FDU Lesson Plan Format

Vital Information/Learning Central Focus

Teacher Stephanie Toledo (Cooperating Teacher: Julie Kelly)
Subject Mathematics: Rounding, and Addition and Subtraction
with Whole Numbers
Central Focus/Focus Question The purpose of this lesson is for students to collaborate
with their peers to apply their knowledge of rounding, and
What is the central focus for the content addition and subtraction with whole numbers to solve
in the learning segment/lesson? word problems. The students will be doing so during an
escape room simulation which prompts them to solve
multi-step word problems, apply decoding skills, and
record their thinking.
Target Audience (Grade/Level) ● Grade 3
● 15 students of mixed abilities and backgrounds.
Content Standards 3.NBT.A​.
Use place value understanding and properties of operations
to perform multi-digit arithmetic.
● 3.NBT.A.1​: Use place value understanding to
round whole numbers to the nearest 10 or 100.
● 3.NBT.A.2: ​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.

New Jersey Student Learning Standards for Mathematics.

https://www.state.nj.us/education/cccs/2016/math/g03.pdf
Student Learning Goals and Goals:
Objectives ● Students will review word problems, rounding to
the nearest 10s and 100s place value, and adding
What are the specific learning goal(s) for and subtracting whole numbers within 1,000.
student in this lesson? ● Students will be exercising their ability to work in
groups and communicate in an effective and
Describe the purpose of the learning appropriate manner.
experience. What will students know ● Students will be confident in their problem-solving
and be able to do as a result of this skills by the end of the lesson.
activity? The objective(s) should relate
closely to the standards and benchmarks Objectives:
you select and be directly tied to your Provided with the “Escape the Classroom” escape room
assessment. Objectives should include activity that reviews word problems, rounding to the
what the learner should know and be nearest 10s and 100s place value, and adding and
able to demonstrate (observable and subtracting numbers between 1,000, the students will be
measurable), what the conditions for

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learning are, and what the criterion level able to complete at least half of the student handout with
is. 80% accuracy during a 45 minute period.
Instructional Materials and Resources Teacher Materials & Resources
● PDF of “Escape the Classroom” Activity Pack
What materials does the teacher need for https://drive.google.com/open?id=1q36tFCI4QThm
this lesson? VeAOKCnho22cW17iQdJn
What materials do the students need for ● 4 sets of the “Escape the Classroom” Clues and
this lesson? envelopes already assembled
● 21 copies of the “Escape the Classroom” student
handout
● Student List/chart with numbers 1-16 written
across the top
● Zombie Classroom Timer
https://www.online-stopwatch.com/zombie-race/ful
l-screen/
● SmartBoard or Projector/Computer to display
classroom timer
● Clear dry erase pocket sleeves with regrouping
graphic organizer inside
● Dry erase markers and eraser
Student Materials & Resources
● Pencil
● Clipboards
Prior Academic Knowledge and ● Students will need to use their knowledge and
Conceptions understanding of word problems and multi-step
problems in order to complete each question.
What knowledge, skills, and concepts ● Students will need to be able to round to the nearest
must students already know to be 10s and 100s place value.
successful with this lesson? ● Student will need to be able to add and subtract
What prior knowledge and/or gaps in whole numbers within 1,000, sometimes requiring
knowledge do these students have that regrouping and carrying over.
are necessary to support the learning of
the skills and concepts for this lesson?
Common Errors/Misconceptions ● Students may misapply the procedure for
regrouping.
Anticipate what the common errors or ○ I will address this by offering the use of the
misunderstandings of students related to dry erase pocket sleeves which the student
the central focus of this lesson will be. can format the question using a graphic
How will you address these organizer/template. The students originally
misconceptions for this group of learned how to regroup using the graphic
students? organizer so they are familiar with how to
use it.
● When subtracting, students may over generalize
from previous learning and “subtract the smaller
number from the larger one” digit by digit.

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 ○ I will address this by rereading the question
to the student and prompt them to analyze
the question and what it is asking. This will
highlight the misconception so the student
can try to self-correct their mistakes. If the
student continues with the misconception, I
will model how to appropriate set up the
subtraction problem.
● The students may know how to add and subtract
but does not know when to apply the procedures in
a word problem.
○ I will address this by rereading the question
to the student and prompt them to analyze
the question and what it is asking. This will
highlight the misconception so the student
can try to self-correct their mistakes. If the
student continues with the misconception, I
will draw a picture to help the student
visualize what the problem. I will
emphasize if something is being added or
taken away in the problem. If the student
still does set up the problem correctly, I will
then model how to appropriately set up the
word problem.

