STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Topic: Adding and Subtracting Whole
Numbers
Name: Ashley Garneau Grade: 3
Subject: Math

Time Allotment: 1 hour

Brief Lesson Description: The students will set up a grocery store and be expected to “shop” for items and go to a “cashier” to check out.
Upon checking out, they will have a set amount of money. If they do not meet the amount of money, they can add more items, if they go
over, they will have to subtract items from their total.

Specific Learning Outcomes:

I can Add whole numbers

I can Subtract Whole Numbers

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)

This lesson developed based on the thought that all students must learn the practical skill of adding and subtracting. Along with the skill
that all students will eventually need to learn how to shop in a grocery store and stick to a small budget. With this being said, this is
something that all students of any race, ethnicity and disability will have to encounter.

Narrative / Background Information

Prior Student Knowledge:
The students will have prior knowledge of adding and subtracting because this lesson will be one of the final ones in the unit. Also prior
to beginning the lesson we will review the etiquette of the grocery store and how to stick to the “budget”.

Visual Arts VA SOL: NCTM Standard:

Standard: 3.4
a) create and solve
K.16 The student will classify  understand and use
single-step
objects in the properties of operations,
practical environment by their such as the distributivity of
problems that visual qualities (e.g., multiplication over
involve color, texture, line, addition.
multiplication and shape, pattern).
division through
10 x 10: and

3.3
a) estimate and determine the
sum or difference of two whole
numbers: and
Specific Problem-Solving Strategy being used:

Students will be required to problem solve using their skills of adding and subtracting by the items in their “cart” based on their budget
that is set for them.
Possible Preconceptions/Misconceptions:

Students could possibly misunderstand a multitude of aspects of this lesson especially if they don’t quite understand the concept of
adding, subtracting or estimation. Additionally, if they do not go to the grocery store with their parents or other adult often.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

Our Opening activity to simulate the student’s interest is going to be to have a simple grocery store set up in the classroom. I would plan
to have paper vegetables, fruits and other grocery items laid out; they may even see paper bags. Next, I would ask how many students
go to the store with their parents. As we discuss, we can also discuss why it is important to be able to add and subtract when going to a
grocery store. How does this and will this affect us in real life and our “budget” today?
Next, what they would spend $20 on at the grocery store if they had it.

To begin to get students thinking of how they can add and subtract we will do some examples.

Bananas 1.00
Pretzels 3.00
Raisins 4.00
How much are theses together? We can also list food prices and see what we would need to take away to still stay under a budget of a
certain amount.

During this time, we can also talk about strategies to quickly add and subtract
 Rounding up cents where needed and able (although we will be using mostly whole numbers)
 Taking off the zeros. This can make them look like physically smaller numbers although they have the same value.

*This will also help me determine where students are sitting prior to the activity. *
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Materials:
 Grocery Items
 Pencil
 Paper
 Paper bags

Next, Students would have 20 minuets to go around and shop around the grocery store. All of their work on how much each item costed
must be worked out on a sheet of paper given to them, also the work must be shown if they had to take anything out of their cart
because they were over budget.

Probing Questions:

What will you have to do if you end up spending more money than you have in your pocket?
Is it okay to have a little bit left over?
EXPLAIN: Concepts Explained and Vocabulary Defined:

We will have to explain the concept of a budget and what happens when you only have $20 in your pocket.

Vocabulary:

 Budget
 Addition
 Subtraction
ELABORATE: Applications and Extensions:

The extension activity for this will be for students to begin to use decimals (cents) as opposed to just whole numbers! This will make it a
little harder to stick to a budget!

Students will be given a list of problems such as the ones as follows:

Bananas $3.34
Pretzels $5.68
Honey $2.38

Grapes $3.47
Cantaloupe $3.48
Pizza $10.38

Peaches $3.48
Chicken $5.89
Spinach $6.58

Probing Questions:
How will we have to solve these problems differently?
How can we make this easier if we are actually are trying to quickly round at the grocery store?
EVALUATE:

Formative Monitoring (Questioning / Discussion):

The students will be required to discuss with a small group how they stuck to their budget. They will be able to see how their peers
solved the problems differently from them.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Their summative assessment is going to be how well they can accurately create their budget.
 Did they go over?
 Very far under?
 Not add or subtract correctly?

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) – For students with ADHD I would pair
them up with a very focused student to help keep them on track. This will not be the case for all students, but it may help some
students. Also, I would give them a guiding worksheet to help guide them through the process.
 ELL- For ELL students we could incorporate aspects of how grocery stores are in their country and food they may have along
with having some fruits and vegetables named as they are in other countries. Ex. The Spanish name for apples, carrots, pears
etc. As far as learning, I would give them a list of items and they would have to find them in the grocery store and tell me if
 they added up to the correct budget.
 Gifted learners- For the gifted learners, they would complete the extension activity off the bat. They would be adding with
decimals (cents) so that they are a little more challenged. Also, their budget would be higher.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
 I will evaluate my practice based on how well my students are able to add, subtract and stick to the budget. Also, how
quickly they are able to move on to the extension activity.
 Where might/did learners struggle in the lesson?
 Students may struggle in the lesson because they are being assessed on several new concepts. I.e., budget, adding,
subtracting and doing both at the same time.
 How can the lesson be strengthened for improved student learning?
 This lesson can be strengthened by breaking parts of the lesson down further for the students.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
I believe it did especially adding in parts of the ELL students’ countries.