Michigan State University Special Education: CEP 802A Lesson Plan Format

Date: 10-30-12 Subject: Math Grade Level: Second Grade Intended of Duration Lesson: 30 minutes State of Michigan Standards/Benchmarks: These are broad/general and lead to lesson goals. QA.1 Use addition and subtraction within 100 to solve one- and two-step problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem Lesson Goal: These are more specific than standards, but more broad than objectives. They relate back to standards and are directly connected to lesson objectives. The student can solve addition story problems The student can solve subtraction story problems The student can determine whether to add or subtract in a story problem The student will use equations in order to solve the problem Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included: Given a set of pictures representing the problem, Adam will distinguish whether the story problem is subtraction or addition, as well as answer the problem correctly two out of three given times. Given a story problem, Adam will distinguish whether the story problem is subtraction or addition, as well as answer the problem correctly 80% of the time. Given five story problems, Adam will create an abstract equation to aid in solving each story problem four out of five times. IEP Goal/Objectives (if appropriate) IEP goals/objectives are not appropriate/ tied to this lesson Materials: Provide a bulleted list Class period schedule IPAD flashcard app and 5 equations prepared

Worksheet of five representational based story problems: addition and subtraction Abstract worksheet with 5 problems

Prior Knowledge: The student that is participating in this lesson Knows appropriate addition and subtraction language Knows how to add and subtract within 20 Has been introduced to basic story problems Has mastered story problem lessons in both the concrete and representational level of understanding Procedure: Opening 1. 2. 3. 4. Student will sit down at the table Teacher will give student schedule of what is expected of the student this period The teacher and student will review the schedule together The teacher will use the flash card IPad app in order to quickly review five addition and subtraction problems the equations are as follows a. 5+5= b. 6+7= c. 15-5= d. 2+3= e. 13-2=

These are all problems that the student has been drilled on/ memorized in the last/ current unit. This is a warm up and should be stress-free for the student to complete
5. The student will complete each problem and then check their answer using the flash card app. 6. The teacher will explain how in todays lesson we will be using our knowledge of addition and subtraction in order to solve story problems review the lessons where manipulatives and pictures were used in order to solve the story problems explain the next step is to solve the story problems by writing and solving equations.

PresentationRepresentational 7. The teacher will give the student the Solving Story Problems with Pictures worksheet (Attached at the end of lesson plan). 8. The student will be instructed to read the question number one (student will read each question after previous question is answered) 9. The teacher will ask the student how he thinks he can use draw the pictures in order to answer the question 10. The teacher will also ask the student what question number one is asking 11. Student will now distinguish whether or not the story problem is asking for addition and subtraction and explain why/ how they came to that conclusion . Correct and scaffold students to find the correct answer if they are wrong or are struggling to find an answer. Scaffolding may include the following examples

12. The work sheet has three designated boxes for each question One is for drawing pictures, one for writing equations, and the last for writing the answer. Guide the student on writing the equation by asking the following questions a. What numbers are we working with in this problem? b. Is the problem asking us to add or subtract? c. If you had to, how could you find the answer without using the pictures? 13. Repeat directions 7-11 for the remaining questions on the worksheet. 14. Tell students that we will not be using pictures for the next portion of the lesson; instead we will be using only equations.

Abstract 15. The teacher hands Adam the Story Problems With Pictures worksheet 16. The teacher will now explain how in order to answer the questions on this worksheet the student will create the appropriate equation in order to solve the story problem. 17. The teacher will remind the student that he has much experience with story problems the student has mastered story problems at both the concrete and representational levels. Much like the previous lessons using an equation to solve the story problem is simply reading carefully and writing numbers instead of picture or objects in order to answer the problem. 18. The teacher will use the immediate scaffolding technique providing the student with maximum support at the beginning of the work sheet then using best judgment to decide how to gradually remove the amount of support. 19. REMINDER The teacher will remind the student that much like the Solving Story Problems with Pictures worksheet it is important to think about what each question is asking foraddition or subtraction. 20. The teacher will instruct the student to read each problem and then create an equation in order to solve each problem. The teacher will aid the student with any questions or incorrect answers.

