Lead Teacher: Crystal Swan Date: September 28, 2012

Support Teachers: Terry Sinn

Tuning Protocol Introduction and Focus Question

On September 28th, 2012 I taught a lesson out of the Everyday Mathematics Curriculum on Number Stories and Mathematical Models. The lesson focus was on using situation diagrams and number models to help us solve number stories or story problems. The goal of the lesson was for students to be able to decide what situation diagram best fits the number story and be able to determine what open number sentence would help them find the solution. Much of the lesson was direct instruction. There was a lot of vocabulary to cover such as the components of a number sentence, what makes a true or false number sentence, and the variety of situations we may encounter. We talked through the different situations and went over the components of a number sentence together. We briefly talked about the steps to problem solving and that multiple strategies make a good problem solver. We talked about how both situation diagrams and number models are tools that can help us understand and solve number stories better. After the lesson, students were asked to complete two journal pages that dealt with number stories. The students were asked to complete the first page and have it checked before they moved on. Several of the lower students did not complete the first page to be able to move on. The second page dealt a bit more with open number sentences and students had to choose what open number sentence fit the number story. Some did this with great ease, others struggled. At the beginning of the following lesson, the students were asked to complete a quick check using an internet based host called Edmodo. The students were able to complete the brief assessment on their iPads and I checked and corrected them. The assessment had six questions. The first three worked with one number story and the last three dealt with another. The three areas this assessment focused on was as follows: Are students able to tell what situation is taking place (multiple choice)? Are Students able to write the open number sentence model that goes with this number story? Are students able to solve the number story? From looking at the results of the assessment, I can see that many of the students do not know how to write an open number sentence. If they are given an open number sentence, they can solve for the variable. If the variable goes after the equals sign they can write the sentence. Several of them wrote number sentences that work to solve the number story, but the number sentence does not match what the number story is asking. My student work and assessment tells me that my students know how to be consumers of open number sentences, but they are still unsure of how to be independent producers. If they cannot produce and open number sentences, it is not a model or strategy that will be helpful for them in solving number stories My focusing question is this: How can I take what students already know about and can do with open number sentences to help them be more capable of writing an appropriate open number sentence for the story? I feel the lesson gave the students more practice with open number sentences, but I would like to help them into more of a producer role. How can I better achieve this in my initial instruction? Are there any ideas for extension I can use with this group of students building on the foundation I have lain?
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Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

Co-Teaching Lesson Plan Subject Area: Grade level: Content Standard: Math 5 5.2.3.2 Real-World & Equations & Inequalities-Represent real-world situations using equations and inequalities involving variables. Create real-world situations corresponding to equations and inequalities. TSWBAT use mathematical models including open number sentences to solve number stories. TSWBAT decide which mathematical model best fits a given problem, and explain their reasoning for choosing that model. Number sentence, true number sentence, false number sentence, variable, open number sentence, relation symbol, operation symbol, solution. SmartBoard, iPads, Student Reference Books (SRBs), Math Journal
Lead Teacher Support Teachers Considerations
Include -adaptations, -accommodations, & -differentiation,

Academic Objective: Language Objective: Technical Vocabulary: Materials:

Lesson

Co-teaching Time Approach

(can select more than one)

Beginning: Include activities and teacher talk for Opening - Link to Prior Learning Transitions

One teach, Two support

10:35

Objectives: Good morning, fifth grade. Today in math we will be talking about addition and subtraction number stories. Our objective is to review the use of mathematical models to solve number stories. When we are finished with todays lesson you should be able to say, I can choose a mathematical model to help me solve a problem, and I can explain why the model works. There are some key vocabulary words that will help us achieve our objective today: Number sentence, true number sentence, false number sentence, variable,
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Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

open number sentence, relation symbol, operation symbol, solution. Does anyone already know any of these words? What does one of them mean? Are there any words that are new or unfamiliar to you? Thats okay, because well learn all about them! Now, were going to do some mental math. Please wake up your Ipads and open Skitch. I will say a number and you will write the number in expanded notation. Ready? (Also say correct answer) 1.6 One and six tenths Chin it, Spin it. Next. 5.4 Five and four tenths Chin it, Spin it. Next. 16.3Sixteen and three tenths Chin it, Spin it. \ Next. 7.12 Seven and twelve hundredths Chin it, Spin it. Next. 42.01 Forty-two and one hundredth Chin it, Spin it. Next. 28.69 Twenty-eight and sixty-nine hundredths Chin it, Spin it. Next. 243.05 Two-hundred forty-three and five hundredths Chin it, Spin it. Next. 102.36 One hundred two and thirty-six hundredths Chin it, Spin it. Next. 401.309 four hundred one and three hundred nine thousandths Chin it, Spin it. Now I can tell our brains are warmed up and ready for math! Lets take a look at todays math message, You may keep skitch open, but for now, hands off your iPads.

