# Melissa Axell Cycle 2 Lesson A Purpose/Rationale: Practice showing their work for solving number stories and

how to go about solving story problems. Having them sort out the important information from the information that is not needed, and figuring out what they need to find. Getting them in this systematical practice of working out number stories. Time: 2:10- 2:30ish Connections to Standards/Benchmarks/Curriculum: (piloted math curriculum from Scott Forsman, Everyday Math, and Singapore math). M.PS.03.11 Add and subtract money in dollars and cents. N.MR.03.15 Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including “product” and “quotient”), and mathematical statements; solve. Objectives: Students will be able to identify the appropriate operation to use to solve the number stories with clues from verbage given from the story problem. Students will be able to share their thinking by showing how they solved their story problem. Students will be able to solve story problems that involve subtraction, addition, and multiplication. Materials: Overhead projector/marker Whiteboards and items that go with it (24). Assessment worksheet-25 copies in case one is lost. Management: Students will enter the room from their special, I will notify the dry erase board people to do their job and distribute the boards to each table. The students will sit down and take out the necessary items(one board, marker and eraser). I will then have a story problem on the overhead ready for them to solve. I will read it for them, and then I will have them solve it on their own. Tell them that when they are ready to raise their hand, and will call on those with their hands up to share their thinking. Hook: Story problem will be on the overhead ready for them to solve, this way they are occupied from the get go since time is short, and we need to start as soon as we can.

Teaching Strategies: Students need to know how to read story problems, have previous knowledge of them and how to do story problems that involve subtraction, multiplication, and addition. They need to have some sort of skill in solving story problems, a system they follow to help them reach a solution, whether that be drawing pictures, anything that displays their thinking. The assessments tell me the types of story problems they struggle with, and they also let me know what types of operations they have trouble identifying in story problems. They know how to identify what operation to use most of the time, but other times they don’t. They also seem to have trouble pulling out the information that is necessary, which goes with really understanding what the number story asks for. I will connect to this knowledge and convey any new information that is needed by picking out story problems they have seen before that have given them trouble, but just changing them around a bit so they aren’t exactly the same. Guiding them through solving these types of story problems will help them learn how to approach it better, as well as solve it in an appropriate way. I will also keep showing them how to check their work through these story problems, something I have also introduced to them, yet would like to reinforce it again, and have them keep practicing it. Teaching Strategies Cont.. Students will achieve this goal by doing two problems with me on the overhead, having them do the problems on their own, and then coming back to whole group to share their results, and talk about it in a whole group discussion the ways they went about solving. This also allows for great math talk to occur, and learning how to share their math thinking with the class. This will also be a chance for me to really guide their thinking, telling them their on the right track, or letting them know where they could have done it differently to be on the right track. I will pick out two story problems for them to try, and then we will correct them together in whole group right after they do them. This is where I will assess their learning as they solve on their own, as well as what they contribute to the class. The students with needs will be given ample time to solve their work, as well as me showing them visually what they are solving, as well saying it orally so they can hear it as well. I will walk around to assess how they are doing(affectively, as well as mathematically). Wrap-Up: I will wrap it up by restating why we do number stories, why they are important, and how we can solve them in a way that will lead to success. Breaking things down, and writing the important pieces down. Also by using their space to draw, scratch, and show their work is emphasized because it always helps them whether they think so or not to show their work! I will then pass out the end of class assessment for them to do on their own, it will have two problems on them. They will be two number stories one will be using an operation I have not done yet with them, and the other one will most likely be subtraction, and this

will be given for those who finish early. Also, I will emphasize that I will be looking for them to check their work, and that they have to finish as much as they can with the rest of the time(meaning if they don’t get to the second problem it’s okay). Assessment: I will create an assessment with two number stories on it. I will also do a check by having them show me with their thumbs how they feel about number stories, thumbs up if they feel pretty good, thumbs down if they don’t, and thumbs half way in the middle to indicate they are so-so. This will be another way to see how they feel about the lesson, and story problem solving. Next Steps: I will follow up the assessment with a class record(performance), as well as a reflection. This will heavily influence my next lesson, and how I plan for that and execute it. Reflection: Like I stated above, I will have to teach it first, and then reflect on my teaching afterwards by how I felt, what my feedback was from my CT, and the assessments I get back from the students.