30 views

Original Title: word problem lesson

Uploaded by api-301858309

- Management Mismanagement Sample CH
- APSMO2011Flyer_DivJ
- description: tags: math
- Tools to Enhance Young CHildren's Thinking
- Visual Representations
- problem solving graphic sd
- Preparing Junior High School Students in Science, Technology, Engineering and Mathematics (STEM) Track Using Journal Writing in Mathematics
- Problem Solving 1
- student thinking analysis
- article1379681322_Budak
- The Eight Steps for Successful Problem Solving
- null
- Joe Bloggs Mock Report
- project rubric 4
- Andrea-Lunsford-Collaboration-Control-and-the-Idea-of-a-Writing-Center.pdf
- THANK YOU
- 101 Tips on How to Become More Creative
- orgcompaper
- My Career Match Ariel Ramirez
- transformations project

You are on page 1of 7

Lesson Title: Problem Math!

Curriculum Area: Math- Word problems

Date: 2/23/16

Estimated Time: 2 days

Standards Connection: Use addition and subtraction within 20 to solve word problems

involving situations of adding to, taking from, putting together, taking apart, and

comparing, with unknowns in all positions, e.g., by using objects, drawings, and

equations with a symbol for the unknown number to represent the problem. (See

Appendix A, Table 1.) [1-OA1]

Learning Objective(s): When given a new word problem, students will solve it in their math

journals using at least 1 problem solving strategy.

Learning Objective(s) stated in kid-friendly language:

Today, you will be given a new word problem to go into your journal. You will try your very best

on this word problem using pictures, words, or numbers to complete it.

Evaluation of Learning Objective(s):

Students will be given a new subtraction word problem with numbers within 20. The students will

solve this problem in their math journals. The students will then find their special spot around the

room to go and complete this individually. Students who can use a strategy to fully complete the

word problem and give an answer are in the green range. Students who can not use a strategy to

fully complete it or give an answer will be in the red range and in need of individual instruction.

Engagement: The teacher will call the student down to the carpet. The teacher will state the

objective. The teacher will then read the Pete the Cat and his Four Groovy Buttons by Eric

Litwin to introduce the topic of subtraction within word problems. The teacher will ask

students questions before and after reading the book. Okay boys and girls, when I call

your table number I want you to come find your special spot on the carpet. I want

everyones ears open and eyes on me. Today, we are going to solve word problems, but

first I want to read you a story. This book is called Pete the Cat and his Four Groovy

Buttons and its written by Eric Litwin. The teacher will read the book to the students.

What kept happening to the Pete the Cats buttons in this story? How many did we start

with? Yes! 4! How many did we end with? We ended with 0! What is it called when we

have one number and we take some away? Yes! Subtraction!

Learning Design:

I. Teaching: The teacher will restate the objective. The teacher will have a subtraction

word problem written on an anchor chart that she will work out with the students in the

form of a think aloud. The teacher will model different strategies that the students can use

to solve word problems. The students will then be given a new problem that they will

work on with a partner in their spot around the room. The teacher will walk around the

room and help when needed. Once the students have finished the first problem they will

be given a challenge problem. The students will then come back to the carpet and discuss

the strategies they used with the teacher. The teacher will model some of the strategies

the students used to show their thinking. Today, we are going to solve subtraction word

problems. I have this first word problem already written for us to do together. Lets read

this word problem together. Jimmy has 12 pencils on his desk. Sarah takes 5 of them.

How many pencils does Jimmy have left? How do we know that this is a subtraction word

problem? How did you decide that? Now what is one thing we are already given in this

problem? Yes! Jimmy has 12 pencils. Well Im going to use pictures to draw Jimmys 12

pencils and write our number 12. The teacher will draw the pencils on the anchor chart

and also write the number 12 underneath. What else are we given? Yes! Sarah now has 5

pencils because she took some from Jimmy. Im going to draw Sarahs 5 pencils, but Im

going to mark out Jimmys pencils as Sarah takes them away from him. The teacher will

draw the 5 pencils and mark them out from Jimmys pencils one at a time and also write

the number 5. Now what question does our problem ask us? Yes! It asks us How many

pencils does Jimmy have left? Lets count the number of pencils Jimmy has left. Yes

Jimmy has seven pencils left. Does Jimmy have more or less pencils now then when he

started. Well Jimmy has less pencils now because Sarah took 5 of his pencils! Great Job

guys! What strategy did I use to solve this problem? Yes! I used pictures! That is a great

strategy to use when working on word problems. Now I want you to get with your partner

you read with in the morning. Im going to give you and your partner a word problem

that I want you to work on together. I will be walking around the class helping you and

listening to your strategies. When You have finished your first word problem, Im going

to give you your challenge problem. When we are all finished, we will come back to the

carpet and talk about our strategies we used to solve the problems. I want to see your

thinking on paper! The teacher will call the students up to get a problem and find their

partner. The teacher will give the students between 8-10 minutes to complete these

problem. The teacher will call the students back up once the time is up. Your time is up!

