Problem-Based Learning Plan

National University

Ashlyn Morton

September 1, 2019
 Problem-Based Learning Planner

Teacher Name: Morton Grade: 2

Content Standards Addressed:(Common Core and Math Practice Standards) Other Subject
area standards (Please state the standard and unpack each standard below it.)
Math Standards:​ 2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels,
and pennies, using $ and cent symbols appropriately.

Unpacking the standard: nouns - word problems, dollar bills, quarters, dimes, nickels, pennies, $ and
cent symbols. Verbs - solve and using.

Social Studies Standards:​ 1.6.1: Understand the concept of exchange and the use of money to
purchase goods and services.

Unpacking the standard: nouns - exchange, money, goods, and services. Verbs - understand the
concept, purchase.

Physical Education Standards: ​5.1: Participate in a variety of group settings (e.g., partners, small
groups, large groups) without interfering with others.

Unpacking the standard: noun - group settings, partners, small groups, large groups. Verbs-
participate without interfering.

Mathematical Goal: Students will be able to…. Standard for Mathematical Practice:

Students will be able to solve word problems
involving dollar bills, quarters, dimes, nickels, and
pennies.
Assessment: ​Quick assessment/ exit ticket
involving a money word problem.
SMP: ​CCSS.Math.Practice.MP1: make sense
of problems and persevere in solving them.
Assessment: ​Using the same quick
assessment, students who make sense of the
word problem will show the correct
highlights, underlines, and circles around
information that is important to solving the
problem.

Informal Math Knowledge: Students can… Formal Math Knowledge: Students need to
know…
Count to 100, add and subtract within 100, The value of dollar bills, quarters, dimes,
understand place value in 100s, 10s, and 1s, nickels, and pennies. How to add and subtract
understand word problems. money.
The Task & Hook: State the problem and how you will hook students
The Task: (State the task and how you will introduce to students)
Students will be presented with multiple tools/materials the classroom would benefit from. Students
may vote on what tool/material would be most beneficial to have in the classroom. Following the
voting, with the teacher’s guidance, the class will set up a money word problem. Ex. “Miss Morton
has $20. Room 17 would like to purchase new cushions for the reading center. Each cushion is $4.
How many cushions can Miss Morton buy for the classroom?”

Hook: ​To engage students in this problem, I would introduce this problem stating that I would like to
buy something for the classroom but I wanted them to choose! Children love to have a choice and
probably would love to decide what I buy with my money. To keep them focused and engaged, I will
remind students of the importance of checking their work. If our work isn’t correct, we may not get
to purchase the item or we may have had enough money for one more but didn’t notice.

Possible Solutions: (include all pictures, models, representations)

Repeated addition: 4+4+4+4+4 =20

Draw pillow cushions:

Repeated Subtraction 20-4=16, 16-4=12, 12-4=8, 8-4=4, 4-4=0

Drawing ones and grouping:

Possible Errors & Misconceptions:

Possible misconceptions and errors: students may believe they may only buy 1 of something,
students may believe if they have only a couple left over they can buy more, errors in adding,
subtracting, or grouping may affect the answers.

Language Demand Scaffolding Strategies (Accommodations for

All Learners)
Word problems require a strong understanding of Visual aids, crayons for color coding, assistance
the English language. Many students struggle with in setting up the word problem, assistance with
word problems because they are so different new vocabulary, use three read technique to
compared to every problem they normally work help students find the important information
with. When reading a narrative, the text presents a that is necessary in solving the problem.
topic sentence, a body, and a conclusion. With
math word problems, it is the opposite:
conclusion, body, topic sentence or main idea.
This confuses students and requires a deeper
understanding of the english language and context
clues. In a class with ELL students, the teacher
may need to provide extra support.
Time Group Roles & Process Evidence Collected
How will you assess?
30 min Students gather on the floor to discuss the Teacher will walk around the
problem. Teacher presents money classroom and listen to
budgeted for classroom tools/materials. conversations. Are the students
understanding? Are they providing
Students may think, pair, and share ideas
reasons? Are they discussing how
they believe will be useful in the many can be purchased? Are they
classroom and why. Teacher will call on communicating effectively.
a few students to share suggestions.
Teacher will look up and project the cost
of items (real world application).
Students will then vote on what they
would like to have purchased for the
classroom.
Following the voting, the teacher will
work with the students to set up a word
problem that directly relates to the budget
and items needed for the classroom.
Time Individual Process Evidence Collected
How will you assess?
10 Students will return to desks and attempt Teacher will collect work once
min to solve the money word problem finished as an exit ticket. Students
presented using a math strategy that who are auditory learners may
works best for them. request Miss Morton to scribe
their work. However, while they
are working teacher may walk
around and check for
understanding: Are they
understanding the task at hand?
Are they showing their work? Do

