JPT2 Task 1 for WGU PDF

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JPT2 Task 1 ...

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Solving One and Two Step Word Problems

Solving One and Two Step Word Problems Courtney Antonson Student ID: 001482745 Mentor Name: Amy Daly Assessment Code: JPT2 October 3rd 2020

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Solving One and Two Step Word Problems Instructional Problem Summary Needs Analysis Findings All but three, third grade students are unable to solve one and two step word problems using all four mathematical operations: addition, subtraction, multiplication and divisionsuccessfully. Students struggle with the ability to read a one or two step word problem and distinguish the correct operation(s) needed to be used in order to solve the problem correctly. Third grade teachers have noticed students struggling in this content area over the years due to large size of this Common Core State Standard and standardized tests, and the pre-assessment results confirm there is a need for instruction in the content area of solving one and two step word problems. Goal of Instruction Third grade students in my class, in the Moses Lake School District, will improve their score on the one and two step word problem post-test by at least one level on the one (< 50%) two (50%-79%) and three (80% >) level scale. Therefore, students should achieve a level two of approaching the standard or a level three of meeting the standard. Students will also improve their score on the I-Ready math assessment, on the section of operations, algebra and algebraic thinking. Students will improve their score in this section by at least seven points. Learner Analysis Findings There are twenty-one third graders in my classroom with one student who has an IEP and one student who is served for speech. My class is a mix of boys and girls who are between the ages of eight and nine. All students are English speaking. All subject areas and their standards for third grade are taught to all students throughout the year. I teach all the material on my own with

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no additional help from a paraprofessional. I have one paraprofessional who pulls my lowest readers to a small group in the library classroom for 40 minutes per day. Students have access to chrome books and math manipulatives in the classroom. The majority of learners have a positive attitude towards math and show a higher interest in learning math skills and content than learning reading skills and content. Because of this, students are proficient in the prior knowledge and pre-requisite skills needed for this content area. My lower readers and student on an IEP will be accommodated by having assistance when reading the word problems. Additionally, students learn best with hands on activities and are very visual and auditory learners. Planning the Design of the Instructional Unit Task Analysis, Performance Objectives, and Learning Theories Tasks Task 1: Match one step word problems with the correct mathematical operations.

Performance Objectives Given cut out mathematical operation cards and cut out one step word problem cards, learners will work with a partner to use key words and phrases in the word problem to match the operations to the word problem with eighty percent accuracy.

Task 2: Solve numberless two step word problems by finding the correct mathematical operations to use.

Given eight two step numberless word problems, learners will use key words and phrases from the word problems to find the operations and “solve” each problem with eighty percent accuracy.

Learning Theories Cognitivism is the learning theory used in this objective. Learners must know key vocabulary words and phrases in order to successfully solve one and two step word problems using the correct mathematical operation. This model uses organizing information into charts and chunking information together in order for learners to build a deeper understanding of solving one and two step word problems. Cognitivism is the learning theory used in this objective. Learners must know key vocabulary words and phrases in order to successfully solve one and two step word problems using the correct mathematical operation. This model uses organizing information into

Solving One and Two Step Word Problems

Task 3: Complete a poster with a partner about how to solve a one and a two-step word problem.

Given poster paper and a onestep word problem and a twostep word problem, learners will work with a partner to create step by step instructions on how to solve each word problem they were given with at least 5 correct steps written out.

4 charts and chunking information together in order for learners to build a deeper understanding of solving one and two step word problems. Cognitivism is the learning theory used in this objective. Learners must know key vocabulary words and phrases in order to successfully solve one and two step word problems using the correct mathematical operation. This model uses organizing information into charts and chunking information together in order for learners to build a deeper understanding of solving one and two step word problems.

Lesson Plan #1: Matching Word Problems with Operations

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Performance Objective: Given cut out mathematical operations cards and cut out one step word problem cards, learners will work with a partner to use key words and phrases in the word problem to match the operations to the word problem with eighty percent accuracy. Resources or Materials Needed: One set of mathematical operation cards and one set of one step word problem cards for each pair of students (ten sets of each card). One poster paper with a set of markers and a document camera with computer. Time: 1 hour Step 1: Pre-Instructional Activities: (15 minutes) 

The lesson will begin with the teacher introducing the concept of key words and phrases in mathematical operations.

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The students will help the teacher create a poster chart detailing key words and phrases for each mathematical operation (addition, subtraction, multiplication and division). The teacher will ask students to recall words they know represent which operation(s).

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Teacher will then inform students about how important the key words and phrases are for each mathematical operation and how by knowing and understanding them, they will be able to solve one and two step word problems.