Lets all come back and sit on the carpet with our partners. What strategies did you use to

solve the first problem? You used pictures! Will you tell us how you solved it with

pictures? The teacher will have both problems on an anchor chart where she can write

what the students did. I see how you did this. Let me show you how I would have done it.

Did anyone else do it a different way? The teacher will write what this student did on the

chart as well. Lets discuss our challenge problem. What strategies did you use to solve

this problem? Why did you choose to draw pictures instead of doing it another way? Can

you show me what you did? Let me show you how I would have done this. The teacher

will write this problem and the students work down as well. Great job! Now I want you to

turn and talk to the person next to you about what was different about these two

problems? Yes they did talk about different items, but were they both subtraction

problems? How do you know they were both subtraction problems? Yes, because we were

making a bigger number smaller. Great job now we are going to work in groups using

these strategies to solve more word problems.

Problems:

1. Challenge Problem: There are 22 carrots in the classroom garden. Kristen took 12

of them. How many carrots are left?

2. Ben has 18 cubes. Lauren has 10 cubes. How many more cubes does Ben have

than Lauren?

II. Opportunity for Practice: The teacher will have the students get into their pre assigned

groups. The teacher will do this by calling a students name aloud and telling them to get

with their group. The teacher will give each group 3 different subtraction word problems.

The students must work on these together and show their thinking on the paper. They

must use the strategies we talked about including pictures. The teacher will not discuss

these word problems ahead of time like she did before. Now you are going to get into

your groups you have for research. Im going to give each group three word problems.

You will take these to a place in the room to work on them. I want you to show me your

thinking on paper using the strategies we just talked about. You can all work together on

these. I really want to see pictures! When you are finished we will come back to the

carpet and talk about what we did as a group. I will be walking around listening to you

work. The teacher will pass out materials and walk around to observe the students. Lets

all come back to the carpet! Lets read our first problem together. Sally has 16 books in

her book basket. Mary takes 12 of them. How many books does Sally have left? Who

can tell me how they solved this? What strategies did you use? How did you decide to

solve it this way? The teacher will continue to discuss each of the problems individually.

The teacher will not be writing their work down, but just discussing their reasoning

behind their strategies.

Three problems:

1. Sally has 16 books in her book basket. Mary takes 12 of them. How many books

does Sally have left?

2. John has 15 crayons. Jake has 11 crayons. How many more crayons does Jake

have than John?

3. Michelle has 24 apples in her basket. William takes 8 of them. How many apples

does Michelle have left?

III. Assessment

Students will be given a new subtraction word problem with numbers within 20. The students will

do this problem in their math journals. The students will then find their special spot around the

room to go and complete this individually. Students who can use a strategy to fully complete the

word problem and give an answer are in the green range and considered fully proficient. Students

who can not use a strategy to fully complete it or give an answer will be in the red range and in

need of individual instruction. Okay, boys and girls I have printed off a new word problem for

our math journals! When I call your table number I want you to come get a word problem and

work it out in your math journals. You can use numbers, words, or pictures to solve your problem.

I want to see an answer on everyones paper when we are finished. Im grading this on

completion. Table 1 come and get your word problem and find your math journalTable 2 come

and get your word problem and find your math journaltable three come and get your word

problem and find your math journaltable 4 come and get your word problem and find your

math journal. You will have 5 minutes to complete this. When you are finished we will come back

together and discuss the strategies you used on your own.

Assessment problem:

There are 14 puppies for sale at the store. Anna buys 6 of them to take home. How many puppies

are left at the store?

IV. Closure: The teacher will call the students back to the carpet after the 5 minutes is up.

The teacher will ask the students to share some strategies they used when solving their

word problems. This will be a review of the strategies taught. Times up! Lets all come

back to our special spots with our math journals. We are now going to share some of the

strategies we used. What is a strategy you used? You used pictures! How did you decide

to use pictures? Did anyone use a different strategy to solve this problem? Why did you

decide to do it that way instead of using pictures? Did anyone use any other strategies we

discussed today? Great! These are all strategies that can be used in any math problem!

We can even use these strategies when we are adding! Im so glad you all enjoyed

learning with me today! I hope we get to do this again soon!

Materials and Resources:

Math journals

Paper

Pencil

Pete the Cat and his Four Groovy Buttons

Math word problems printed

Marker

Anchor chart or board

Green: Students will be given a challenge problem where they will add or subtract within 30

Red: Student will be given a cloze passage word problem, where they insert the numbers they

wish to add or subtract. Students will be able to choose their difficulty level.