10:40

I will have a note card with the numbers I will be calling on it. I know of one student who will need it right away. He cant seem to get the number down by just hearing it. By providing him the numbers written out, I can assess if that is the only thing he struggles with or if he still doesnt understand expanded notation. Ill make a couple extras to slip students who also seem to struggle.

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Murawski, 2007

Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

10:45

Math Message: Put math message on the board. Take a couple of minutes and look at this problem. Work through it on your own and see what you can figure out. Write down your answers and any work you do on your skitch. Lets look at this together. Niko has $8.00. Does he have enough money to buy 3 fancy pencils for $1.98 and an eraser for $1.73? What do you think? Raise your hand if you think he does. Raise your hand if you think he doesnt? Call on a student: how did you decide he had enough money? Did someone come to their answer by a different strategy? What is the total cost of 3 pencils and 1 eraser? . For now, put your iPads to sleep and get out your SRBs. Turn to page 226 of your SRBs. Advance slide.

10:47

Middle:
Include activities and teacher talk for - Instruction - Procedures - I do, We do, You do - Formative Assessment (during lesson)

10:50

Situation diagrams as Mathematical models This page shows some situation diagrams you can use to help solve a problem. (Talk through the different types of situations: Parts and total, change to less, change to more, or comparison) (Go back one slide)Lets look back to our math message problem again. Which diagram would you use to help model the situation in the math message problem? Why? I would expect parts and total, or comparison situation. Probe for thinking and explanation. Would you change your original plan? With your desk partner, try question 1 in the check
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Lead Teacher: Crystal Swan - Transitions

Support Teachers: Terry Sinn

Date: September 28, 2012

for understanding at the bottom of page 227 (read question). Decide what situation diagram best fits the problem, and then solve it. You can use skitch to write down your diagram and your work.(MOVE around the room) Becky had $9.50. she wanted to buy a CD that cost $12.95. How much more did she need? Situation: Parts and total, answer 12.95-9.50 = 3.45 Ok, who can walk us through that problem? ----, what situation diagram did you use? Why did you decide on that one? How did you find your answer? (write student work on smartboard) Just to recap, who can explain what a parts and total situation is? How about a change situation? Comparison situation? And lastly, a rate situation? How do we feel about situation diagrams? Thumbs up means Im feeling good about situation diagrams, thumbs down if I dont get at all, thumbs sideways if you feel like youre not sure on some of it. We will have more practice with situation diagrams in a few minutes. Mathematical models help us to organize the information a problem gives us. When we are able to organize what we know and what we dont know, it makes the problem easier to solve. Number sentences Another way to organize the information from a

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Murawski, 2007

Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

11:00

problem is to write a number sentence. Number sentences use numbers and math symbols. All number sentences must have a relation symbol. These are the three relation symbols we use: =, <, >. Number sentences also have operation symbols like +, -, x, /. There are true number sentences like 2+2=4 and false number sentences like 2+1=4. Who thinks they know a true number sentence? (ex: 2+4=6) Who think they know a false number sentence (2+3=4). With your partner at your desk pairs, write a true number sentence to model the math message problem. What is one number sentence a set of partners came up with? Did anyone have a different number sentence? These are all true number sentences that helped us answer the problem. We used different strategies and models to find our answers! Now sometimes we can write a number sentence with missing information. This number sentence would include what we call a variable. It is a letter that we use to represent an unknown number value. How many of you have seen this before: (Write on board) 4+_ = 6? Youve seen this before, good! Then this wont be so different. All we are doing is a problem like this, but instead of the box, we put a letter as our variable (write 4 + a =6), for our unknown value. We would say that a is our variable because it represents a number that is not known or given. These number sentences that include a variable have a special name. They are called open number sentences. Lets say that
Murawski, 2007

11:05

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Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

together. Who can tell me again what an open number sentence is? Open number sentences are neither true nor false since they are not complete. We can make them true or false depending on what value we decide the variable has. Brief discussion: What does it mean to be a good problem solver? There is more than one way to do most things. Even when we wrote our number sentences for the math message problem, as a class, we thought about that problem differently. People think differently and what might be easy for some people may be difficult for others. Good problem solvers know many ways to organize information to find a solution, even when they dont know how to get the correct answer. One way we can all become good problem solvers is to solve many different kinds of problems.
11:10

Pass out Math masters pages 41 and 42. (talk while passing) Today we will be using these pages to practice a little more with situation diagrams and writing open number sentences. As Im passing these out open your SRBs to page 243. We Do Page 243 in your SRB gives us a guide for solving problems. Lets take a look at these four steps. (Read the four steps) Lets use these steps and solve a couple problems together. Take out the page I just passed out that