Mathematics Navigator. ​Misconceptions and Errors.​

America's Choice: Mathematics Navigator,
www.westada.org/cms/lib/ID01904074/Centricity/Domain
/207/Misconceptions_Error%202.pdf​.

Academic Language Demands

Language Function Throughout this lesson, the language functions that will be
developed is to ​apply their knowledge​ of rounding, and
What language function do you want addition and subtraction with whole numbers to solve
students to develop in this lesson? What word problems.
must students understand in order to be ● Students will be able to ​collaborate​ with their
intellectually engaged in the lesson? peers in groups of 3-4.
● The students will be ​analyzing​ multi-step word
problems and​ identify​ essential information.
● Student will be ​decoding​ symbols and codes.
● Students will be ​recording ​their thinking.
● Students will be able to ​explain​ ​what strategy(ies)
they used to solve a problem.
Content Specific Terms ● Sum-​ ​the total amount resulting from the addition
of two or more numbers, amounts, or items.

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What content specific terms ● Difference-​ ​The result when one number is
(vocabulary) do students need to support deducted from another.
learning of the learning objective for this ● Place Value-​ ​the value represented by a digit in a
lesson? number on the basis of its position in the number.
● Regrouping​- rearrange groups in place value to
carry out an operation

Splash Math.​ Grade 3 Math Vocabulary​.

https://www.splashmath.com/math-vocabulary/third-grade
Specific Way(s) Students Will Use Reading
Language ● Students will need to read and comprehend
multi-step word problems.
What specific way(s) will students need ● Students will need to be able to read clue cards and
to use language (reading, writing, problems aloud to their group members.
listening and/or speaking) to participate Writing
in learning tasks and demonstrate their ● Student will need to show their work and record
learning for this lesson? their answers on the “Escape the Classroom”
student handout.
Listening
● Students will need to follow my instructions and
understand oral explanation of the “Escape Room”
activity.
● Students will need to activity listen and apply the
ideas of their group members while working
together to solve problems.
Speaking
● Students need to be able to explain their thinking to
their group members while working together to
solve problems.
● Students need to be able to participate in a
discussion about what the problem is asking and
how to solve it.
Students’ Abilities ● There are students who are below grade level in
reading who may struggle with being able to read
What are your students’ abilities with clue cards and being able to comprehend word
regard to the oral and written language problems.
associated with this lesson? ● There are also students who are above grade level
in reading and will be able to read and comprehend
directions and word problems a bit faster and more
easily.
● All students should be able to understand oral
instructions. However, some students may need
directions repeated or than once.
Language Support ● Mixed Groups: the class is intentionally divided
into groups of mixed ability. Therefore there is at

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How will you support​ ​students so they least one above grade level student in each group.
can understand and use the language This student can read the questions aloud to the
associated with the language function group, thus allowing the lower-level student to
and other demands in meeting the focus on the math problems rather than the reading.
learning objectives of the lesson? ● Demonstration: I will also be demonstrating how to
read the clue cards and how to go about the first
problem so that the students fully understand the
instructions.
● Frequent Check-ins: I will rotate checking-in with
each group while they work. If I notice students
struggling (nearing the point of frustration) with
comprehension, I will interject and read the
clue/question aloud to the group.
Instructional Strategies and Learning Tasks
Lesson Introduction/Opening Opening: 5 minutes
1. Set up materials as described in the “Escape the
How will you start the lesson to engage Room” activity pack.
and motivate students in learning? 2. As students walk into the classroom, invite them to
pull a pencil from their desk, then sit on the rug.
3. When settled, ask the students:
a. “Give me a thumbs up if you know what an
Escape Room is. An Escape Room is a
challenge where you are locked in a room
with hidden clues and puzzles that you need
to solve in order to get out of the room.
Give me a thumbs up if you have ever been
to an Escape Room? Today we are all going
to an Escape Room! Right here, right now!”
4. Tell the students: “You are going to work in groups
to apply what you know about rounding, and
addition and subtraction to solve each clue! Let’s
get in our groups.”
5. Ask the class to get into the groups as you call
them out. Hand each group the introduction page
from the “Escape the Room” activity pack.
6. Tell the students: “This is your team. Let’s see
what our Escape Room Challenge is!”
7. Read the page to the class as they follow along in
their group.
Lesson Procedure Explain Instructions: 3 minutes
1. Explain: “Keep in mind, that this Escape Room
Please describe what you will do to will be very challenging. You should already know
teach this lesson and what your students all the skills you need to answer the questions but
will do. Number each step along the way you will need to work together and focus on your
and include both what you and your work if you want to escape in time. I have done a