Time Share Out Roles & Process
10-15 min After working out the word problem,
students will return to the floor to
discuss. They will pair, share their work
and ideas. Teacher will then pick a few
students (preferably students who used
different strategies) to present how they
solved the problem on the board.
Notes, Resources & Materials Needed:
they recognize they can purchase
more than one?
Evidence Collected
How will you assess?
Checking for understanding: are
they having positive discussions
about the work? Are they using
math strategies from previous
lessons? Are students who did not
understand the problem seeing
what strategies were effective for
other students?

Consistently encourage discussion. Students can often learn from other students when they make a
mistake. Students will need paper to work problem out on, crayons if they need to draw visuals,
manipulatives and pencils. Teacher will need a projector to present, computer with wifi or internet
abilities to look up costs of items, white board and whiteboard marker for students to share ideas and
work.
Designing Instruction Reflection:
● Based on what you know about your learners and class how does this lesson support their
needs and integrate their assets?
○ This lesson uses the students previous knowledge of addition, subtraction, and/or
grouping to engage learning.
○ Furthermore, knowing many of my learners struggle with word problems, we use a
three read strategy to highlight who/ what the story is about, what they want to find
out, and what information is important to help find the answer. This strategy will be
useful for many word problems to come including word problems through their
educational career.
● What specifically will you do to support students with language acquisition throughout this
lesson?
○ Students with language acquisition will need multiple means of representation
including visuals and real world applications. By providing visuals while
communicating the problem, students will be able to retain the information better
(dual code theory). Furthermore, by using a real world example or something they can
relate with, students will have an easier time understanding and relating to the
problem. (2nd graders may not understand a word problem about taxes or jet fuel but
may be able to relate to school supplies/tools for the classroom.)
● How will you make accommodations so that your student with an IEP can meet grade level
standards?
○ Students with IEPs have specific, detailed outlines of what they need in the classroom
to succeed. In many IEPs I have seen, students can benefit from small group/ one on
one instruction. While students are working independently to solve the problem, I
often pull my students with IEPs and other students who are struggling to work with
me at the back table. Without removing or lowering the academic expectations, I am
 able to provide more support to these students when working in a small group or one
on one. These word problems and strategies will also be reinforced during guided
math groups.
● How will your student with social-emotional issues feel supported throughout the lesson to
ensure this is a safe learning environment?
○ I have noticed positive encouragement is very beneficial for students with
social-emotional needs and/or low confidence. When these students feel supported
and encouraged, they are more motivated to keep trying. To provide a safe learning
environment where students feel comfortable to take risks, my classroom practices
community and confidence building through responses. When a student provides an
answer that is correct we give a *clap* *clap* “great job!”. If the answer is incorrect,
we give a *clap* *clap* “nice try!”. This encourages students to share their answers
without fear of it being incorrect.
● In what ways does this lesson meet the principles of UDL (multiple means of action &
expression, representation and engagement)?
○ This lesson provides multiple means of representation students are provided a
problem that directly relates to their classroom/ learning needs. Students may access
information for this problem visually through pictures and prices presented on
websites and/or orally from the teacher reading aloud.
○ Using multiple means of engagement, students are encouraged to work as a class, in a
pair, and individually throughout this lesson.
○ Students are able to express their work in ways that work best for them and present
those ideas either orally or visually through the whiteboard.