Mrs. Patel’s Lesson Plan PDF

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This is a version of Mr. Patel's lesson plan to work with....

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KRM1: Task 1, Elementary Strategies

Mrs. Patel’s Lesson Plan General Information Lesson Title: Fun with Word Problems Subject(s): Math Grade/Level/Setting: 4th grade Prerequisite Skills/Prior Knowledge Ability to read at approximately fourth-grade reading level and ability to perform fourthgrade math calculations (i.e., addition, subtraction, multiplication, and division). Students will also know the following words: ● ● ● ●

addition: sum, plus, and, total, increase, more, raise, both, combined, altogether subtraction: less, decrease, reduce, difference, remain, minus, dropped, balance multiplication: times, per, twice, by, product, area, volume division: split, each, cut, equal pieces, average, out of, ratio, shared, quotient

Standards and Objectives State/National Academic Standard(s): CCSS.MATH.CONTENT.4.OA.A.3 Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Learning Objective(s): Given word problem scenarios, the student will read, write, solve, and justify multi-step word problems with 80% proficiency.

Materials ● ● ● ●

Whiteboard and erase markers Word problem worksheets Extra paper and pens Timer

Technology Digital math games for practice

Language Demands Specific ways that academic language (i.e., vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

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Language Function(s): The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work.

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Students will create and solve multi-step word problems

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Students will justify their answers

Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

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Multi-step word problem

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Basic math function vocabulary (see above): e.g., add, subtract, divide, multiply

Discourse and/or Syntax: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).

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Students Students Students Students

will will will will

write word problems based on a given scenario write complete sentences to justify their word problem solution write number sentences to solve a multi-step word problem discuss the process of solving word problems with their group

Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines.

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To be decided (TBD)

Instructional Strategies and Learning Tasks Anticipatory Set Activity Description/Teacher Actions

Student Actions

The teacher will write the following words on the whiteboard: addition, subtraction, multiplication, and division. The teacher will call on students to participate in brainstorming related words.

The students that are called on will write words on the board under the appropriate category (e.g., plus would be written under the addition category). The students will follow along with journals to record their own answers and to reflect on what is being asked.

Presentation Procedures for New Information and/or Modeling Activity Description/Teacher Actions The teacher will provide information on the components of a word problem and provide examples (i.e., model) on how to create, write, and solve a word problem. Students will be given a scenario in which a multi-step word problem could be created. For example, “A baker and his assistant are making cookies to sell. They want to make sure they are good, so they give some to customers to sample. They then separate the rest to sell.” The

Student Actions The students will write the information in their math journals on how to think through the creation of a word problem from the scenario, create their vocabulary bank of the words the teacher had outlined earlier, and note how to solve the equation.

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Mrs. Patel’s Lesson Plan

teacher will model how to write the multi-step word problem using the scenario. For example, “A baker and his assistant made 553 cookies and handed out five cookies as samples to customers. The remaining cookies were separated into four separate bags. How many cookies were in each bag?” The teacher will model writing the equation and solve it. The teacher will model academic language explaining how to solve the problem, as well as justifying the answer. Guided Practice Activity Description/Teacher Actions The teacher will use the previous scenario to write another sample word problem with students on the whiteboard and call on individuals to identify key words. The teacher will use various questioning strategies to check for understanding. Then the teacher and students will write an equation next to the word problem to demonstrate how words translate to an equation. The teacher and students will then work to solve the equation.

Student Actions The teacher and students will discuss and define math terms from the vocabulary bank that are represented in the sample word problem. Then the teacher and students will write the equation next to the word problem and solve the equation.

Independent Student Practice Activity Description/Teacher Actions

Student Actions

The teacher will separate the students into small groups of no more than four students. Each group will be assigned a different scenario that group members will use to create their own multi-step word problem. The teacher will instruct students to follow the same procedure (i.e., underlining key words and translating the word problem into an equation that can be solved). The teacher will walk around the room and assist groups as needed. The teacher will ask questions to clarify and challenge student thinking.

Student in groups of four will work together to write a word problem, underline the key words, discuss what each word means, translate the word problem into an equation, and then solve for the equation. The students will also use digital math games for students to play in small groups to practice solving word problems.

Culminating or Closing Procedure/Activity Activity Description/Teacher Actions

Student Actions

Once each group has solved for the word problem correctly, the teacher will instruct the students to individually write their own word problem. A rubric will be

Each student will write their own word problem. At the end of the lesson, students will share their word problem with their partner and practice solving the problems, using examples

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Mrs. Patel’s Lesson Plan

and notes from their math journal. provided and explained as part of the lesson assessment. Creativity will be encouraged. At the end of the lesson, the teacher will instruct students to pair with students of appropriate ability levels and share their word problem. The teacher will instruct each student to practice solving a partner’s word problem.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: TBD English Learner: TBD Students with Other Special Needs: TBD

Assessment Formative Describe how you will monitor, support, and extend student thinking.

During independent practice, the teacher will monitor student work and conversations to determine if students are creating reasonable word problems and accurate number sentences. Summative (quizzes, tests, products)

The students will be given a five-question quiz that requires them to solve word problems, justify one of the answers, and write a word problem based on an equation. The student samples will be graded based on the rubric and the student’s ability to write, solve, and justify multi-step word problems based on the scenarios provided.

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