Plan Instructional Planning Grid Acting Intern's Name: Rosa Cuellar Date: June 28, 2014 Subject: Mathematics Grade Level: 3rd 1. TEKS: 111.15 Mathematics (3.1) (C) (3.3) (A) (B) (3.4) (B) (C) Number, operation, and quantities' reasoning. The student adds, subtracts, multiply and divide problems. Objective: Student will learn to solve meaningful problems involving whole numbers. 2. Big Understanding: Practice and recognize mathematics symbols. Bussines people tend to charge money for services or buying items. 3. Assessment Evidence: This math sentence organizer help students to see all of the different number sentences (equations) that can equal one number. The organizer includes addition, subtraction, multiplication and division, it facilitates an understanding of the relationship of these math concepts. 4. Opening Hook: In the math sentence organizer put money amount (such as ($1.00) in the center box and change each such symbol to the name of a coin (penny, nickel, dime, quarter). Have students calculate the number of coins of each type that equal the amount in the middle. Repeat same this process with subtraction, multiplication and division. 5. Instructional Strategies/Activities: 1. Decide upon a number to put in the central square. 2. Begin with the bottom section, marked addition, and brainstorm with students all the number sentences that equal the number in the middle square. How much is the amount in the middle square? Do you think is the same answer for all the symbol equations? Can you demonstrate and explain to you group the difference between all mathematic symbols? 6. Materials/Resources: ELMO (If necessary) coins (pennies, nickels, dimes, quarters and a dollar bill). copies for each group 7. Grouping Patterns: Groups of three 8. Ending Summary/Reflection: What questions do you have in the connection of money and symbol equations? Why is important to know all these equations in life?