Assessment: Adam will be given the very special Solving Story Problems with Super Hero Kittens worksheet. The Assessment contains five multiple choice problems. Each problem contains a QR code with the answer to the math question and a letter to unlock the secret password. The directions for the assessment are as follows Directions: Super Hero Kitty has been kidnapped by the evil minion and needs your help! Every question below has a secret code attached. Answer each question and use the iPad to scan the code and check your answer. Each code also has a letter of the secret password needed to release the Super Hero Kitty. Fill in each blank every time you answer a question and scan a code. The assessment requires the student to answer each story problem by choosing the correct abstract problem that represents the story problem. The assessment contains five questions total. The assessment is an informal assessment that is curriculum-based. The answers given are objective and represented by multiple choice questions. Expansion: After this lesson the student will have mastered problem solving for basic addition and subtraction at the concrete, representational, and abstract levels. As an expansion to this lesson the student will reflect on the following questions by participating in an oral discussion

1.) When solving story problems, what is the difference between using manipulatives, drawing pictures, and writing equations? Are all of these methods alike or different when solving a story problem? Do you use the same thought process? 2.) Now that you have mastered all of the problem solving strategies, which do you find easiest, using manipulatives? Pictures? Or writing equations? Why? 3.) Out of the three strategies that you have used to solve story problems, which one do you think would be most useful in your everyday life?

Reflection: Though this is the second individualized lesson that I have made for my case study student, Adam, it was still difficult to find new and interesting ways to engage and motivate him. I chose to continue working with Adam on story problems, since his class has just reached the story problem unit this week. In previous lessons, Adam has mastered basic addition and subtraction story problems at the concrete and representational levels. I found it critical to master all levels of understanding, resulting in the previous lesson. By mastering the story problems at all levels it can be assumed that the student has truly mastered the concept (Allsopp, Lovin, Kyger, 2007). The lesson was proven successful with Adam meeting each lesson goal and objective. After getting the opportunity to teach the lesson I feel that the goals and topic for the lesson were both appropriate. Like mentioned in my previous lesson plan for Adam, teaching him how to solve story problems with abstract equations is important for him to know because it will be expected of him by his general education teacher. Adam has been given a thorough introduction of solving story problems which will result in less stress and more ease when participating in story problems in his general education classroom. The goals for the lesson were established based on Adams strengths and weaknesses. It is vital to build off students strengths in order to successfully teach them a new concept (Wright, 1996). The goals of this lesson reflected Adams previous success in s olving story problems on the representational level in order to introduce him to solving story problems at the abstract level. Adam reached criterion on each of his goals. At the beginning of the lesson Adam was given a schedule of all of the tasks he would complete throughout the period. Students with Attention Deficit Disorder (ADD) often benefit from a schedule in the learning environment (Shahidullah, 2010). Giving Adam a schedule is an effective accommodation made not only for his ADD but also to ensure he is aware of the lesson expectations and appropriate pacing. Pacing throughout the lesson ran smoothly, with enough time designated for each activity without rush or boredom. Adam was engaged throughout the lesson. He was thrilled with the topic of the lesson being kittens. This was shown through the smile on his face and persistence to solve each problem. I chose to create a lesson with the theme of kittens because Adam LOVES kittens. In order to value mathematics instruction, struggling learners must see the value of the instruction in their own lives (Allsopp et. all, 2007). The technology element of the lesson also kept Adam extremely engaged in the lesson. The assessment portion of the lesson was formatted as a multiple choice assessment with incorporated QR codes in order to self-check. Adam was observed to be really trying as he attempted each question. During usual math periods he often guesses for most answers in order to complete assignments. In this math lesson, Adam was observed to be thinking aloud and choosing correct answers. When scanning the each QR code with iPad, he would squeal I got it right and then would quickly copy the secret letter in order to free super kitty. The use of technology in this lesson was proven to really motivate Adam to try his best.

References Allsopp, D., Kyger, M., & Lovin, L. (2007). Teaching mathematics meaningfully: Solutions for reaching struggling learners. Baltimore Maryland: Paul H. Brooke Publishing Co. Shahidullah, A. (2012). Numbers-how to teach struggling learners and adhd.CEP 802a, Michigan State University. Retrieved from www.angel.msu.edu

Wright, C. (1996). Learning Disabilities in Mathematics. LD online. Retrieved from https://angel.msu.edu/