Data Analysis:

According to the sample of data I collected from this lesson, most students were able to

successfully show their strategies on paper. One student chose to draw pictures and use numbers.

They drew 14 puppies on their paper and then marked out 6 to find what 14-6 was. This student

also wrote on their paper the number sentence 14- 6 = 8 because they knew this fact already. They

not only got the answer correct, but they were able to show their thinking on paper.

Another sample of student work I collected thought this was an addition problem. They

drew the 14 puppies, but then they also drew 6 puppies next to it, at the bottom of the paper they

drew 21 puppies because they thought they were supposed to add the puppies. My ELL students

work was much different from the rest of the class. One student needed to use cubes to solve this

problem, which worked well for him. The student cant read English at all so he had to have help

from Mrs. Bowen He drew 14 lines to represent the 14 puppies but then he didnt go any farther.

Above this picture, he wrote the equation though and got the problem correct. He was able to

show his thinking through numbers but not through pictures. His skills in these areas will

progress as he spends more time in the classroom.

Reflection:

This lesson brought about many difficulties for me. This was my first math lesson and my

first whole group. I thought I was going to have the most trouble with classroom management,

but these students were angels. I ended up having the most problem with trying to sort out

students misconceptions about the math problems. Every students does problems differently and

while these students may be able to draw their pictures and solve the equation, they have trouble

explaining their thinking. I could see that the students knew how to solve the problem using the

strategies and get the right answer, but they had a hard time explaining their thinking to me. I got

slightly disappointed in myself because I thought I wasnt doing a good job, but I realized

afterwards that the students understood the problem, they just needed help verbalizing their steps.

If I could change anything about the problem, it would be to give harder problems. My

problems were one step subtraction within 20, but since I only see about 20 minutes of math with

these students a week I thought my problems would be just fine. The students were able to get the

answer mentally and then have to go back and show their work. They wanted a challenge

problem and the problem I had that I thought was a challenge was just as easy as the rest. I would

also change the amount of time the students were on the carpet. I was going way to slow trying to

explain my thinking because I wanted them to understand it, and they were getting bored and

restless. I think having them move around more and do more turn and talk would have been good

for them. The last thing I would change about this is making sure I had materials for everyone. I

learned today that first graders do not share well and everyone needs one of their own. This is

something I was just going to have to learn on my own and this can be different for other classes,

but in this case it was not.

If I could keep anything the same it would probably be the way I taught the picture

strategy and my engagement. The students really enjoyed the book I read because it had songs

and a favorite childrens character, Pete the Cat in it. The book was a simple subtraction book that

got their minds thinking about subtraction. I asked them questions after it to get them thinking

about subtraction, which worked really well. It was a nice Segway into our subtraction problem. I

think how I taught the picture strategy worked really well. The students understood what I did

because they could visually see it and it was easy for them translate over into other subtraction

problems.

Overall I think I did a decent job today, but there is a lot I need to work on with my math

lessons. I need to have a deeper understanding of the content and a better understanding of where

my students are at. I look forward to teaching more math lessons, to become an even greater

teacher.

Samford University

Design for Learning

Challenge Problem

The students will be working these problems on paper that I will

provide so they have plenty of room to show their work.

garden. Kristen took 12 of them. How

many carrots are left?

Partner Problem

The students will be working these problems on paper that I will

provide so they have plenty of room to show their work.

How many more cubes does Ben have

than Lauren?

Assessment Problem

Students will do this in their math journals.

Jessica buys 6 of them to take home. How

many puppies are left at the store?

The students will complete these problems on blank

white paper in their groups.

Mary takes 12 of them. How many books

does Sally have left?

John has 15 crayons. Jake has 11

crayons. How many more crayons does

Jake have than John?

Michelle has 24 apples in her basket.

William takes 8 of them. How many

apples does Michelle have left?

