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Jada Braun

FRIT 7430: InstructionalDesign

Stage 3, Understanding byDesign

July 10, 2011

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Title of Unit Addition andSubtraction

Grade Level 3rd

Standard:M3N2. Students will further develop their skills of addition and subtractionand apply them in problem solving.

a. Use the properties of addition and subtraction to compute and verify theresults of computation.

b. Use mental math and estimation strategies to add and subtract.

c. Solve problems requiring addition and subtraction.

Understandings:

Mental math and estimation are strategies that can be used whenadding or subtracting numbers.

Skills can be used to help solve problems using addition andsubtraction.

Addition and Subtraction can be used to solve real world problems.

Essential Questions:

What strategies can I use to help me solve addition or subtraction problems?

What is the commutative property of addition?

What is the associative property of addition?

What strategies can I use to help add/subtract numbers up to 3-digits?

How do I know which operation to use to solve a word problem?

What is estimation and why is it important to know how to do?

How do counting coins and dollars help me in the real world?

Overarching Questions:

How can I use addition andsubtraction to help me solvereal world problems?

How can I show what I know

Topical Questions:

In what type of situations do weadd?

In what type of situations do wesubtract?

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about addition and subtraction,problem solving, andestimation?

Stage 3: Plan Learning Experiences

Week 1

1. Begin with a pre-test to assess student prior knowledge. W2. Give students an entry question (How do I use addition and

subtraction in my life everyday?) to hook students into thinkingabout how much we need and use math daily. H

3. Introduce the essential Questions and discuss the culminatingunit performance tasks (addition and subtraction book). W

4. Introduce key vocabulary terms of the unit and have studentscreate their own definitions in their math journal (they will dothis throughout the unit when new terms are discussed). E

5. Have students read word problems and find the key term thathelps them to know whether to add or subtract the problem. E

6. Students will answer the problem of the day each day duringmath time. In their math journal they will show their work andwrite why they chose either addition or subtraction to solve theproblem. O

7. Give quiz on vocabulary used in word problems and mathcomputation (fill in the blank and matching). E

8. In cooperative groups, students will discuss how estimationand mental math can be helpful in solving addition andsubtraction problems. Students will then role-play a situationin which they have used mental math in their daily lives. E, E-2

9. Students will rotate in math centers focusing on computation,estimation, mental math, and key vocabulary terms of additionand subtraction. E, T

10. Students will participate in daily addition and subtractioncomputation games to check skills. E

11. Daily, students will answer the essential question and also thefollowing questions in their journal (a) what is the mostimportant thing that I learned today about addition orsubtraction? (b) what is the most important unansweredquestion that I have about addition and subtraction? O, R

Week 2

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1. Students will create a brochure on each property of additionand subtraction and in it they will tell what makes thatproperty special to addition and subtraction. E, E2

2. Students will complete 4 corners with the properties of additionand subtraction where they will have to add a number sentence

that shows the specified property on chart paper. E, T3. Students will answer the problem of the day each day duringmath time. In their math journal they will show their work andwrite why they chose either addition or subtraction to solve theproblem. O

4. Give a quiz on the properties of addition and subtraction(matching). E

5. Students will write about the assessment prompt: How haveyou used addition and subtraction to solve problems thisweek? R

6. Students will revise and edit anonymous peers pre-test with a

partner discussing reasons they believe certain problems weremissed. E, R

7. In cooperative groups, have students create a song over one ofthe properties of addition and subtraction. They will then sharetheir song with the class. E, E-2

8. Students will complete a scavenger hunt around the roomwhere they will solve word problems posted around the room. E

9. Students will rotate in math centers focusing on computation,estimation, mental math, and key vocabulary terms of additionand subtraction. E, T

10. Students will participate in daily addition and subtraction

computation games to check skills. E11. Daily, students will answer the essential question and also the

following questions in their journal (a) what is the mostimportant thing that I learned today about addition orsubtraction? (b) what is the most important unansweredquestion that I have about addition and subtraction? O, R

Week 3

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