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# Maryn Wallen

## Indiana Wesleyan University

Elementary Education Lesson Plan
Mathematics
2007 ACEI Standards

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

## III. Anticipatory Set

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

Key Clues: rubber, stripes, bounces

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Example 3: Flower
Key Clues: grows in fields, used as gifts

## Example 4: Flies Eye

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.

## V. Adaptation to Diverse Students--

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.

## VI. Lesson Presentation (Input/Output)

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.

## (DO the steps on the board. Then solve…I DO)

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).

## VIII. Review learning outcomes / Closure

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
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.

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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).

## REFLECTION AND POST-LESSON ANALYSIS

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