Professional Documents
Culture Documents
Term III Math Lesson - Professor Comments & My Responses
Term III Math Lesson - Professor Comments & My Responses
Standards
PA Common Core State Standards
1.OA.2 Represent and solve problems involving addition and subtraction.
Solve word problems that call for addition of three whole numbers whose sum is less
than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
2.NBT.6 Use place value understanding and properties of operations to add and subtract.
Add up to four two-digit numbers using strategies based on place value and properties of
operations.
NCTM Content and Process Standards (Grade 1)
Numbers and Operations
1B: Understand meanings of operations and how they relate to one another.
-Investigate multiplication as repeated addition as it relates to literature.
-Use various representations to illustrate understanding of addition and
subtraction as it relates to story problems.
1C: Compute fluently and make reasonable estimates
-Develop strategies for whole number computations for addition and
subtraction (i.e. using manipulatives, counting on, number line).
-Write numbers and symbols to represent addition and subtraction.
-Use a variety of methods and tools to compute (i.e. objects, mental
computation, estimation, paper and pencil, calculators).
Algebra
2B: Represent and analyze math situations and structures using algebraic
symbols.
-Use concrete, pictorial and verbal representations to develop an
understanding of conventional symbols for addition, subtraction and
equals.
2C: Use mathematical models to represent and understand quantitative
relationships.
-Model and explain situations that involve addition/subtraction of whole
numbers using objects, pictures and symbols.
Management
Overall, I dont anticipate management concerns. Students were chosen because they
demonstrated advanced math knowledge. The material should be at the appropriate level for all
4
Plan
Task (50 min total)
Ms. Jurewicz and Ms. Varney want to plant flowers in their garden. They bought 4 packets of
seeds. Each packet has 11 seeds in it. How many seeds are Ms. Jurewicz and Ms. Varney
planting?
a.
i.
ii.
b.
Task introduction
a. Introduce word problem & tools and their appropriate uses. Pass out worksheet, reread word
problem asking students to follow along with finger
b. Ask students to repeat information such as how many seed packets we purchased, how many
seeds are in each packet, and the problem were solving
c. Ask students to repeat the directions & ask if anyone has questions
d. Place pencils and erasers on table. Call half of the group to choose tools while half re-read
question and write name on paper. Then groups switch.
I want to keep the introduction & review short because I want students to bring their own
strategies to the problem. An introduction to the tools will be the only discussion of prior
knowledge. The students work frequently with addition word problems in their Investigations
book and shouldnt need a review of how to solve these problems.
a.
b.
i.
ii.
iii.
iv.
v.
vi.
c.
a.
b.
i.
ii.
Discussion
a. Call on each student/group of students to share their work with the group
b. Let students provide feedback and ask questions (limit to 2 students due to time)
c. Once other students have asked questions, Ill ask follow up questions if needed & provide
feedback
d. If students used the same strategy, ask how we could use (a 100s chart, a derived fact)
Close
Exit slip: number sentence for how to add one more packet of seeds OR describe someone elses
strategy
b. Students turn in exit slip & worksheet
c. Each student brings one container of tools/supply back to the classroom
a.
I want the discussion to be student led. Often in the classroom, I revoice students thinking to
make it accessible to the class. However, I want students to be able to demonstrate and explain
their own thinking. I also want to give students the opportunity to respond to their classmates
thinking. The student sharing the strategy will have the choice of which students to call on. I will
have asked clarifying questions during the work period, so students will have already thought out
their work.
Assessment of goals/objectives
Checking in with students as they complete the task
Listening to how students explain their strategies
Observations based on follow-up discussion (students revoicing other students strategies,
questions posed by students)
Worksheet with students solution and strategy
Exit slip: Number sentence showing how they would solve the problem if another packet of
seeds was added OR showing a strategy that someone else used
Informal assessment will be conducted throughout the lesson. While students are working, Ill
walk around to individual students to ask questions about their choice of tool, strategies, and
representations. Ill focus on whether students are direct modeling, counting by 1s, skip
counting, or using an algorithm to solve the problem. Furthermore, Ill ask questions about how
students are choosing to represent the groups on paper: whether their drawings reflect grouping,
Accommodations
For students who find the material too challenging
I would talk to individual students to see if anyone was finding the material too
challenging. If a student was stuck, I would first break the problem into sub-steps by asking
something like Could you show me using one of the tools how many seeds are in one packet?
If the student needed further assistance, I would try to find another student in the group who
would be able to explain their thinking. If the problem is still too difficult for a student, I would
ask him how hed approach it if there were only 2 seeds in each packet. Using his strategy, I
would try larger numbers, and finally return to the original problem of 11 seeds.
For students who need greater challenge and/or finish early
If students finish the problem quickly, the first question I would ask is if they can find a
different tool or way to represent their strategy. For example, if a student used direct modeling, I
would ask if she could represent her thinking using a 100s chart, or if a student drew out the
objects, I would ask if he could group them in another way. If the problem is not challenging
enough for a student, I would ask him what would happen if each of the seed packets had another
number of seeds (between 12-20 depending on how much challenge the student needed).
Name: __________________________________________________________________
Ms. Jurewicz and Ms. Varney want to plant flowers in their garden.
They bought 4 packets of seeds.
Each packet has 11 seeds in it.
How many seeds are Ms. Jurewicz and Ms. Varney planting?
Show your work.
Exit slip 1:
Write an open number sentence to say how many seeds Ms. Jurewicz and
Ms. Varney would have if they bought another packet of seeds.
Name: __________________________________________________________________
Exit slip 2:
Use pictures or words to explain a way that someone else solved the
problem that is different from the way you solved it.
Strategy
Notation
Other
10
Interprets
problem
correctly
Represents
problem
correctly
Direct
model /
counting
Repeated
Addition
Skip
counting
Multiplication
fact or derived
fact
Writes
number
sentence
correctly
Comments
11