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students will be doing for each step and few escape rooms and have never escaped on time
a description of content covered. Be so it’s ok if you don’t make it to the end.”
sure to describe how you support 2. Tell the class, “In a moment I will set the 45
students to develop higher order minute timer [have timer set up on SmartBoard]
thinking and critical thinking. and you will begin the challenge. Before we start,
it’s important to notice that each team has a
different colored paper. It’s important that you
stick to your color so that you don’t unlock another
group’s clues and messages. So when I send you
off to start, go to the desk that has papers with your
color on it”
3. Explain to the class: “On that desk, will a
worksheet where you will show all your work and
answers for every problem. Your group can not
move on from a clue until the whole group has the
question fill out on their worksheet.”
Demonstrate: 5 minutes
4. Tell the class, “Let's take a look together at the first
clue you have. When you find a new clue it will
have a message” Hold up the #1 card and read the
message to the class.
5. Think aloud how to go about this problem by
saying, “I would have to find the sum, so I need to
add in every question. I would write down the
answer on my worksheet. Then I would put the
problems in least to greatest based on the sums I
found. I would then open the lowest sum’s
envelope first. And read the clue or message in
there.”
6. Ask for any questions and clear up any
misconceptions.
Students Start Challenge: 45 minutes
7. Send students off to find their material and begin.
8. Start the timer on the smartboard.
9. While the students work,
a. I will go to each group and conference. Use
the class list to mark what questions you
observe them working on.
i. If the students are able to answer the
problem with ease, place a “+” in
the box that represents the student
name and the number they are
working on.
ii. If the student is struggling, place a
“?” in the box and prompt them with
questions that will get them on the

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 right track to answering the question
correctly.
iii. If the student is still unable to
answer the question, write an “X” in
the box. Then, offer the use of the
clear dry erase pocket sleeves with
regrouping graphic organizer inside
to provide structure for the problem.
Also use drawings to help the
student visualize the word problem
if they continue to struggle.
b. Remind each group to work together to
complete each clue.
c. Provide positive feedback when students
use problem-solving skills and utilize
teamwork. Praise students who solved
correct answers.
d. Answer any questions or clear up
misconceptions students have about the clue
cards or the flow of the escape room.
e. If you notice multiple groups are
experiencing the same misconception, call
for all the group’s attention and clarify.
10. When the 45 minute are over, call the students
back to the rug.
11. Collect worksheets.
Structured Support, Practice, ● Modeling: I model the steps of approaching a new
Application, and Feedback clue and using the question as a guide to how to
solve the problem.
What supports will you provide your ● Graphic Organizers: If students are struggling with
students so they can meet your a problem they are offered the use of the clear dry
objectives (i.e., modeling, guided erase pocket sleeves with regrouping graphic
practice, graphic organizers, organizer inside to provide structure for the
manipulatives, hands-on applications, problem. I will also use drawings to help the
etc)? student visualize the word problem if they continue
to struggle.
How will you give students the ● Feedback: Students receive positive feedback when
opportunity to practice so you can students use problem-solving skills and utilize
provide feedback? How will students teamwork.
apply what they have learned? ● Practice: The students are practicing rounding, and
addition and subtraction throughout the 45 minutes.
They will have to answer 16 practice word
problems if they make it to the end.
Lesson Closure Closing: 2 minutes on rug

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How will you end the lesson ● Tell the class, “Great job, everyone! Everyone was
(summarize, review, relate to students’ able to use their rounding, addition and subtraction
lives, relate to other disciplines)? skills to solve the clues. It’s important that we keep
practicing these skills because we will be using
them as we move on to multiplication and division.
Great job!”
Differentiation/Planned Support Whole Class​: All instructions will be explained verbally.
This will be done so that the students who are struggling
readers will be able to follow along while the teacher
explains the directions. In order to address the students
who are struggling readers, the class is intentionally
divided into groups of mixed ability. Therefore, there is at
least one above grade level student in each group. This
student can read the questions aloud to the group, thus
allowing the lower-level student to focus on the math
problems rather than the reading.

