Jbrooks Instructional Manual

INSTRUCTORS
MANUAL
INSTRUCTIONAL UNIT: EXPLICIT VOCABULARY INSTRUCTION
AND MATHEMATICAL WORD PROBLEM SOLVING
JULY 15, 2017

JAIME BROOKS
WESTERN GOVERNORS UNIVERSITY
TABLE OF CONTENTS
OVERVIEW pp 4-7
INTRODUCTION 4
INSTRUCTIONAL GOAL 4
INTENDED AUDIENCE pp 4-5
LENGTH 5
DELIVERY APPROACH pp 5-6
INSTRUCTIONAL SEQUENCE 6
MATERIALS NEEDED pp 6-7
LESSON OVERVIEWS pp 7-8
LESSON 1 7
LESSON 2 7
LESSON 3 7
LESSON 4 8
LESSON 5 8
LESSON 6 8
ASSESSMENT OVERVIEW pp 8-9
THEORIES AND DESIGN p9
MATERIALS pp 9-10
INSTRUCTIONAL MATERIALS p9
RESOURCES p 10
LESSON PLANS pp 11-35
LESSON 1 pp 11-14
LESSON 2 pp 15-18
LESSON 3 pp 19-22
LESSON 4 pp 23-27
LESSON 5 pp 28-31
LESSON 6 pp 32-35
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REFERENCES pp 36-37
APPENDICES pp 38-56
APPENDIX A -Word Problem Situations 38

APPENDIX B -Addition and Subtraction Word Sort 39
APPENDIX C -Addition and Subtraction Vocabulary Posters pp 40-41
APPENDIX D -CUBES Poster 42
APPENDIX E -Addition Fluency Drill 43
APPENDIX F-One-Step Addition Word Problem Worksheet 44
APPENDIX G -Subtraction Fluency Drill 45
APPENDIX H-One-Step Subtraction Word Problem Worksheet 46
APPENDIX I- 2nd Grade Cognitively Guided Word Problem Rubric 47
APPENDIX J-Two-Step Addition Word Problems 48
APPENDIX K -Two-Step Subtraction Word Problem Worksheet 49
APPENDIX L-Multiplication Fluency Drill 50
APPENDIX M-One-Step Multiplication Word Problem Worksheet 51
APPENDIX N-Multiple-Step Mixed Equation Word Problem Worksheet 52
APPENDIX O -Addition Fluency Pre and Post Assessment 53
APPENDIX P-Subtraction Fluency Pre and Post Assessment 54
APPENDIX Q -Word Problem Pre and Post Assessment pp 55-56
APPENDIX R-Video Links pp 57-58
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This instructors manual contains an entire instructional unit on explicit vocabulary
instruction and mathematical word problem solving. This unit is an 8-day (approximately 10
hours) instructional unit on the impact that explicit vocabulary instruction has on word problem
solving. It is geared towards second grade students ranging in age from 7-9 years old. Below
are the relevant sections that contain further details on this instructional unit.
Instructional Goal
Following a unit of instruction on word problems, students will complete a written
assessment with multi-step word problems. At the end of this unit, students will be able to read,
analyze, identify and solve one-step and two step addition and subtraction word problems
consisting of those with like operations and those containing different operations.
Intended Audience
Prairie Winds Elementary School is located in Pueblo West, Colorado in Pueblo County.
It is still considered a small town in many ways, Pueblo West is the fastest growing community
in Southern Colorado (Pueblo West Metro, n.d.). It is a bedroom community to Pueblo which is
located approximately 100 miles south of Colorados capital city, Denver. Prairie Winds
Elementary School has a student body of 514 students of which 231 are females and 283 are
males. Of those 514 students, there are 328 students that are White, 150 that are Hispanic, 23
students are two or more races, 5 students are Asian, 4 are American Indian, and 4 students are
Black. According to the Colorado Department of Education, 39% of the student population are
considered Economically Disadvantaged, 1.17% are gifted and talented, 2.92% are Limited
English Proficient, and 14.59% of the student population have disabilities. At Prairie Winds
Elementary there are 4 second grade classes and 92 second graders.
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The intended audience is a second grade math class incorporating technology. There are
28 students of mixed ability levels and demographic backgrounds. 19 of the students are girls
and 9 are boys ranging in age from seven to eight years.
There are varying reading skill levels as well as math ability levels. Students in this
classroom population were tested using the They are as follows for math: 6 students scored in
the low ability range, 8 students scored in the average range, and 8 scored in the high range. The
scores for reading were as follows: 7 students scored in the low ability range, 4 students scored
in the average range, and 15 students scored in the high range.