Step 2: Content Presentation: (15 Minutes ) 

The teacher will give an example of what the students need to do in the activity by picking out a word problem card and reading it under the document camera with the class. The teacher, with the help of the students, will find key words and phrases in the word problem to then find the correct mathematical operation card.

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The teacher will pass out the mathematical operation cards and the one-step word problem cards to partners.

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The teacher will ask the partners to lay out their cards and begin reading the word problems. From there, they will need to find the correct mathematical operation card by determining the key words and phrases that go with the word problem card.

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To end the lesson, partnerships will be called on to share a word problem and what mathematical operation goes with the problem.

Step 3: Learner Participation: (30 Minutes) 

Learners will read each word problem and find the key words and phrases.

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Learners will use the key words and phrases to find the correct mathematical operation.

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Learners will put the word problem card and the mathematical operation card together as a match and continue finding matches.

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Learners will share out one-word problem and what key words and phrases they found to be able to determine what mathematical operation matches.

Step 4: Assessment: (Part of Learner Participation) 

Learners will match one-step word problems with the correct mathematical operation card by finding the key words and phrases with a partner.

Step 5: Follow-Through Activities: 

Students will collaborate with the teacher to find key words and phrases in word problems in our math curriculum to find out what mathematical operation that matches the word problem. Students will make their own chart of key words and phrases for each mathematical operation based on the problems they collaborate on with the teacher.

Lesson Plan Summary: This lesson plan follows Gagne’s Nine Events of Instruction from the Dick and Carey model of design as the instructional strategy. The lesson plan begins with pre-instruction events

Solving One and Two Step Word Problems that help gain the learners attention and activates their prior knowledge. It also informs the learners of the goal of instruction. Next, the teacher presents the content of the lesson and provides guided instruction and practice of the new material to the whole class. Then the teacher provides learning opportunities both independently, in partners and in whole group. Teacher gives feedback to the learners on their implementation of finding the key words and phrases in the one step word problems when the partners are working together in matching the mathematical operation with the word problem and when students are sharing their findings to the whole class. An assessment of the learners learning was given during the lesson and the teacher then provided follow through activities for the learners to help extend learners level of knowledge on the content. The instructional strategies used in this lesson plan support the cognitivism learning theory that is used for this objective. This learning theory provides opportunities for the learners to store the information about the content in an organized, meaningful and hands on way by using charts, matching and chunking of the information. The teacher also assisted learners in knowing how to find matches within the word problems and the operations as well as using the chart on key words and phrases. Additionally, the teacher assisted learners in activating their prior knowledge on solving different operations and key words and phrases they know, modeled and explained new strategies and provided learning opportunities to help develop and deepen learners understanding of solving one and two step word problems.

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Lesson Plan #2: Numberless Word Problems Performance Objective: Given eight two step numberless word problems, learners will use key words and phrases from the word problems to find the operations and “solve” each problem with eighty percent accuracy. Resources or Materials Needed: Twenty-one copies of the numberless word problem worksheet, pencils, whiteboard and the poster chart made in Lesson 1. A computer with a document camera. Time: 1 hour Step 1: Pre-Instructional Activities: (15 Minutes) 

The teacher will begin by writing a two-step word problem on the whiteboard.

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The teacher will ask students to read the two-step word problem out loud with the whole class.

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Students will be asked to discuss with a partner what key words and phrases they see in the word problem.

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Students will share out what their partner and them found in the word problem, the teacher will underline the key words and phrases, students found during the discussion.

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The teacher will then erase the numbers from the word problem and students will be asked to discuss with a new partner what key words and phrases they can find in the word problem.

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Students will then share out to the class what they found (it should be the same as the first time they looked at the problem). The teacher will discuss with the class how in word problems the most important aspect is the key word and phrases that tell you which operation to use not the numbers.

Solving One and Two Step Word Problems Step 2: Content Presentation: (15 minutes) 

The teacher will review the poster chart created in lesson 1 about the different key words and phrases in mathematical operations and explain how the key words and phrases are the most important part in the word problem.

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The teacher will explain to students how they are going to solve numberless word problems. When explaining this concept, the teacher will model out loud how to solve a numberless word problem under the document camera.

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Students will begin to solve numberless word problems on their own.

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Students will have a rotating sharing time where they will share each of the eight word problems they solved with a new partner for each one.

Step 3: Learner Participation: (30 Minutes) 

Learners will read and discuss numberless word problems with the teacher and with their partners.

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Learners will read each numberless word problem and find the key words and phrases.

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Learners will solve each numberless word problem.

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Learners will share how they solved each numberless word problem with eight different partners.

