Math Methods - Practice Edtpa Task 3 Math Lesson Plan PDF

Preview

Summary

Practice Edtpa Task 3 Math Lesson Plan ...

Description

Lesson 1 Two Times Tables with Egg Cartons Grade 3 Subject: Mathematics I.

Forethought

A. The Students 1. This lesson is intended for students in third grade. 2. This is an average third grade class in an elementary school. Some students may be gifted, average or struggling; while others may have disabilities. Depending on these disabilities, I will create different tiers of the lesson plan and the final assessment. There are behavioral issues in some children and the teacher pays extra attention to them and removes them from the issue when there is one. The teachers do their best to work extra hard with the children who need it and talk to the parents to get them the extra help they need. There is flexible grouping when it comes to group projects and seating arrangements. They use multiple buddy grouping when working together, meaning the groups consist of three to four students working together. There is one child in the classroom who struggles with English because in his household, a different language is spoken. The teacher works with this child individually at snack time so he does work to improve his English. She differentiates instruction for this child since his native language is Spanish the teacher works with him different, tiers his work and gives him the time he needs. 3. In order to understand the students’ prior knowledge, we will go over counting by two’s and then I will give them a worksheet. I will then give them hands on free play with the counting pieces or counting pieces and the egg carton.. I will walk around and watch the

children and help them count by two’s in the egg cartons and see individually what level everyone is on. B. Central Focus 1. The central focus is for the students to understand and analyze the two’s times tables, solve a word problem that involved the two’s times tables, and create their own work problem with the two’s times tables. The literacy strategy that will be used is questioning and retelling. The students will use these strategies when the solve a word problem and then create their own. 2. Students will need to be able to pick up the counting pieces and place two in each egg carton. They will need to be able to count by two’s. Students are required to read and understand a word problem along with being able to create their own word problem. 3. Students will perform reading and writing connections. Students will be given a word problem they have to read and then answer it. Then, students will be given an equation and be asked to create a word problem. Example: (2X3) Jimmy has 2 towels. He wants to buy triple the amount than what he has. How many towels will he have after he buys more? 4. A. C  CSS.MATH.CONTENT.3.OA.A.1 - Interpret products of whole numbers, e.g., interpret 5X7 as the total number of objects in 5 groups of 7 objects each. F  or example, describe a context in which a total number of objects can be expressed as 5X7. B. Operations and Algebraic Thinking - Represent and solve problems involving multiplication and division. Reason abstractly and quantitatively

Without context, it is just the numbers. If you have a math story you’re just talking about contextual situations. Decontextualize means to take it out of context. Decontextualize is also another word for abstract. C. Learning Objective 1. Students will analyze groups of two by writing a multiplication equation into a word problem and solving different a math story.  2. The focus of this lesson is assessing, constructing, describing, applying, conceptual understanding and problem solving. This consists of exploring and finding out if the students understand how groups of two work together to create an equation/math story. It is important because it is an informal pre-assessment and seeing what the children already know. D. Academic Language 1. Vocabulary: Math Story: a  mathematics exercise shown in a situation that requires an equation to be solved. Times Tables: a table of the products of two factors Symbols: X Multiplication, = Equal Sign 2. Language Function: The language functions that will be used are: assess, construct, describe and apply. Students will use assess when they solve a word problem and they will use construct, describe and apply when they create a word problem. 3. Additional Language Demand: Students will use syntax because they will be physically writing and creating their own word problems.