There is some cultural diversity in this class. 2 students are identified as African
American or Black, 9 are identified as being Hispanic, and 16 students are identified as White.
Length
The instructional unit for this research study will take place over a two-week period (8
class hours). Instruction will be given during the normal math block in the students assigned
classroom. This instructional unit will correlate to 2nd grade State Standards as well as Common
Core standards. All students will be expected to participate in all of the routine math instruction
and classroom activities.
Delivery Approach
This unit of instruction will require several different instructional strategies such as whole
group, small group, and individual practice. Each lesson will begin with direct instruction to
introduce the learning goals and to present new material through modeling. New academic
vocabulary will be introduced through Powtoon Videos, YouTube Videos, and the Math is Fun
Illustrative Dictionary within the 10-hour instructional unit and will be posted on classroom
walls for reference. Each of these academic terms will be written in student math journals. In
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addition, there are multiple opportunities for cooperative learning in which the students will
work in flexible groups to create and present a word problem poster. The following day of each
lesson, the students will be given an opportunity to further practice the acquired skills during a
hands on learning centers rotation.
Instructional Sequence
This instructional unit will take place over a two-week period (10 class hours)
approximately 1 hour for pre-assessments, 8 hours of instruction, and approximately 1 hour for
post assessments totaling approximately 10 hours. Instruction will be given during the normal
math block in the students assigned classroom. This instructional unit correlates to 2nd grade
State Standards as well as the Common Core standards. All students will be expected to
participate in all of the routine math instruction and classroom activities. Each lesson will
follow the lesson sequence as follows: pre-instructional activities, content presentation, learner
participation, assessment, and follow through activities. The pre-assessment tests include:
addition fluency test, subtraction fluency test, word problem test, addition and subtraction word
sort test. The post assessment tests will be the same tests as the pre-assessment and will be given
at the end of the instructional unit. The instructional unit and corresponding assessments, links,
and worksheets are listed below.
Materials
Materials that will be used in this unit of instruction include an addition and subtraction t-
chart word sorting activity, addition fluency drills, subtraction fluency drills, multiplication
fluency drill, daily word problem solving worksheets. Student journals will also be used for
vocabulary notes. The students will need access to scissors, markers, crayons, glue, and pencils,
in order to create their posters and cut and glue the vocabulary sort activity. Large pieces of
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white construction paper will also be needed for each group of students to create their four
different word problem posters. The teacher will need a journal to record daily observations.
Student posters will be assessed using the Cognitively Guided Instruction 2nd Grade Word
Problem Rubric (2nd Grade Word Problems, 2016) (See Appendix I). Various instructional math
vocabulary Powtoon Videos, YouTube Videos, and the Math is Fun Illustrative Dictionary will
be used within this 10 hour instructional unit. The teacher will need to have access to a
computer, internet, speakers, promethean board or interactive white board, projector, and
document camera.
Lesson Overviews
Lesson 1 Overview: This lesson will review addition and subtraction vocabulary words and their
relationship to corresponding operational signs.
Lesson 2 Overview: This lesson will cover how to solve one-step addition word problems by
understanding the terms that relate to addition. The students will then be introduced to the
C.U.B.E.S strategy in solving these problems. Through this strategy and by understanding
addition word problem vocabulary, the students will read, analyze, identify, and solve these
problems.
Lesson 3 Overview: This lesson will cover how to solve one-step subtraction word problems.
The students will use the C.U.B.E.S strategy in solving these problems. Through this strategy
the students will read, analyze, identify, and solve these problems. The students will work in
cooperative groups to create their own one step subtraction word problem containing a visual
representation, number sentence, labels, and answer. They will then present their problems to
the class and explain their problem solving process.
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Lesson 4 Overview: This lesson will cover how to solve two-step word problems with like
operations. The students will use the C.U.B.E.S strategy in solving these problems. Through
this strategy the students will read, analyze, identify, and solve these problems. The students
will work in cooperative groups to create their own two-step word problem containing a visual
Lesson 5 Overview: This two-day lesson will cover how to solve one-step multiplication word
problems. The students will use the C.U.B.E.S strategy in solving these problems. Through this
strategy the students will read, analyze, identify, and solve these problems. The students will
work in cooperative groups to create their own one step multiplication word problem containing
a visual representation, number sentence, labels, and answer. They will then present their
problems to the class and explain their problem solving process.
Lesson 6 Overview: This two-day lesson will cover how to solve multi-step word problems with
different operations. The students will use the C.U.B.E.S strategy in solving these problems.
