Lesson Study Group Members: Joanne Sweet, Judy Barker, Anel Rodriguez, Tasha Guess,
Jeff Brotnov, and Amanpreet Gill.
Grade Level: 3-5th Grade
Title Lesson: Addition Properties
Part I: Planning to Teach
1.) Research Goal: We will structure a learning situation that will develop students who are confident, engaged, and are willing to attempt to use multiple methods to accurately solve problems. 2.) Lesson Intent: Students will be able to represent and explain in multiple ways the
Commutative Property of Addition.
3.) Rationale/ Standards met:
3rd Grade-Algebra Functions: Students select appropriate symbols, operations, and properties to
represent, describe, simplify, and solve simple number relationships.
4th Grade: Algebra Functions: Students use and interpret various mathematical symbols and
properties to write and simplify expressions and sentences.
5th Grade: Number Sense: Students compute with very large and very small numbers, positive
integers, decimals, and fractions and understand the relationship between decimals, fractions,
and percents. They understand the relative magnitude of numbers.
4.) Prerequisite Skills needed for lesson:
a.) Vocabulary: addition, number, number sentence, equal, addend, sum, total,
b.) Math concepts: Addition of numbers in different combinations and orders.
5.) Vocabulary learned in lesson: Commutative Property of Addition and commutative pairs
6.) Plan for Differentiation- Strips of 20 squares are available as support for any group listed
below.
* Benchmark Group: (Making Progress)
Modifications:
* Strategic Group: (Special needs, below grade level standards,
Mid to advanced EL students)
Modifications:
* Intensive Group: (At risk students, intensive EL students)
Modifications:
7. Materials/Manipulatives/Technology:
• SmartBoard, Document Camera, 1 inch grid paper cut into strips of specific lengths
and color coded, Poster Paper: Prep poster paper with designated areas of gluing
number sentences. Each box should be a different color. Name and Date Area at top
of poster. Teacher Note: Label the title area as “Title: ____________), markers, glue
sticks, sentence strip(to glue on with a dot to show where to start gluing)
8. Plan for Assessment & Analysis of Student Learning:
• Entry Level • Progress Monitoring –
• Summative6.) References:
Part II: Procedures for the Lesson
Total time allotted for the lesson: 60 minutes
T= Teacher Script
PS: Possible Student Responses
Time
Breakdown
A: Activities
TS: Teacher Support
Lesson Plan:
*Teacher Dialogue/Script
Possible Student
Points of Evaluation:
Responses/Teacher Support Entry Level, Progress
Monitoring, Summative
*Activities
10
minutes
T: Tell your partner
PS:
what you know about
addition. Choose
volunteers to share their TS:
thoughts.
“By the end of today’s
lesson, we are going to
learn a property that will
make it easier for you to
add numbers.”
“We will use the paper
strips to explore the
relationships between
pairs of numbers.
All of you have an orange
and blue strip, and a
sentence strip. (Teacher
will model what each one
looks like.)
“Take your orange strip
and glue it on the
sentence strip covering
the dot. Make sure the
dot is on the LEFT side.
Then count the orange
squares and write the
Teacher will monitor
as needed.
number under the strip.”
(Teacher will model and
students will follow.)
5-8 min
“Next, take your blue
strip and glue it so it
touches the orange
strip.” Then count the
blue squares and write
the number under the
blue strip.” (Teacher will
model.)
PS: What’s a number
sentence?
TS: Teacher will model
a number sentence.
7+9=16
“Write an addition
number sentence
showing the sum of your
orange and blue strips.”
(Teacher monitors using
the 7+9 strip) Ask a
student to answer how
many total squares is it. They are the same
Then ask what the total amount…etc.
length is. Ask if they
notice anything about
the total squares and
total length.
“When I tell you to
move, find a partner
that has the same total
length as you. Does
anyone have any
questions? Now you may
find your partner and sit
down together at any
desk.” (Have the
instructions on the
SmartBoard displayed.)
5min.
You now have 2 minutes
to discuss similarities
and differences with
your set of strips. Let’s
see if you can come up
with an idea that no one
else can think of.
-We both have
blue/orange strips
Teacher will guide
students as needed.
-The total length is the
same
-The order of the
numbers is different
but the sum is the
Pick volunteers who have
same.
something to share.
(Teacher will just listen
and not guide.)
5 min.
T: Glue both of your
number sentences in the
Desired Outcome:
top two blocks of the
poster paper. (Use
When you add the same
Poster Paper as listed in two numbers, it doesn’t
materials) When you are matter what order you
done gluing, put your glue add it in (or what
sticks away.
number comes first).
(Allow 2 minutes)
T: Under your strips
Possible answers same
write a word sentence
as above.
explaining what you
noticed about both of
your colored strips.
Decide which one of you
will be writing and who
will be presenting your
word sentence.
(Allow 2-3 minutes)
Monitor students and
have students who
understand present
their sentences
T: Come post your
posters at front of
board.
Students will present
their number sentences.
T: “Go back and sit with
your partners.”
Teacher will pick out
correct answers and will
reinforce them.
We heard someone say
that order doesn’t
matter (ask if order
matters if it is not
mentioned beforehand),
let’s see if that true
with other problems.
2+3=5
3+2=5
So then that means
2+3=3+2
Let’s go back to my
number sentence…what
is the length? (Teacher
flips the paper) Does the
length change?
5 min.
T: “All these ideas have
a name. It is called the
Commutative Property of
Addition. (Teacher will
write it on the board and
have students repeat
name of property.)
T: “So the main idea of
Commutative Property of
Addition is that when we
add the same numbers in
a different order we get
the same answer.”
The teacher will use set
of strips (used before to
model how to glue and
9+7 strip) to model how
to write a number
sentence for it.
7+9=9+7
7+9=9+7…these are called
Commutative Pairs
5-7 min.
Have students pick up
their posters and work
on combining their
number sentences at
their desk.
Have the students write
Commutative Property on
top of poster.
(Have students post the
posters back up while
teacher passes out
worksheets)***
5-7 min.
Who can tell me two
numbers that equal to
20?
If students say it is 20,
teacher will say you’re
Have students write the
commutative pairs while
you write it on the
SmartBoard.
(Teacher will use
numbers given and use
the strip of 20 to
model.)
They will complete the
___ +__=20 on their
worksheet as teacher
models.
5-7 min.
Now using the
commutative property
what two numbers would
go on the other side of
the equal sign?
(Students will fill in
number sentence as
teacher models.)
(Each pair of students
will be given a strip of
20 squares for support
if needed.)
T: Now your challenge is
to continue finding (with
the same partner) other
commutative pairs that
also equal to 20 and
write them in number
sentences.
right that is the sum,
but it doesn’t show the
Commutative Property.
17+3 if this was said
then say this does equal
20 but it’s not using the
Commutative Property.
Ask what is a
commutative pair? Point
them out on SmartBoard.
(Students will write this
on bottom of
worksheet).
(Allow 2-3 minutes)***
Teacher will ask
students with correct
responses to show their
chosen commutative
pairs on the document
camera.
5 min.
Indiv. Quick Write:
What property of
addition did you learn
about today? Explain and
show an example.
Does the Commutative
Property work with
other operations such as
subtraction or
multiplication?
Part III: Reflecting on Student Learning Outcomes after You Teach the Lesson