E. Student -Friendly Daily Learning Target How can we create a math story from the equation 2 X 3 = ___ ?

F: Assessment Measures A) Formative Assessments: Prior to the lesson I will give students a review sheet of the 2 times tables and they will be asked to fill it out. Then, I will give students a chart that they have to fill out. Students will have to write the carton box column number and the amount of m&ms leading up to the number they are on. This is a hard copy of exactly what they are doing so I can assess them. Also a worksheet at the end will be given out with the word problems and equations for review. (These worksheets are attached on the back) B) Summative Assessments: N/A Formal Assessment given prior to the lesson: This worksheet has all the multiplication tables of two. Students should come into this lesson knowing the two times tables so this will just be a review. Formal Assessment given during the lesson: This worksheet is a hard copy of the hands on lesson they will be doing. Students will be placing two m&ms in each egg carton hole and then they will be counting by twos. Students will number their egg carton holes so if I ask what is two multiplied by six, the students can count by two’s up to the sixth egg carton hole. The paper I will hand out will look exactly like the egg carton, but it will also ask them to tally up the number of m&m’s counted so far. Formal Assessment given after the lesson: This worksheet is the most challenging one. Part A will have two math stories and students will be expected to read them and solve them. Students will also be asked to write out an equation for the math story in order to prepare them for Part B.

Part B will have two equations written out. Students will be asked to solve the equations and to create their own math story. 4. Outline a rubric to indicate how you will evaluate the informal assessment measures. In order to assess students informally I will walk around the room to see how students are doing during the hands on part of the lesson. Then I will ask them questions like what is 2 x 8? The students should be able to go to the eighth egg carton hole and count by two’s up to the eighth one. If the students can’t do that, then I will show them how to and reassess them later on. This rubric will be lenient based on the different levels of the children. They are all expected to do the same work but some are at different levels. 1

2

3

4

Math Content

Demonstrates little to no knowledge or application of math skills.

Demonstrates limited knowledge or application of math skills.

Demonstrates a general knowledge or application of math skills.

Demonstrates a clear knowledge or application of math skills.

Math Communication

Little to no communication of solutions to problems.

Limited communication of solutions to problems.

Satisfactorily communicates solutions to problems.

Accurately communicates solutions to problems.

Presentation

Unable to follow the steps for the solution.

Solution is difficult to follow sometimes.

Solution is presented in a logical matter.

Solution is presented in an easy step-by-step manner.

Problem Solving

Little or no understanding of the problem.

Numerous errors Few errors when when solving the solving the problem. problem.

G. Student Feedback

No errors when solving the problem.

1. I will give the students positive and helpful feedback no matter what. If you give a student negative feedback, they may get discouraged. Even though a student want wrong you can say “That was a good effort but let me show you this way.” This is complimenting their hard work but still working with them in order to show them the correct way. 2. I expect my students to take my positive and helpful feedback by pursuing further in this activity. I want my students to think out of the box and I will ask even more challenging questions when they start to understand in order to get them thinking harder. H. Instructional Resources and Materials: Counters, egg cartons, markers, pen or pencil, and paper will all be required for this lesson. I. Connection to prior academic learning and requisite skills: Students will be asked how they can connect this to everyday life, they will also be asked to make a word problem and share it with the class. II. A. Motivational Activity or Questions: The class will be sitting on the rug in circle time. Teacher: When you learned two times tables, you learned doubles. What are some things in your lives that relate to doubles. Do you have two dogs? Student A: I have two ears. Student B: I have a twin. Teacher: Today we will be doing a lesson about groups of two. Let’s review the two times tables.

Students in unision: 2,4,6,8,10,12,14,16,18,..,100 (Now for the incorrect version). Students in unision: 2,4,5,6…. Teacher: When you count by two’s, make sure you are only saying even numbers. Let’s try that again. Students in unision: 2,4,6,8,10,12,14,16,18,..,100 Teacher: Very well! The theory that supports this activity is constructivism. Constructivism is based on reflecting on our own experiences and our own understandings. Everyone has their own rules and steps they follow to make sense of certain experiences. This is how I will get the students motivated by thinking how doubles relates to their lives. We are trying to construct meaning and brainstorming in this activity which is what constructivism is based off of. B. Activity-Based Lesson with Questions : Procedure: Teacher: Everyone may now go to their seats. Can I have my worksheet helper up to my desk to help me pass out the worksheet? Teacher: (Will pass out 24 counters per student and 1 egg carton per student). Now everyone watch me. (I will have a velcro board with velcro counters. I will have the board look like the egg crate.) OO

OO

Teacher: Let’s count by two’s.