Through this strategy the students will read, analyze, identify, and solve these problems. The
students will work in cooperative groups to perform their given multi-step story problem with
different operations to the class. They will then provide a visual representation, number
sentence, labels, and answer.
Assessment Overview
There will be formative and summative assessments that will be given throughout this
instructional unit. Students will be formatively assessed by student observation, student math
journals, and class discussions. Five students will also be given a formative assessment through
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a student interview. The summative assessments that will be given are vocabulary tests, word
problem tests, and an addition and subtraction fluency test.
Theories and Design
After developing a learning goal, analyzing learner characteristics, and completing a
needs analysis, the learning theory that was chosen and used in this instructional design was
Cognitivism. Students are given tasks that are developmentally appropriate to their own learning.
The teacher will provide a connection between prior learning and the new concepts that are being
instructed. Cognitivism allows the teacher to model and then actively guide the students in their
application. It also allows the students to explore the material on their own, yet have guidance.
This theory allowed the teacher to use multiple learning styles for the students to grasp the
concept. This is beneficial because the learning is teacher centered and the students are guided
through their learning as active participants.
The instructional design process that I used to develop this second grade problem solving
unit was Dick & Carey 5 step instructional component model based on Gagnes 9 events of
instruction. The reason this design process would be the most beneficial and effective is because
it allows the teacher to provide a thorough lesson that allowed for pre-instructional activities,
content presentation, learner participation, assessment, and follow-through activities. According
to Dick, Walter, Carey, L., Carey, J. (2014), Gagns cognitive view of instruction is often
characterized as quite purposeful and prescriptive, more teacher-centered than student-centered
(p. 171).
Instructional Materials
Materials that will be used in this unit of instruction include an addition and subtraction t
chart word sorting activity, daily word problem worksheets. Student journals will also be used
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for vocabulary notes. The students will need access to scissors, markers, crayons, glue, and
pencils, in order to create their posters and cut and glue the vocabulary sort activity. Large
pieces of white construction paper will also be needed for each group of students to create their
four different word problem posters. The teacher will need a journal to record daily
observations.
Physical Resources
This instructional unit will require several different resources that require access for the
teacher-researcher. A Promethean board, projector, and document camera will be used to present
material. The teacher-researcher will use a MacBook Air computer.
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Lesson Plans
Lesson #1: Addition and Subtraction Vocabulary and Operation Signs
Lesson Overview: This lesson will review addition and subtraction vocabulary words and their
relationship to corresponding operational signs.
Resources or Materials Needed
Teacher: promethean board and pen, white board, dry erase markers, word problem situation
worksheets for students (See Appendix A), student word sort t-chart worksheets (See
Appendix B), addition and subtraction vocabulary posters (See Appendix C)
Word Problem Situation video created (See Appendix S)
Students: pencil, scissors, glue
Performance Objectives
1. Given addition and subtraction word problem situations, students will determine the
correct operation needed to solve the problem in at least 8 out of 10 situations.
2. Given a t-chart, students will categorize addition and subtraction terms under appropriate
operation signs with an accuracy of 85%.
Time: 1 hour
Step 1: Pre-Instructional Activities
The teacher will ask the students: How many of you know more than one language?
Wellthere are many different types of languages such as English, Spanish, German,
Chinese, and Ukrainian. There are also many types of languages that we use everyday
that we may not recognize as a type of language. Math is one of those languages. It is
important for us to understand mathematical language in order to understand the
problems that we are asked to solve in real life situations.
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Today we are going to learn how to categorize addition and subtraction terms and phrases
with the correct operation sign.
Using the internet, projector, and promethean screen, show the students the instructor
created word problem situation video created (See Appendix S)
The teacher will ask the students to look at 2 addition and 2 subtraction equations on the
board and help solve each problem.
The teacher will ask the students to describe how they knew how to solve those problems
Step 2: Content Presentation
The teacher will make a t-chart with one side labeled addition the other side subtraction.
Ask students to raise their hands if they can think of any words that we use when solving
addition or subtraction problems that apply to word problems.
Generate a list together with students
Addition Subtraction
plus minus
equals equals
sum difference
altogether fewer
In all less than
how long left
total remain
increased by decreased by
how many more
how many less
Discuss why each term belongs under the addition or subtraction category
The teacher will put the following situations on the board:
Identify Translate
2 plus 5 equals 2+5=
10 minus 3 equals
12 decreased by 6 equals
the sum of 10 and 15 is
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The teacher will discuss what it means to identify and translate each of those situations
The teacher will highlight the key operational terms in the first situation and show how
those words translate into an equation
Step 3: Learner Participation
The teacher will ask the students to help identify the terms on the second example
The teacher will ask the students to turn and talk to their groups about the third and the
fourth example
The teacher will monitor student understanding while walking around the room
The teacher will review the group answers and list them on the board.