- Management Mismanagement Sample CHUploaded bypgvillarreal
- APSMO2011Flyer_DivJUploaded byroh009
- description: tags: mathUploaded byanon-477525
- Tools to Enhance Young CHildren's ThinkingUploaded byFabian Popa
- Visual RepresentationsUploaded byJen Goldschmidt
- problem solving graphic sdUploaded byapi-458867240
- Preparing Junior High School Students in Science, Technology, Engineering and Mathematics (STEM) Track Using Journal Writing in MathematicsUploaded byIjaems Journal
- Problem Solving 1Uploaded byAmira Lokman
- student thinking analysisUploaded byapi-245618390
- article1379681322_BudakUploaded bymaleckisale
- The Eight Steps for Successful Problem SolvingUploaded byPadlah Riyadi. SE., Ak., CA., MM.
- nullUploaded byapi-25945796
- Joe Bloggs Mock ReportUploaded byMrAiono
- project rubric 4Uploaded byapi-425358907
- Andrea-Lunsford-Collaboration-Control-and-the-Idea-of-a-Writing-Center.pdfUploaded byMark Bandalaria
- THANK YOUUploaded byVictor Tan
- 101 Tips on How to Become More CreativeUploaded bysamjoe24
- orgcompaperUploaded byapi-457468525
- My Career Match Ariel RamirezUploaded byArielle Ramirez
- transformations projectUploaded byapi-348860501
- 1-s2.0-S0738059398000182-main.pdfUploaded byratnajulianti29
- geosyl~1Uploaded byapi-234042725
- Problem Statement Project #14 Gas Field Production OptimizationUploaded byAvininda Fitria
- i finally made my stepsUploaded byapi-208657268
- semester2mathessentialsintroletterallgradesUploaded byapi-241936245
- Class Attendance, Participation, And Disposition (Rubric)(1)Uploaded bynbianchi
- my architect pblUploaded byapi-428831938
- FS6 - Activity 3Uploaded byMark Anthony Ramos
- Dll Mathematics 6 q1 w2Uploaded byFlordeliz Gealon
- writeupUploaded byapi-244179308

- teacher task 1Uploaded byapi-301858309
- disaggregated dataUploaded byapi-301858309
- disaggregated data write up 1Uploaded byapi-301858309
- novel study full pdfUploaded byapi-301858309
- 2tlac 1-10 1Uploaded byapi-301858309
- i see the moonUploaded byapi-301858309
- unit lesson for webpageUploaded byapi-301858309
- tab7culminatingactivityfieldtrip 1Uploaded byapi-301858309
- parent teacher reflectionUploaded byapi-301858309
- google project timelineUploaded byapi-301858309
- music proposalUploaded byapi-301858309
- self assessment of videoUploaded byapi-301858309
- michelles video lesson feedbackUploaded byapi-301858309
- which is bigger 1Uploaded byapi-301858309
- visualizing fractionsUploaded byapi-301858309
- reflection 1Uploaded byapi-301858309
- reflection dr wallUploaded byapi-301858309
- amstiUploaded byapi-301858309
- teacher task2Uploaded byapi-301858309
- early morning logUploaded byapi-301858309
- action research projectUploaded byapi-301858309
- read for the recordUploaded byapi-301858309
- minilesson rhymingUploaded byapi-301858309
- minilesson science -ipadsUploaded byapi-301858309
- math activity planUploaded byapi-301858309
- authory study nile riverUploaded byapi-301858309
- bluebonnet author studyUploaded byapi-301858309
- 1st grade meeting 1Uploaded byapi-301858309
- ell reflectionUploaded byapi-301858309

- MQP_-_Final_Report.pdfUploaded byMohamed Abd
- Avaya Octel Voice Mail System_042110Uploaded bykkayaturk
- CBSE Class 8 Science Worksheet (5)Uploaded byravilulla
- Commando Surgery PDFUploaded byOlga
- Communication SkillsUploaded byKanika Gupta
- FB 09.20.2013Uploaded byMark Reinhardt
- SEEP Vol.22 No.3 Fall 2002Uploaded bysegalcenter
- User.manual.lpc17xxUploaded bymikfra
- SYLLABUS GEU_-_B.Tech-EEEUploaded byAkshay Malik
- Xmega Au ManualUploaded byjohnanna
- Aviation Jet Fuel Testing InstrumentsUploaded byDaniel Matías
- 100755020-Enviro-Engineering-General-Trading-Catalogue.pdfUploaded byoperationmanager
- Fingerfast Bass List1Uploaded byEduardoLira
- Sixth Weekly EmailUploaded bySAPA at the University of Delaware
- Www.wmi.Badw.de Teaching Lecturenotes SLTTP II TTP2013 Kap4Uploaded bySurendra Singh
- ship particulars TB. ma5.docxUploaded bypepi_guitar
- chapter 1 assesments azaidiUploaded byapi-264651523
- Oasis_montaj_Working_With_Data.pdfUploaded bygoomey
- Blackhat Arsenal 2Uploaded byakasame
- Principles of GovernanceUploaded byJerome B. Agliam
- Mushroom Diversity college researchUploaded byConnie Ryan
- Ansi Sdi Rd 2017 StandardUploaded byAlek
- brochure-kone-e-link_tcm59-18662.pdfUploaded byFelipe Raul Chumpitaz Guevara
- BA060FENUploaded byAlberto Fierro
- 23243334 Kfc Project on Market Research (1)Uploaded byPrashant Chaubey
- 4405Uploaded by10131
- KARF Offer LetterUploaded byPedro Azevedo
- Moore-James-Wanda-1990-Kenya.pdfUploaded bythe missions network
- 2018 Korea Designers Collective in CoterieUploaded byHelen Oh
- KRaHBXAeQzk10v8SYQHbUploaded byStefan Ličanin