Class in unision: 2, 4 Teacher: Now can anyone tell me what equation this might represent? There are two groups, with two counters each. Advanced student: (Raises hand) 2 X 2. After this I will pass around the blank egg carton worksheet and have the students fill this out. Teacher: Now please fill out the worksheet exactly how you are placing the counters in the egg carton compartments. There should be two counters on each box on your worksheet. While they are filling this out I will walk around the classroom and informally assess each student. After I informally assess them and collect the second worksheet I will allow the students to eat m&ms as a reward. This is positive reinforcement by B.F. Skinner. Positive reinforcement is adding a reinforcing stimulus to a good behavior. Since the students worked with each other and on the activity so diligently and well I will reinforce them positively by allowing them to eat the m&ms. C. Lesson Summary Questions: Closure I will pass out the last worksheet. This worksheet is the formal assessment which involves two equations to turn into math stories, and two math stories to put into equations and then solve. While they are working on this I will split them into two groups. These two groups will be my gifted students and higher average students, and my lower average students and my struggling students. Teacher: Explain to me how you solved the math story.

Student: I read the math story, I circled the numbers and underlined the key words and I was able to put it together into an equation to solve. I will work with the groups and ask them to explain to me how they solved the math story and then how they created a math story and have them share their math stories. The learning objective of this lesson is creating math stories and solving them so in the higher level group I will have them trade with the student next to them for more of a challenge. The student next to them will solve the problem they created. During this procedure students will be describing, recording, evaluating, explaining and representing. Jean Piaget’s Theory of Cognitive Development supports this section and the procedural section. This is because the stage the third grade class will be in is the concrete operational stage (ages 7-11). During this stage students use logical to solve answers. One stage during this concrete operational stage is called ‘Elimination of Egocentrism’. This means that students are able to solve things that relate to themselves and start to solve problems that don’t relate to them. So when the students trade math stories and try to solve each others, the students will be able to do it because they are starting to learn to solve problems that aren’t just about their interests but others too. D. How will students reflect on their own learning? Students will reflect on their own learning by creating math stories and sharing them. It is one thing to solve a math story, but it is a very different learning experience creating your own math story and then sharing it with the group to solve. E. Describe accommodations/modifications to requirements in IEPs and 504 plans.

If a student had an IEP or 504 plan I would review it prior to the lesson. I would make modifications to the lesson in order to support their needs. I would have a third group of struggling students to really work with them on their activity. If a student couldn’t write I would allow them to use an iPad to take down their notes and show me they understand the activity. I would really work with these kids in order to be fair. Being fair doesn’t mean giving everyone the same amount of time, it means to give them the amount of time they need in order for them to fully understand. Since I speak a little bit of spanish, if the bilingual children have trouble understanding the words, I can work with them aside or the teacher assistant can too. F. Describe differentiated instruction. Differentiated instruction is what I did breaking students into groups. Everyone in the class mainly has the same activity to do, but it is tiered a little differently due to their abilities. There are gifted students, there are average students and there are struggling students. I broke my groups up into two in my lesson plan. These two groups were gifted and above average along with average/lower average to struggling. If there were students with more needs, I would work with them individually or put them into a group so it is more one-on-one. I split them in this way because the gifted students can help the above average students learn more and think differently and the lower average and the struggling can do the same. I also differentiated the questions I asked them because they aren’t at the same level. It wouldn’t be fair if I asked the struggling students a very hard question, or asked the gifted students an easy question because it isn’t the correct challenge they deserve. G. Describe technology integration to support learning.

I would allow my students with special needs to use technology in this lesson. If they couldn’t write and needed an iPad of keyboard, if they couldn’t hear and needed it written down, I would bring in a SmartBoard so the lesson of what we are doing is on the screen. III. Afterthought A. Reflections I learned that not all students learn the same and I do need to differentiate and tier the work. I also learned that technology is useful, even though it is not needed for this specific lesson plan it can still be helpful to some students. I believe the constructivist theory was the most important for this lesson plan because it really goes along with all three sections. Constructivist is when you form new ideas based off of old ones and just keep working. The students were doing that from the motivation until the end when they were creating math stories. I really think that this is important because if I don’t get my children interested in the beginning, they may never be interested throughout the whole lesson....