The teacher will help the students make sense out of the correct answers
Step 4: Assessment
The teacher will provide a worksheet to each student with 10 additional situations (See
Appendix A). The students will independently complete the activity.
The students will also be given a list of key words that they need to cut out, sort, and glue
under the correct operation sign (See Appendix B).
Step 5: Follow-Through Activities
As a center, the students will be given additional word problem situations to translate and
solve.
Another center activity would be a vocabulary term/phrase sort using notecards.
Assessment and Evaluation Method
The word sort (See Appendix B) will be used as a formative assessment to evaluate the students
understanding of addition and subtraction operational vocabulary. The worksheet with ten word
problem situations (See Appendix A) will also be used as a formative assessment to assess the
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students ability to identify key vocabulary terms and phrases and translate the situation to an
equation using the correct operation.
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Lesson #2-Introduction to CUBES Strategy to Solve One-Step Addition Word Problems
Lesson Overview
This lesson will cover how to solve one-step addition word problems by understanding the terms
that relate to addition. The students will then be introduced to the C.U.B.E.S strategy in solving
these problems. Through this strategy and by understanding addition word problem vocabulary,
the students will read, analyze, identify, and solve these problems.
Teacher: promethean board and pen, speakers, white board, dry erase markers, C.U.B.E.S
strategy poster (See Appendix D), addition/subtraction t-chart (See Appendix B),
addition fast fact fluency drill 1 (See Appendix E) for each student, timer, highlighter
(any color), one-step addition word problem worksheet (See Appendix F) for each
student, Powtoon presentation for addition (See Appendix R), Math is Fun Illustrative
Dictionary word Addition (See Appendix T), CUBES strategy (See Appendix S)
Students: math notebook, pencil, colored pencils, highlighter (any color)
Performance Objective:
1. Given one-step addition word problems, students will correctly represent, write, and
solve at least 4 out of 5 word problems.
2. Given one-step addition word problems, students will correctly identify the vocabulary
words/phrases that are associated with addition.
Time: Approximately 1 hour
Fast fact drill of one-digit plus one-digit numbers to 20
The teacher will ask the students to share what they remember form yesterdays lesson.
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The teacher will put up the t-chart with addition and subtraction vocabulary words on the
board but cover the subtraction portion.
The teacher will tell the students: We have 28 students in our class. Mrs. Cundiff is sick
today so 6 more students joined our class and the remaining 10 of her students went to
Mrs. Emonds class. Altogether, how many students do we have in our class now?
Today we will learn how to solve one-step addition word problems.
The teacher will project the Powtoon presentation for addition on the promethean screen
(See Appendix R).
The teacher will then ask the students to open their notebooks.
The teacher will have the students write the word addition in their notebooks.
The teacher will go to the Math is Fun Illustrated Dictionary and look up the word
addition (See Appendix T). The teacher will show the students the meaning of addition.
The students will use their notebooks to write a sentence to represent addition, draw a
picture, write a non-example, and write a list of words that belong with the addition
operation.
The teacher will show a word problem on the promethean board
The teacher will read the whole problem to the students.
The teacher will then dissect each sentence one at a time
The teacher will ask who is the problem about?
The teacher will ask: What are they doing?
The teacher will then write the correct response on the board.
The teacher will introduce the acronym C.U.B.E.S to the students
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The teacher will use a YouTube video to introduce the CUBES strategy (See Appendix
S)
Using C.U.B.E.S strategy, the teacher will walk through how to locate and highlight
important information by circling important information, underlining clue words, box the
question, and eliminate the unnecessary information.
Tell the students that when I solve word problems I read the whole problem and try to
visualize the story in my mind just like a movie.
The teacher will then read the problem again all the way through while students close
their eyes and try to visualize the story.
The teacher will then draw a visual representation and label everything
The teacher will reread the problem
Ask the students which clue words or phrases that we underlined tells us what operation
we will use to solve this problem?
Write the addition number sentence
Solve the equation
Answer the question using the appropriate label
Show students how to check work using the inverse operation.
Give each student a word problem that they can glue into their interactive math
notebooks.
