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Elementary Education Lesson Plan

Mathematics

2007 ACEI Standards

READINESS

I. Goals/Objectives/Standard(s)

A. Goal(s)—

a. At the end of the lesson, students will be able to explain how to solve a real-

world problem by following the steps.

b. By the end of the lesson, students will have practiced solving fractions by

looking at the steps, solving the problem and explaining how to find the answer.

B. Objective(s)—

a. Students will be able to solve real world problems by identifying clues given

within the problem.

b. Students will be able to justify their answers by explaining how they solved the

problem with steps.

C. Standard(s):

4.AT.5: Solve real-world problems involving addition and subtraction of fractions

referring to the same whole and having common denominators (e.g., by using visual

fraction models and equations to represent the problem).

II. Materials: Puzzle pieces, dry erase boards, dry erase markers, power point, paper with

exit slip, teaspoon, tablespoon

Zoomed in picture and I will write clues on the board without giving it too much away

they have to use the clues to figure out what the picture is.

Example 1: Pineapple (I will not tell them, they will guess using the clues below)

Clues: Prickly on the outside, juicy on the inside, grows from the ground

Example 2: Basketball

Key Clues: rubber, stripes, bounces

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Example 3: Flower

Key Clues: grows in fields, used as gifts

Key Clues: Small, makes a buzz sound

IV. Purpose: Today we are going to look at real-world problems just as we looked at these

pictures in depth. If we do not look closely at the steps to a problem we will not

understand how to solve the problem or explain how we got to the answer.

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Tell the students my real world example: CLASSIFY Tablespoon verses a Teaspoon by showing

what they are first.

One time I made two batches of banana nut muffins for my class in high school and accidentally

put 1 Tablespoon of salt in the batch instead of 1 teaspoon of salt in the batch.(Show visual of a

teaspoon verses a Tablespoon) Guess what they tasted like? Salty or nasty. Why do you think

they tasted nasty? Yes, I did not follow the directions and put the wrong amount of salt in it

causing it to be too salty. Same thing with math, if I don’t follow the directions with math, the

outcome will be greatly affected.

I am adapting the lesson to all learners. I have one students who cannot read or write. I will have

a practicum student be the scribe for him. Anything he tells her to write down she will write

down. I will be verbally telling students what to do and be writing instructions on the board when

teaching the lesson. Students can look back at the board to refer to. This is specifically for

students with ADHD and Veronica with ELL. I will monitor Isaiah throughout stations as an

adaptation. I will still walk around the classroom a few times during that but my main focus will

be Isaiah staying on task. The other practicum student will be with my ELL student assisting her.

She struggles to speak and write in full English sentences. The practicum student will write down

what the ELL student says and talk with her about the problem. At the end when doing the exit

slip, I will have a sentence starter on the power point for students to refer to when explaining

how they got their answer.

Can someone raise their hand and tell me what should my first step be when solving a problem?

So, I have the problem (gesture you looking at a piece of paper) what do I do? Wait for a student

to raise their hand and tell you READ. My first step is to read the problem. Now when I am

done reading the problem what should my next step be (hint: before I solve)? Wait for students

to respond. Once I have read I then look for what I am solving. Is it adding, is it subtracting, or

what words are they using to help me solve the problem? So, my second step is to look in the

sentence for specific clues to identify what I am looking to solve. What is a CLUE? Wait for

students to respond with: A piece of information used to help solve a problem/mystery. Did I say

we are solving the problem yet? No, notice how we have not solved the problem YET. I look at

the words used in the sentence to help my identify what to look for when I am ready to solve.

The third step is to then underline those key clues I found to help me figure out what the

problem is asking. Why do you think I might need to underline the clues? What do clues give me

or tell me? Wait for students to respond HINTS or REMINDERS. They give us hints to help us

solve the problem. They also remind us to look there so we do not get confused. The fourth step

is to re-read the problem to make sure I underlined all of my key clues so I am not confused.

When I underline the clues, I then know I have got some hints to help me figure out the solution.

Then the fifth step is to solve the problem for the solution. You can use your resources, such as

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what you might have underlined in the problem. The sixth and final step is to explain using

what you did to solve the problem. We take information we viewed in the problem and we

explain how that helped us to solve the answer. Here in a minute I am going to model how we

explain the answer to these problems.

Some Examples:

(I will be modeling this for students with examples. I will write the steps on the board and have a

printed out steps for them to follow at each station)

Example 1: (Clarify to students: This is me thinking aloud. I am going to model for you so you

can understand how to do this process) I have my problem. I need to read it. Bella bought four

fifths of a pound of grapes at the grocery store. Trinety bought three fifths of a pound of grapes

at the fruit stand. If they put their grapes together, how many pounds of grapes would they have?

