(Alabama
Professional Education Personnel
Evaluation Program)
written
by: Hayley Bates, Athens
State University (Fall, 2001) r_j_bates@mindspring.com
editing, graphics, and formatting by: Dr. Beth McCulloch Vinson
I. Preparing (to plan for
instruction)
Materials:
Alabama
course of Study: Mathematics, page
28, numbers 5 & 6, children’s literature:
The Hershey’s Kisses Addition Book, dry erase boards, markers,
erasers, abacuses, place value charts, unifix cubes, worksheets.
Objectives: The students will:
·
(Application) work with the
hundreds place value,
·
(Synthesis) create and manipulate
three-digit addition problems,
·
(Application) and add three-digit
numbers.
Grade
level: third
II.
Orienting
(to establish purpose, build background, sustain motivation, and provide
directions)
Anticipatory
Set: The teacher will read the book The
Hershey’s Kisses Addition
Book. The teacher will state to the students that they will be learning a new
way to add. The teacher will say,
”This new way will make it easier to add large numbers.”
Purpose:
The teacher will say, “The purpose of this lesson is to
make adding large numbers easier. After
today’s lesson, it will be easier for you to add your money, food selections
at McDonald's, and the number of students in second and third grade.”
Connection
to previous learning/Build background knowledge: The
teacher will say, “I know that you all can add two-digit numbers and you know
about the ones and tens place. Today,
we will be working with the hundreds place adding three-digit numbers.”
III.
Presenting (to use sequential direct instruction)
Teaching Procedures:
·
The teacher will define “three-digit addition.”
The teacher will say, ”You remember addition is the sum of two or more
numbers. In three-digit addition,
each number consists of three different numerals.”
·
The teacher will say, “We use addition
every day when we
add the money that we have for lunch.”
·
The teacher will say, “Today we will be working with
place value. We will not only be working with the ones and tens place, but also
the hundreds place.”
·
The teacher will show using the abacus where the hundreds
place is located in reference to the ones and tens place.
·
The teacher will model how to use the abacus to solve a
three-digit addition problem.
·
The teacher will remind students that in three-digit
addition problems we work from the right to the left, remembering to regroup
when necessary.
·
The teacher will relate the content to other subjects by
giving examples of how to use three-digit addition. The teacher will say, “In reading, when you add all the
pages that you have read from different chapter books you will use three-digit
addition.”
IV.
Practicing and Summarizing (to reinforce and extend ideas)
Review:
·
(Application) The teacher will call on volunteers to use
“addition” in a sentence.
·
(Analysis) The teacher will call on volunteers to tell us
the difference between “two-digit addition” and “three-digit addition.”
· (Comprehension) The teacher will call on volunteers to tell us in their own words, what three-digit addition is. Also, the teacher will ask a volunteer to come to the board and demonstrate how three-digit addition works.
Guided
Practice:
· The teacher will ask everyone to get out his or her dry
erase board and the teacher will distribute an abacus to each student. The teacher will use an abacus and the chalkboard so that everyone can
see.
· The teacher will construct a problem and then ask the students how they would go about solving it. 234 + 332
· The teacher will ask for
a volunteer to suggest different
problems to solve with his or her abacus.
· The teacher will model and guide each problem that is
suggested while the students use their abacus.
Independent
Practice:
·
The teacher will distribute a worksheet with three-digit
addition problems.
·
The teacher will instruct the children to solve the
three-digit addition problems.
·
The student will use his or her abacus to solve each
problem. Each student must complete
at least six problems correctly.
Summarizing:
The
teacher will say, “Today, we learned about three-digit addition and how it is
useful. I would like for everyone
to find two or three ways three-digit addition can be used at home.”
V.
Assessment: (to check for attainment of objectives)
The
teacher will use a checklist to assess the independent practice activities.
The checklist will have the objectives listed as row headings, and checks
and minuses will be used to verify attainment. For enrichment, those students will be instructed to construct and solve
five problems that have a four-digit sum. For remediation, those students will stay on the concrete level and use
their abacus as well as unifix cubes and place value charts.
See the two PowerPoint slide shows entitled,
“Addition” and “Addition with Regrouping” at:
http://www.athens.edu/pt3/vinson/addition.ppt
http://www.athens.edu/pt3/vinson/addition_r.ppt