Have the students take out their colored pencils to use when they are using C.U.B.E.S
The students will complete all of the steps for solving one step word problems in their
notebook including drawing a representation of the problem
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The teacher will call several students to the front of the class to show their notebooks
under the document camera and explain how they solved the problem
The teacher will then pass out a one-step word problem worksheet for individual practice
Step 4: Assessment
The students will be given a one-step addition word problem worksheet that has 5 problems (See
Appendix G). The students will complete this worksheet individually.
A center will be created that has manipulatives that the students can use to solve one-step
addition problems. The students will then draw the visual representation that they created with
their manipulatives in their centers notebook.
The students will be assessed through observation and a formative assessment containing 5
addition word problems (See Appendix G). Students will show understanding of this concept if
they correctly answer 4 out of 5 problems.
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Lesson # 3-CUBES Strategy to Solve and Create One-Step Subtraction Word Problems
Lesson Overview: This lesson will cover how to solve one-step subtraction word problems.
cooperative groups to create their own one step subtraction word problem containing a visual
Teacher: promethean board and pen, document camera, sample word problem on construction
paper, fast fact subtraction drill sheet (See Appendix G) for each student, one step
subtraction word problem worksheet (See Appendix H), Cognitively Guided
Instruction 2nd Grade Word Problem Rubric (See Appendix I) to assess student work,
PowToon presentation for addition (See Appendix R), PowToon presentation for
subtraction (See Appendix R), Math is Fun Illustrated Dictionary: subtraction (See
Appendix T), C.U.B.E.S strategy poster (See Appendix D)
Students: math notebook, pencil, colored pencils, student worksheet, white construction paper,
black marker
1. Given one-step subtraction word problems, students will correctly represent, write, and
solve at least 4 out of 5 word problems.
Time: Approximately 1 hour
Subtraction Fast fact drill
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Review prior lesson with the students.
Replay addition PowToon presentation from lesson 2 (See Appendix R)
Explain new learning objective.
The teacher will show the Powtoon presentation for subtraction (See Appendix R).
The teacher will have the students write the word subtraction in their notebooks.
The teacher will go to the Math is Fun Illustrated Dictionary website and look up the term
subtraction (See Appendix T).
The students will write a sentence to represent subtraction, draw a picture, write a non-
example, and write a list of words that belong with the subtraction operation.
The teacher will show a one step subtraction word problem on the promethean board
The teacher will review the acronym C.U.B.E.S to the students
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Write the subtraction number sentence
Solve the equation
Show students how to check work using the inverse operation.
The teacher will show a created one step subtraction word problem on a large piece of
construction paper that has a visual representation, labels, number sentence, answer and
how the answer was checked.
The teacher will explain the directions for the student task
The students will work in groups design a one step subtraction word problem.
Each group will use a large piece of construction paper to write a one step subtraction
word problem, draw a visual representation of the problem, label the parts, write a
number sentence, solve, and show how they checked their work
The teacher will monitor student understanding in groups
The teacher will then call one group at a time to come in front of the class and explain the
process of creating and solving their word problem
Step 4: Assessment
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Each student will be given a worksheet with 5 one step subtraction problems (See Appendix H).
Students should show an understanding of this concept by correctly solving at least 4 out of 5 of
the given problems.
A center will be created that has manipulatives that the students can use to solve one step
subtraction problems. The students will then draw the visual representation that they created
with their manipulatives in their centers notebook.
The students will be assessed through observation and a formative assessment containing five
subtraction one step word problems (See Appendix H). Students will show understanding of this
concept if they correctly answer 4 out of 5 problems. They will be assessed using the
Cognitively Guided Instruction 2nd Grade Word Problem Rubric (2nd Grade Word Problems,
2016) (See Appendix I). They will also be assessed through observation during their group work
and presentations of their group created word problem.
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Lesson Plan #4-Solve Two-Step Word Problems with Like Operations
Lesson Overview: This lesson will cover how to solve two-step word problems with like
will work in cooperative groups to create their own two-step word problem containing a visual
paper, two step addition (See Appendix J) and subtraction word problem worksheet
(See Appendix K), Cognitively Guided Instruction 2nd Grade Word Problem Rubric
(See Appendix I), addition and subtraction Powtoon presentation (See Appendix R)
Students: math notebook, pencil, colored pencils, white construction paper, black marker
Performance Objectives:
1. Given an addition two-step word problem with like operations, students will write and
solve the word problem with 85% accuracy.
2. Given a subtraction two-step word problem with like operations, students will write and
solve the word problem with 85% accuracy.
Time: 1 hour
The teacher will show the Powtoon presentation for addition and subtraction (See
Appendix R).
