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Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level:

Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level:

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Published by monstermommy
From Chicago Public Schools
From Chicago Public Schools

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Published by: monstermommy on Dec 05, 2009
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03/08/2010

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STRUCTURED CURRICULUM LESSON PLANDay:
059
Subject:
Mathematics
Grade Level:
4
Correlations (SG,CAS,CFS):
6D1
ITBS/TAP:
Choose and apply appropriate problem-solvingstrategies
ISAT:
Solve word problems
Unit Focus/Foci
Problem-Solving Strategies
Instructional Focus/Foci
Using the act-it-out problem-solving strategy
Materials
Six-Group Activity
: Division (Solve with multiplication)Math journals
Educational Strategies/Instructional ProceduresWarm-up Activity:
Read this problem aloud, quickly to the students. Ten people were on the train. At the first stop,5 got on and 3 got off. At the second stop, 4 got on and 5 got off. At the third stop, 2 got on and4 got off. How many people remained on the bus? Most students will be unable to answer.(Answer: 9)
Lesson:
Tell students you will read the problem again and they are to find a way to
act it out 
. Moststudents will want to physically get up and do it.Tell students you will read another similar problem and ask them to find a way to
act it out 
without large groups of people getting up and moving around. Allow them sometime to think about their method before reading the problem.
 
373
Problem:
Everyone has mail delivered to their homes. The mailman will leave letters and pick up the letters to be mailed. One day the mailman started out for his route. At his first house, heleft 7 letters and picked up 2. At his second house, he delivered 9 letters and picked up 4. Next,he delivered 2 and picked up 7. At the last house, he picked up 8 and left none because thisfamily was on vacation. How many letters did he deliver? How many did he pick up? (Answer:delivered 18 letters and picked up 21 letters)Distribute “Post it” pads to each student. Ask students to write their strategies for
acting it out 
.Ask students to look for common methods and group them. Have students write methods theylike in their math journals.Provide further opportunities for practice. Examples: 1) Someone has six coins in his pocket.They add up to $1.00. What coins does he have? (2 quarters, 2 dimes, and 1 nickel) 2) A jewelry maker added 7 yellow beads to a 20 bead necklace. Next, she took off 4 red beads. Last,she added 5 blue beads. How many beads long is the necklace now? (28) 3) An elevatorbegins at the 4
th
floor. It goes up seven floors, then down three floors, then up five floors, thendown seven floors. On what floor is the elevator? (sixth)Summarize by reviewing all of the
act it out 
methods the class has discussed. (Physicallymoving, drawing pictures, using manipulatives should be some of the methods used.) If not,offer them to students as methods that are good. Allow them to add to their notes. Tell studentsthat although this is not complicated arithmetic, it is “good” math. These problems can stretchstudents’ thinking about processes and strategies, as well as numbers.
Ten Statements
Review the ten statements and have the students write
 yes
if they heard it in today’s lesson and
no
if they did not. If the answer is
no
, say:
The statement is true, but it was not heard in today’slesson.
1)
 
Acting a problem out is a good strategy for solving some problems. (yes)2)
 
Add-on/Take-off problems can be easily solved by acting out. (yes)3)
 
Combination problems, like the coin problem, are easier to solve when you act them out.(yes)4)
 
You can act out a problem by getting together with some classmates and physically movingaround. (yes)5)
 
Some problems have more information than you need to solve them. (no)6)
 
You can use manipulatives to help you act out a problem. (yes)7)
 
Some problems do not have enough information. (no)
 
3748)
 
Problems do not have to contain difficult arithmetic in order to be “good” math problems.(yes)9)
 
Always answer math story problems in complete sentences. (no)10)
 
Using problem-solving strategies helps you stretch your thinking about math. (yes)
Free Choice Lesson
Have the students choose a lesson from the
Free Choice Activity sheet (
one box per day
).
Six-Group Activity
Have a group of six students, two from each ability level, complete the teacher-directed activitysheet: Multiplication (Word problems).
Math Workshop
Have the students go into the
 Math Workshop
after completing their
Free Choice Lesson.
Integration with Core Subject(s)
LA:Understanding explicit, factual informationUnderstanding the meaning of words in contextSC:Apply scientific method to solve problemsAnalyze and interpret dataSS:Read and interpret maps, charts, tables, graphs, and cartoonsSequence information, especially using timelinesSelect appropriate information for intended purpose
Connection(s)Enrichment:Fine Arts:Home:Remediation:
See attached Six-Group Activity sheet: Multiplication (Word problems).
Technology:

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