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Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

says Using Open Number Sentences at the top. Were going to go through the four steps for solving number stories that are on page 243 in your SRBs. Can I have a volunteer who will ready step 1 for us? (Understand the problem) So what do we need to do first? (read the problem, what do you know what do you need to know?) Who will read step two for us? (plan what to do) Now is the time to ask ourselves what diagram would fit with this. Does anyone have any ideas? What makes you think it is a (change to more situation?) Recognizing the type of situation helps us understand the problem and work out a plan. Another way to help us plan is to write one of those open number sentences. Thats what we will need to write down. We decided it was a change to more situation. So what number should I write down first? What do we know? The temp started at 47 and ended up being 63. Hopefully they will have me start out with writing 47, realize its change to more so well add something and it will =63. What letter do you think I should use as my variable? You should choose a letter that will help you remember what youre looking for. (t or d is a good option) Okay, what does step 3 say. Who can read for us? (carry out a plan). Now is when we need to solve. And will you read step 4? Looking back. So we need to look back and see if our answer makes sense. Now look, here we wrote an open number sentence. Now when we look back and check our work, we should be able to write a true number
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11:15

Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

sentence to decide if we came to the right answer or not. If the number sentence is true, we found the right answer, if the number sentence is false, we need to try again.

End:
Include activities and teacher talk for

One Teach, One Support

11:20

Parallel Assessment Alternative - Closing Station Statement Team Transitions

You Do Now Im going to give you some work time. You and your desk buddy will work out the next question. Then you should have one of us check it. If youre ready you can answer questions 3 and 4 independently. You can use the Guide for solving number stories, on page 243 as a guide. Remember, you need to write an open number sentence. Who can remind us what that means? The variable or the letter you use to take the place of your unknown number should relate to what that number relates to. Looking at question 1, who thinks they have an idea of what the variable could be? In a few moments, well complete step four and look back on our work. If you get stuck, Ms. Sinn, Mrs. Stroeing, and I are all here to help. Remember your strategies and the steps to solve the problem! Discussion Who has some work they would like to share with the class for question two? The first step is to understand the problem. How did you understand the problem? The next step is to develop a plan. What plan did you come up with. The third step is carryout the plan. How did you do that? And the

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Murawski, 2007

Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

last step is looking back. Lets see if we can use our answer and write a true number sentence. Now, Id like you to take out your math journals and turn to page 37. Today, youll be working on pages 37 and 38 in your math Journals. Lets take a look at the example on pg 37. 11:25 Finish pages 37 and 38 on your own. When youre finished you can move on to your Math Boxes.

Teacher Reflection:

Overall, I think this lesson went okay. It certainly wasnt the most spectacular thing, but we got through. I had to make a few adjustments here and there to cover what I needed but I think what I left out was okay. The mental math section is giving me trouble. It tends to eat up a ton of time. Part of it is I think Im spending too much time waiting for the kids. Kelly said that I need to set the pace and they will keep up. I worry about going too fast for them. Today they were supposed to write a number in expanded notation. On the first one, most of the students wrote the number the regular way. I reminded them that I was looking for the number to be in expanded notation, where we write the value of each place, then I showed them the answer to the first one on the board. That took care of most of the kids and I got a majority of the rest of the numbers in expanded notation, but there were a few numbers written the regular way that popped up. Next time, I will be more conscious to set the pace myself, not necessarily waiting until the students are finished. That way I can push them to match my pace, and work out those problems mentally. I would also

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Murawski, 2007

Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

do another example on the board using a think aloud strategy to explain the process of breaking down that number. In the accommodations column I mentioned that I was going to give the numbers to a student ahead of time. I met with him for a few minutes before morning meeting. I told him that we would be doing expanded notation and I noticed he had a hard time getting the numbers written down. I asked if he knew how to do expanded notation and he said he wasnt really sure. We went through a couple together, slowly breaking down the places into th eir values. Then we went through the whole list of numbers that I would be reading for mental math, and practiced how to say them. He was more inclined at first to read twenty-eight point four seven instead of twenty-eight and forty-seven hundredths. By the end of our meeting he was able to read the numbers well. He did really well during mental math. I could tell he was excited that he was being successful and was more engaged that he has been other days. My plan for Monday is to meet with him briefly again and practice writing decimal numbers just from hearing them. Right away with the math message, I began to run into some trouble with technology. My computer was not aligning with the SmartBoard. I was kind of panicking. Kelly told me to go ahead and use the white board. I dont know why that didnt occur to me right away. I was able to keep going for the most part while Kelly worked on fixing the problem. This time was full of interruptions. I would say fixing the SmartBoard sucked up almost 5 minut es of time spread throughout the first half of the lesson. The lesson learned here is to make sure your technology is working before the lesson begins. I clicked through the slides a couple of times but I never tried to write on the board. That was where things were getting way off. The heart of my lesson was situation diagrams and open number sentences as models for solving a number story. Ironically, while I felt like the pace of these sections was maybe too slow, and I did a lot of talking, I dont think I did enough teaching. I asked the kids a lot of questions. Asking the kids questions and having them think about the subject matter on their own is good, but I never really took the time to work through any of those diagrams so they could see and hear the kind of thinking they need to do to choose a diagram. I think that some students understood what to do just by looking at them, but I didnt do a whole lot to support those who didnt. Next time, I would hand out my situation diagrams sheet much earlier and we would work through a few problems together and practice using the models. Open number sentences were kind of the bear for this lesson. What I gather from my students is they know how to be consumers of these number sentences, but they arent in a producer role yet. This is the first time they are being asked to create their own open number sentence to go with a number story. I looked at math journals during their work time Format compliments of: www.2TeachLLC.com Murawski, 2007

