using this strategy here because:
Using an exit ticket allows the teacher to quickly become aware of the level of student
understanding after a lesson is taught. The information received from this exit ticket will
allow the teacher to decide if the lesson or content needs to be retaught before moving
on .
Differentiation Content Process Product Environment
Modifications: The student The student The student The student
will be given will be guided will only get may receive aid
less through each checked on from Mary or
independent problem, using problems 7-18. another
problems to a number line teacher one on
work on. to help round. one in the pod.

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Extensions: The student After The student The student

will work on completing the will have will work
the challenge initial completed the independently.
problems problems, the challenge
independently. student will problems.
then move on
to the
challenge
problems.
Assessment • Exit Ticket

1. Round to the nearest ten to

estimate.
584
-347
• Hand signals that help students self assess their level of understanding (1-4
fingers)

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
• To focus student attention on the lesson.
• To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
• teacher input
• modeling
• questioning strategies
• guided/unguided:
o whole-class practice
o group practice
o individual practice
• check for understanding
• other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
• To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
• To help organize student learning
• To help form a coherent picture and to consolidate.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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