Step 4: Assessment: (Part of the Learner Participation) Students will have eight numberless word problems to solve by finding the key words and phrases then writing out which equations they must use to solve the problem with eightypercent accuracy. Students will also discuss what they did to solve the numberless word problems with different partners. Step 5: Follow-Through Activities:

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Students will collaborate with the teacher to solve numberless one-step word problems that are found in our math curriculum by covering up the numbers and solving them together. Lesson Plan Summary: This lesson plan follows Gagne’s Nine Events of Instruction from the Dick and Carey model of design as the instructional strategy. The lesson plan begins with pre-instruction events that help gain the learners attention and activates their prior knowledge. It also informs the learners of the goal of instruction. Next, the teacher presents the content of the lesson and provides guided instruction and practice of the new material to the whole class. Then the teacher provides learning opportunities both independently and in a whole group setting. Teacher gives feedback to the learners on their implementation of finding the key words and phrases in the numberless word problems when students are sharing their findings to their partners. An assessment of the learners learning was given during the lesson and the teacher then provided follow through activities for the learners to help extend learners level of knowledge on the content. The instructional strategies used in this lesson plan support the cognitivism learning theory that is used for this objective. This learning theory provides opportunities for the learners to store the information about the content in an organized, meaningful and hands on way by using charts, examples and worksheets. The teacher also assisted learners in knowing how to find key words and phrases within the numberless word problems by using the chart on key words and phrases. Additionally, the teacher assisted learners in activating their prior knowledge on solving different operations, and key words and phrases they know, modeled and explained new strategies and provided learning opportunities to help develop and deepen learners understanding of solving one and two step word problems when they are numberless.

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Lesson Plan #3: One and Two Step Word Problem Posters Performance Objective: Given poster paper and a one-step word problem and a two-step word problem, learners will work with a partner to create step by step instructions on how to solve each word problem they were given with at least 5 correct steps written out. Resources or Materials Needed: Ten sheets of poster papers, ten sets of markers, (there will be one group of three) pencils and a whiteboard. Ten packs of sticky notes and plain white paper. Time: 2 hours Step 1: Pre-Instructional Activities: (25 Minutes) 

Th et e a c h e rwi l lbe g i nb ya s k i n gs t u d e nt swh a t t h ek e yf a c t o r sa r ei ns o l v i n gon ea n dt wo s t e pwo r dp r o b l e ms .St u d e n t swi l ld i s c u s swi t ht hec l a s s , wh i l es t u d e n t sd i s c u s st h e t e a c h e rwi l lwr i t et h e i rr e s p o n s e so nt h ewh i t e b o a r d .

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Th et e a c h e rwi l le xp l a i nt h a ts t u de n t sa r et a s k e dwi t hc r e a t i n gap o s t e rwi t hap a r t n e r a b o u th o wt os o l v eo n ea n dt wos t e pwo r dp r o bl e ms .Th e ymu s tl i s to utt h es t e p st o s ol v i n go n ea n dt wos t e pwo r dp r o bl e msa n ds h o wa ne x a mp l eo fs ol v i n ge a c h .

Step 2: Content Presentation: (25 Minutes) 

The teacher will review the key factors the students came up with and additional steps needed when solving word problems with the students.

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The students will be paired up and be given a one and two step word problem.

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Students will begin working on their poster with their partner to create a step by step instruction guide on how to solve their one and two step word problems.

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When all students have finished their posters, students will hang their posters around the room.

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Students will go on a gallery walk around the room looking at each groups poster. While they are on the gallery walk, students will solve each of the word problems on a paper according to the steps the group had listed out.

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Students will then leave comments on a sticky note about the groups poster. Students will visit, solve and comment on each groups poster.

Step 3: Learner Participation: (70 Minutes) 

Learners will help list out the key factors to solving one and two step word problems.

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Learners will create a poster with a partner listing out the steps to solving the one and two step word problem they were given.

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Learners will also solve the one and two step word problem on their poster as an example on their poster.

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Learners will go on a gallery walk to look at each groups poster. Here they will solve the one and two step word problem according to the steps the group listed out.

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Learners will leave comments on sticky notes for each poster they visit.

Step 4: Assessment: (Part of Learner Participation) Students will need to create a poster with a partner detailing at least five correct steps on how to solve the one and the two step word problem they were given. Students should be able to solve the word problems they were given and give step by step instructions on how to solve them for others to use. Additionally, students will need to solve other students one and two step word problems using the steps the listed out. Step 5: Follow-Through Activities: Follow through activities would include students following step by step instructions on how to solve a one and two step word problem from a video from the curriculum. They will then

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need to compare and contrast their steps on solving a one and two step word problem with the steps given by the video. Lesson Plan Summary: This lesson plan follows ...