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Review addition and subtraction terms
The teacher will have the open their notebooks to the addition and subtraction vocabulary
pages. The teacher will tell the students to use these pages for reference during the
lesson.
The teacher will show a two step subtraction word problem on the promethean board
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Write the subtraction number sentence
Solve the equation
Show students how to check work.
The teacher will show a two step addition word problem on the promethean board
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Write the addition number sentences
Solve the equation
The teacher will explain the directions for the student task.
The students will work in groups design either a two step subtraction word problem or a
two step addition word problem.
Each group will use a large piece of construction paper to write a two step subtraction
word problem or a two step addition word problem, draw a visual representation of the
problem, label the parts, write a number sentence, solve, and show how they checked
their work
process of creating and solving their word problem
Step 4: Assessment
Each student will be given two worksheets, one with 4 two step addition problems (See
Appendix J) and one with 4 two step subtraction problems (See Appendix K). Students should
show an understanding of these concepts by correctly solving at least 3 out of 4 of the given
problems for addition and subtraction.
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A center will be created that has highlighters and addition and subtraction two step word
problems. The students will use the highlighters to highlight the key vocabulary that translates to
the correct operation. The students will then solve the problems in their notebooks.
addition two step word problems (See Appendix J) and 4 two step subtraction word problems
(See Appendix K). Students will show understanding of this concept if they correctly answer 3
out of 4 problems. They will be assessed using the Cognitively Guided Instruction 2nd Grade
Word Problem Rubric (See Appendix I). They will also be assessed through observation during
their group work and presentations of their group created word problem.
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Lesson Plan #5-Solve One-Step Word Problems with Multiplication (2-Day Lesson)
Lesson Overview: This lesson will cover how to solve one-step multiplication word problems.
cooperative groups to create their own one step multiplication word problem containing a visual
paper, fast fact multiplication drill sheet (See Appendix L) for each student, one step
multiplication word problem worksheet (See Appendix M), Cognitively Guided
Instruction 2nd Grade Word Problem Rubric (See Appendix I), Powtoon presentation
for Multiplication (See Appendix R), Math is Fun Illustrated Dictionary Multiplication
(See Appendix T)
Students: math notebook, pencil, colored pencils, highlighters, white construction paper, black
marker
1. Given one step word problems with multiplication, students will represent, write, and
solve to find the correct answer on at least 80% of the problems.
Time: 2 hours
Fast fact drill for multiplication-0, 1, 2, 5, 10
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The teacher will show the Powtoon presentation for multiplication (See Appendix R)
The teacher will have the students write the word multiplication in their notebooks.
The teacher will project the Math is Fun Illustrated Dictionary from the computer to the
Promethean board. Then the teacher will find the word Multiplication and present the
definition (See Appendix T).
The students will use their notebooks and write a sentence to represent multiplication,
draw a picture, write a non-example, and write a list of words that belong with the
multiplication operation.
The teacher will show a one step multiplication word problem on the promethean board
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Write the multiplication number sentence
Solve the equation
The teacher will show a created one step multiplication word problem on a large piece of
construction paper that has a visual representation, labels, number sentence, answer and
how the answer was checked.
The students will work in groups design a one step multiplication word problem.
Each group will use a large piece of construction paper to write a one step multiplication
word problem, draw a visual representation of the problem, label the parts, write a
number sentence, solve, and show how they checked their work
process of creating and solving their word problem.
Step 4: Assessment
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Each student will be given a worksheet with 4 one step multiplication word problems (See
Appendix M). Students should show an understanding of this concept by correctly solving at
least 3 out of 4 of the given problems.
A center will be created that has highlighters and multiplication word problems. The students
will use the highlighters to highlight the key vocabulary that translates to the correct operation.
The students will then solve the problems in their notebooks.
multiplication word problems (See Appendix M). Students will show understanding of this
concept if they correctly answer 3 out of 4 problems. They will be assessed using the
Cognitively Guided Instruction 2nd Grade Word Problem Rubric (See Appendix I). They will
also be assessed through observation during their group work and presentations of their group
created word problem.
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Lesson #6 Solve multi-step word problems with different operations (2 Day Lesson)
Lesson Overview: This lesson will cover how to solve multi-step word problems with different
will work in cooperative groups to perform their given multi-step story problem with different
operations to the class. They will then provide a visual representation, number sentence, labels,
and answer.
paper, multi step word problems with different operations worksheet (See Appendix
N), Cognitively Guided Instruction 2nd Grade Word Problem Rubric (See Appendix I),
Math Problem Code Words Powtoon (See Appendix R), Math is Fun Illustrated
Dictionary: Addition, Subtraction, and Multiplication (See Appendix T)
Students: math notebook, pencil, colored pencils, highlighters, white construction paper, black
marker
Performance Objectives:
1. Given multi step word problems with different operations, students will represent, write,
and solve to find the correct answer on at least 80% of the problems.