Lead Teacher: Crystal Swan

Support Teachers: Terry Sinn

Date: September 28, 2012

and I would say about half of the students understand enough to write their own number sentence to go with a number story. Another 7 or 8 are close, but number sentence they are writing doesnt reflect what the number story is asking them to find. About 5 of them are completely lost, and I will need to follow up with them more closely. I thought the section on steps to problem solving went alright, but it wasnt as organized as I wish it was. It was a little less direct than I had planned, but I did nothing to correct it. Next time, I think Ill write my lesson plan in a more bulle ted list, rather than a narrative. Especially in this section, I had a huge paragraph to look at rather than a step by step list the help me guide the students through. Once we got to an actual problem to work on, I think I covered the steps a little better, and the math journal pages they worked on also guides them through that process. When I was done with the lesson, I felt kind of crumby. I thought it was a lot worse than it was. I was unhappy that I had to go so fast through some important things, but Ive learned a lot from watching the video and reflecting on the lesson. I have noted several things I will do and be conscious of next time and Ive started to think about how I can reach the kids this lesson, or parts of this lesson, may have missed. I think my biggest take away from this lesson is the importance of preparedness, especially when using technology, and pacing. The thing Im learning about pacing is that kids wont tell you straight out if youre going too slow. If youre going to slow, you mi ght start to notice negative behaviors, but they wont say, Ms. Swan, can you go faster? Im going to try to pace my lessons a little more quickly and try to engage the students more through think-pair-share strategies and choral responses. I know my students will let me know if Im going too fast, and if Im sure to check for understanding throughout, Ill know if something needs to be repeated.

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Murawski, 2007

Lead Teacher: Crystal Swan Date: September 28, 2012

Support Teachers: Terry Sinn

Tuning Protocol Introduction and Focus Question

On September 28th, 2012 I taught a lesson out of the Everyday Mathematics Curriculum on Number Stories and Mathematical Models. The lesson focus was on using situation diagrams and number models to help us solve number stories or story problems. The goal of the lesson was for students to be able to decide what situation diagram best fits the number story and be able to determine what open number sentence would help them find the solution. Much of the lesson was direct instruction. There was a lot of vocabulary to cover such as the components of a number sentence, what makes a true or false number sentence, and the variety of situations we may encounter. We talked through the different situations and went over the components of a number sentence together. We briefly talked about the steps to problem solving and that multiple strategies make a good problem solver. We talked about how both situation diagrams and number models are tools that can help us understand and solve number stories better. After the lesson, students were asked to complete two journal pages that dealt with number stories. The students were asked to complete the first page and have it checked before they moved on. Several of the lower students did not complete the first page to be able to move on. The second page dealt a bit more with open number sentences and students had to choose what open number sentence fit the number story. Some did this with great ease, others struggled. At the beginning of the following lesson, the students were asked to complete a quick check using an internet based host called Edmodo. The students were able to complete the brief assessment on their iPads and I checked and corrected them. The assessment had six questions. The first three worked with one number story and the last three dealt with another. The three areas this assessment focused on was as follows: Are students able to tell what situation is taking place (multiple choice)? Are Students able to write the open number sentence model that goes with this number story? Are students able to solve the number story? From looking at the results of the assessment, I can see that many of the students do not know how to write an open number sentence. If they are given an open number sentence, they can solve for the variable. If the variable goes after the equals sign they can write the sentence. Several of them wrote number sentences that work to solve the number story, but the number sentence does not match what the number story is asking. My student work and assessment tells me that my students know how to be consumers of open number sentences, but they are still unsure of how to be independent producers. If they cannot produce and open number sentences, it is not a model or strategy that will be helpful for them in solving number stories My focusing question is this: How can I take what students already know about and can do with open number sentences to help them be more capable of writing an appropriate open number sentence for the story? I feel the lesson gave the students more practice with open number sentences, but I would like to help them into more of a producer role. How can I better achieve this in my initial instruction? Are there any ideas for extension I can use with this group of students building on the foundation I have lain?
Format compliments of: www.2TeachLLC.com Murawski, 2007