Explain how you got this answer. I have now read my problem. I am thinking what is my second

step? Oh I need to look back in the sentence for clues. Am I adding or subtracting? What words

are telling me this? Ah I see the word together that must mean adding if I am combining

something together. I will underline that word. I also see fractions. Maybe I am adding the

fractions. I will underline those fractions. Those are important. What is my label? Oh it is pounds

of grapes. Let me underline that too so my teacher doesn’t think I mean elephants or monkeys

that would be confusing. Then I see I need to explain how I got my answer. Let me circle the

word explain. That is the second part of my problem. Now I need to go back and re-read to make

sure I have all of my information underlined. READ. Okay, so now I have re-read and I think I

have all of my information. Bella bought 4/5th pound of grapes let me write that down. Trinety

bought 3/5th of a pound of grapes let me write that down. They want to put the two amounts

together. I need to add. Let me add these. ADD. Now that I have added I have my answer. 7/5th

pound of grapes. But wait I am not done yet. I have my answer and my label but I have not

explained how I got the answer yet.

Option 1: The answer is 7/5th pound of grapes together and I found this by reading the problem,

looking for clues, underlining the clues, double checking to make sure I have all of my

information clear. Then I solved the problem and added my label.

Option 2: I found this answer by looking for clues, underlining the clues, double checking to

make sure I have all of my information clear. Then I solved the problem and added my label.

Option 3: I read through the problem, then I underlined all of the important information, I re-read

to make sure I had all of my information and found that 7/5th was my answer and I added a label

to the end.

Example 2: Cedric collects hockey cards of his favorite hockey players. Of his collection, two

eighths of his cards are goalies and three eighths of his cards are defenseman. The rest of his

cards are forwards. What fraction of his cards are forwards?

(DO the steps on the board. Then solve…WE DO)

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During this problem I will talk about the multiple parts to solving a problem. How to identify

(circle, box) so they do not get confused.

Example 3: Juquan wanted to start running for exercise after hearing his coach talk to his class

about healthy habits. Juquan ran nine twelfths of a mile on Saturday and ran eleven twelfths of a

mile on Sunday. What fractional amount did he run over the weekend?

(DO the steps on their board. Then solve…YOU DO)

VII. Check for understanding. How do you know students have learned? What strategies

will you implement if all students have not met lesson outcomes? Employ one or

more strategies to determine student learning.

Now that we have practiced some examples of real world problems together, you will go into

groups that I have orchestrated and practice more with an activity. You have a puzzle that you

will put together. On the back of the puzzle pieces are problems that you will have to solve. The

answers are on the puzzle board. You will fit the pieces into the board. Each of you have a role

when doing the activity. There will be a Huddle Leader, who is in guiding those in the

discussion. You will help the members to look at the steps to solving the problem. The puzzle

builder is the one who puts the pieces on the puzzle. The scribe is the one who writes out the

explanation of how you got the answer. Look for your name and your job (turn to the power

point slide with their names).

I need everyone to put their puzzle pieces back into the bag. Then I will dismiss groups to go

back to their desk. If the students get done early I will have them head back to their desks ahead

of time.

Discussion: So we talked about how to find our answer by using steps. Did you find that helpful

when explaining how you got the answer? Students will answer. If they are still confused then I

can discuss further. We have now had a lot of practice looking for clues to help us identify, solve

and explain our answer. If we do not have one of those clues what will happen? Wait for a

student to answer lost, confused or cannot solve the problem. To wrap up I have an exit slip with

one question on it that I would like you to answer. Remember to follow the steps, solve, and

explain how you got your answer.

I will hand out the slip.

Problem:

Problem on the Exit Slip: Mrs. Dawson is making cookies for her 4th grade class to celebrate her

birthday. Miss Wallen decided to make cookies as well for Mrs. Dawson. Mrs. Dawson decides

to make chocolate chip cookies and her recipe calls for 3/4th cup of flour. Miss Wallen decides to

make snickerdoodle cookies and her recipe calls for 2/4th cup of flour. How many cups of flour

did both Mrs. Dawson and Miss Wallen use total? Explain how you got your answer.

Up on the board I have a sentence starter for you to refer to if you are struggling to explain how

you got the answer.

I will collect it at the end.

5

PLAN FOR ASSESSMENT

Formative Assessment: I will be walking around the room to see what students are understanding

throughout their game. I will also be listening to those who ask questions throughout my lesson.

Summative Assessment: Exit slip with one problem. The students will use what they have

learned and explain the “how” they solved the problem (with the steps I gave them).

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?

a. Bloom’s Taxonomy

b. Gardner’s Multiple Intelligences

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