2. Working in a group, students will perform a multi step story problem with different
operations to the class.
Time: 2 hours
Review prior lessons with the students.
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Math problem code words Powtoon (See Appendix R)
The teacher will give each student a multistep word problem and highlighter.
The teacher will use the Math is Fun Illustrated Dictionary for a review of addition,
subtraction, and multiplication terms (See Appendix T).
The teacher will show a multiple step word problem with different operations on the
promethean board
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Write the number sentences.
Solve the equation
The teacher will give each student another multistep word problem. The students will
glue this inside their notebooks and highlight key information.
Each student will then work with their group to act out the multistep word problem. Each
group will then have to present their word problem story to the class.
Step 4: Assessment
Each student will be given a worksheet with 4 multi step word problems (See Appendix N).
Students should show an understanding of this concept by correctly solving at least 3 out of 4 of
the given problems.
A center will be created that has highlighters and multi-step word problems. The students will
use the highlighters to highlight the key vocabulary that translates to the correct operation. The
students will then solve the problems in their notebooks.
34
multi-step word problems (See Appendix N). Students will show understanding of this concept
if they correctly answer 3 out of 4 problems. They will be assessed using the Cognitively
Guided Instruction 2nd Grade Word Problem Rubric (See Appendix I). They will also be
assessed through observation during their group work and presentations of their group created
word problem.
35
References
2nd Grade: Word Problems. (2015, July 07). Retrieved February 19, 2016, from
http://www.dusd.net/cgi/2nd-grade-word-problems/
Dick, Walter, Carey, L., Carey, J. (02/2014). Systematic Design of Instruction, The, Loose-Leaf
Version, 8th Edition. [VitalSource Bookshelf Online]. Retrieved from
https://wgu.vitalsource.com/#/books/9781323022566/
Evans, T., & Learning, G. 4. (2015). Addition and Subtraction Key Words and Posters Freebie
[Pdf]. Accessed from www.TeachersPayTeachers.com
International Society for Technology in Education (2017). ISTE Standards for Educators.
Retrieved June 30, 2017, from http://www.iste.org/standards/
Lane, C. (n.d.). The Distance Learning Technology Resource Guide: Multiple Intelligences.
Retrieved June 30, 2017, from http://www.tecweb.org/styles/gardner.html
Math-Aids.Com (2017). Addition Fluency Worksheet [Pdf]. Retrieved March 30, 2017 from
www.math-aids.com.
Math-Aids.Com (2017). Dynamically Created Math Worksheets: Lesson 3 Subtraction Fluency
Drill [Pdf]. Accessed March 30, 2017 at www.math-aids.com.
Math-Aids.Com (2017). Multiplication Fluency Worksheet [Pdf]. Retrieved March 30, 2017
from www.math-aids.com.
National Council of Teachers of Mathematics (2011). Strategic Use of Technology in Teaching
and Learning Mathematics. Retrieved June 30, 2017, from
http://www.nctm.org/Standards-and-Positions/Position-Statements/Strategic-Use-of-
Technology-in-Teaching-and-Learning-Mathematics/
National Council of Teachers of Mathematics (2017). Principles, Standards, and Expectations.
36
Retrieved June 30, 2017, from http://www.nctm.org/Standards-and-Positions/Principles-
and-standards/Principles,-Standards,-and-Expectations/
Pueblo West CDP QuickFacts from the US Census Bureau. (n.d.). Retrieved December 23, 2015,
from http://quickfacts.census.gov/qfd/states/08/0862220.html
SchoolView | Data & Accountability. (n.d.). Retrieved December 23, 2015, from
http://www.cde.state.co.us/schoolview
Welcome to Pueblo West Colorado. (n.d.). Retrieved December 23, 2015, from
https://pueblowestmetro.com/our-community
37
Appendix A
NAME%___________________________% %
% DATE_________%
%
%
WORD%PROBLEM%SITUATIONS%
%
IDENTIFY% TRANSLATE%
two$and$five$equals$ %
twelve$minus$seven$equals$ %
six$plus$three$plus$four$equals$ %
ten$decreased$by$seven$is$ %
the$sum$of$thirteen$and$twenty8six$ %
five$times$five$equals$ %
the$product$of$two$and$five$is$ %
altogether$18$plus$23$more$$ %
the$sum$of$10$and$35$is$$ %
38
Appendix B
Addi tion an d Subtraction

Key Word Sortin g
Cut out the words below and glue them into the columns.