Groups of Students with Diverse Needs:​ I will address any

misconceptions or questions students with diverse needs
have during the one-on-one conferences during the escape
room.

Groups of Students With Similar Needs:​ I will also address

students with similar needs if I notice multiple groups are
experiencing the same misconception, I will call for all the
group’s attention and clarify as a whole group. Students
who appear to struggle with questions will be supported by
being offered the use of the clear dry erase pocket sleeves
with regrouping graphic organizer inside to provide
structure for the problem. I will also use drawings to help
the student visualize the word problem if they continue to
struggle.

Individual Students (IEPs or 504s):​ Students with an IEP

will need to be monitored to ensure performance is
on-task. These students also may need instructions to be
repeated more than once.

ELLs:​ There will not be ELL students in the class during

this lesson. However, if they were, I would make sure to
place them in a group with a very strong reader. I would
also make sure to check in with them frequently to clarify
any vocabulary for comprehension questions.
Theoretical Principles ● Albert Bandura demonstrates the importance of
modeling for learning in his social learning theory

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Why are the learning tasks for this (​Flock, 2018)​. In this lesson, there is a
lesson appropriate for your students? demonstration of how to complete the
What research supports this? problem-solving steps to answer the first question.
● Theorist Jerome Bruner demonstrates in his theory
of discovery learning that given children models
and examples before they solve a similar problem
allows understanding of expectations and
procedural steps (​Flock, 2018)​. In this lesson, the
teacher gives examples of evaluating word
problems before asking the students to work on
word problems on their own.
● Stein and Smith, 2011, discuss that, a higher-level
demand: procedures with connection tasks, are to
have students demonstrate in different ways (such
as modeling, visuals, explaining, etc.). In this
lesson the students are asked to practice modeling,
practice analyzing word problems, practice
decoding, and using different strategies to help
solve problems involving rounding, and addition
and subtraction.
● Van De Walle et al., 2019, talks about the
importance of having students take the time to
make sense of what directions and problems are
asking for. In this lesson, students are asked to read
directions and problems in their groups and then
make sense of the problem. Students are also asked
to think and discuss during the lesson to help them
dissect the different steps to solving each problem.
● B.F. Skinner writes in his theory of operant
conditioning that positive reinforcement
implements positive and productive performance
on the behavior that is being conditioned. I
demonstrated this throughout my lesson by
acknowledging answers that are correct and
praising students who use problem-solving skills
and utilize teamwork.
Assessments
How will you determine if students are meeting the intended learning objectives? Are they aligned
with your objective(s) and your procedure? What type of feedback will you give your students?
Type of Description of Modifications Evaluation Criteria - Feedback
assessment: assessment to the What evidence of What feedback will
(Formative or assessment so student learning you give your
summative) that all (related to the learning students after the
Identify each students could objectives and central assessment?
as formative or demonstrate focus) does the
their learning assessment provide?
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summative What data will you
assessments collect that is
measurable and
observable?
Formative Check-in This assessment is to If the students are
Conferences:​ I will track the students able to answer the
go to each group progress during the problem with ease,
and conference. I lesson. It will provide place a + in the box
will use the class a snapshot of the that represents the
list to mark what students strengths and student name and
questions you weaknesses regarding the number they are
observe them rounding, and addition working on.
working on. and subtraction. The If the student is
measurable and struggling, place a
observable data is “?” in the box and
whether the student prompt them with
was able to answer the questions that will
question with ease, if get them on the
the student struggled right track to
with the question, or if answering the
the student was unable question correctly.
to answer the question If the student is
without additional still unable to
supports. answer the
question, write an
“X” in the box.
Then, offer the use
of the clear dry
erase pocket
sleeves with
regrouping graphic
organizer inside to
provide structure
for the problem.
Also use drawings
to help the student
visualize the word
problem if they
continue to
struggle.
Summative Student Worksheet: Student may The students should These topics will
Collect and grade need be able to complete at not be taught
the student instructions least half of the directly again.
worksheets. repeated and to worksheet with 80% Therefore, provide
be reminded to accuracy. This is morning work that
answer every graded using the focuses on
question. answer key provided rounding, and

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 in the “Escape the addition and
Classroom” Activity subtraction skills to
Pack. students who do
not meet the
objective. These
students can also be
pulled during snack
for a small group
review of the skills.

I will be passing this lesson along to the other 3rd grade teachers so they can use it in their
classrooms.

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