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Goal of Lesson
Lesson Development (Standard 3.1, 3.3) This should be the main section of your lesson plan.
What steps will you take to TEACH this lesson? (Demonstration, Guided Practice, Active
Involvement, Conclusion/Summary) (ACEI 3.1)
o State expectations for small group work (SLIDE 1) 2 min
o Pull out math notebooks, pencil, markers, noting which table group does it fastest.
2 min
o Divide into groups of 3, saying where they should work and giving three pieces of
graph paper to each group. 5 min
o Copy down problem, then say they have to solve the problem using their problem
solving steps (SLIDE 2) 5-10 min
Copying
Underline important information, circle important words, highlight the
the
question
problem o I dont know if you will be able to create an equation right off the bat for this
wasted
problem, but I bet you can create a visual model
time
o Circulate the room, ask questions to track thinking, note who is right and who is
wrong, dont give any answers away
o If students finish early, pass out piece of paper that asks them to write a similar
problem with their own numbers and then show how it should be solved.
o When time runs out, have students return to desks quietly, noting which table group
does it best
o Have students say how difficult they thought the problem was by holding up one,
two, or three fingers (SLIDE 3) 1 min
talk about how they tackled this difficulty. Did they get ideas from friends, form a past
math lesson, from something they already knew, a strategy: visual, computation, real
world association, etc.
o State goal of lesson: Solve multi-step word problems using the four operations
(addition, subtraction, multiplication, division). (SLIDE 4) 1 min
o Ask a group to come up and share their work on the board and strategies (SLIDE
5) 5 min
If there is a group that has shown a common misconception, but is still
confident, have them come up first and
There
ask
them
a
lot
of
questions
wasnt
Repeat if there are other common misconceptions
enough
Have a correct group come up and share their process, using blackboard if
time for
this.
necessary.
Streamline.
o Let me show you a way to do it that can be applied to lots of
different problems like this.
o Do Mr. Fong problem together 5 min
o Go through slideshow, explaining steps. (SLIDE 6-SLIDE 10)
Find total amount spent (SLIDE 6)
Find total cost of monitors (SLIDE 7)
Have students do calculations at their desk, then reveal (SLIDE 8)
Subtract cost of monitors from total spent (SLIDE 9)
Have students do calculations at their desk, then reveal (SLIDE 10)
o Ask for questions
o Do Stickers problem together 5 min
Lets try another. A lot of problems like this will have people with
different quantities of things. The problems may use words like twice as
many or three times as much. Lets try a problem with that language.
o Yes, Hugh has an IEP for handwriting. He will be grouped with students who can
help with writing in group work.
Do you have English language learners? What language acquisition stage are they in?
How are you addressing their language acquisition stage in this lesson?
o No ELLs in the class
Assessment (Standard 4)
In what ways have you assessed students' readiness for this lesson (i.e. pre-assessment)?
Explain how the design or adaptation of your planned assessments allows students with specific
needs to demonstrate their learning.
Consider all students, including students with IEPs, English language learners, struggling
readers, underperforming students or those with gaps in academic knowledge, and/or gifted
students.
The students demonstrate an ability to tackle multiplication and division of large numbers.
They can also handle word problems. This lesson puts an extra level of complexity on the
existing word problem structure.
What will be your evaluation criteria for the assessment (i.e. How will you assess the
possible levels of mastery/understanding)?
o The students will be able to complete their individual work correctly.
Solutions:
Mr. Fong:
Total: $6,035
Saves: $650
Total minus savings: $5,385
Laptops: (12)($422)=$5,064
Textbooks: $321
Stickers:
To start, Cheryl: 1,750
To start, Jamila: 1,338
Total: 3,088
After, Cheryl: 772
After, Jamila: 2,316
Clara and Teo:
Total: $4,686
Teo: $1,562
Clara: $3,124
Teo after books: $1,062