Addition Subtraction
Key Words Key Words
total join increase less combined
minus plus take away sum altogether
in all decrease both subtract difference
take add fewer left how many more
Games 4 Learning www.teacherspayteachers.com/Store/games-4-learning Teresa Evans 2015 10
39
Appendix C
ADDITION'VOCABULARY'
'
'
!
Plus!
Combined!
Join!
Both! ADDITION'
!
Altogether! Increase!!
In!All!
Total!
Sum!
40
SUBTRACTION+VOCABULARY+
+
+
decrease+ take+ less+ difference+
how+many+more+ Subtract+ +
take+away+
fewer+ minus+ left+

+
+
41
Appendix D
CUBES Poster
C ircle!the!numbers !!
!
U nderline!the!question!
!
B ox!important!math!words!
!
E liminate!unnecessary!information!
!
S olve!and!check!my!work!
42
Appendix E
Addition Fluency Drill
Name : Score :
Teacher : Date :
0 8 9 0 7
+3 +9 +5 +5 +0
0 6 4 2 7
+6 +5 +5 +8 +6
2 3 6 2 5
+2 +9 +8 +6 +8
5 5 1 6 8
+4 +8 +3 +4 +5
Math-Aids.Com
Addition Worksheets
43
Appendix F
ONE$STEP(ADDITION(WORD(PROBLEMS(
(
!
Name:_______________________________________! Date:___________________!
!
!
1.! There are two classes in the second grade. Mrs. Emonds class read 52
books. Mrs. Harrs class read 53 books. How many books did the whole
second grade read?
2.! Luke has 10 blue airplanes, 3 green cars, and 8 red airplanes. How many
airplanes does he have?
3.! Mr. Arnold has 19 boys in his class and 9 girls. How many students does he
have in his class?
4.! Sarah earned 50 cents last week and 25 cents this week. How much money
did she earn altogether?
5.! Yesterday Sally went to the park. She saw 8 dogs, 2 clowns, and 6 squirrels.
How many animals did Sally see altogether?
44
Appendix G
Subtraction Fluency Drill
Name : Score :
Teacher : Date :
1 Minute Drill
8 8 7 7 4
- 2 - 6 - 2 - 7 - 4
6 5 0 8 2
- 1 - 1 - 0 - 0 - 2
9 6 3 10 6
- 9 - 3 - 1 - 3 - 3
5 8 5 9 9
- 1 - 7 - 4 - 4 - 5
Lesson 3 Subtraction Fluency Math-Aids.Com
45
Appendix H
ONE$STEP(SUBTRACTION(WORD(PROBLEMS(
(
!
Name:_______________________________________! Date:___________________!
!
!
1.! There are two classes in the second grade. Mrs. Emonds class read 87
books. Mrs. Harrs class read 53 books. How many more books did Mrs.
Emonds class read?
2.! Luke had 29 blue airplanes and 3 green cars. Luke gave his brother Andy 6
of his favorite blue airplanes. How many blue airplanes does Luke have left?
3.! Mr. Arnold has 19 boys and 9 girls in his class. How many more boy than girl
students does he have in his class?
4.! Sarah earned $15 last week doing her chores. On Saturday Sarah went to
the store and bought a purse that cost $9. How much money did Sarah
have left after buying her purse?
5.! Yesterday Sally went to the park. She saw 33 ducks sitting in the pond. All
of a sudden 11 ducks flew away. How many ducks were left in the pond?
46
Appendix I
2nd Grade Word Problem Rubric
0 No Understanding Blank paper
Minimal Incorrectly solves problem, but

1
Understanding attempted to solve problem
Only correctly shows one of the

following:
2 Developing
Understanding Correct number sentence OR
One correct strategy
Correct number sentence with all

3 Complete symbols, numbers, and solution
Understanding (when required)
Shows one correct strategy
Correct number sentence with all

symbols, numbers, and solution
(when required)
Shows one correct strategy
4 Advanced
Understanding Clearly explains their thinking
(written or dictated)
Solution properly labeled based on
context (SMP#6: Attend to
precision) ex. _____ cars
!
Strategy!Used:
Counting'on/' Invented'Algorithm'
Direct'Modeling Recall/'Memorization
Counting'back (Derived'Facts'0B10)
'
Revised'7/20/15'
47
Appendix J
TWO$STEP(ADDITION(WORD(PROBLEMS(
(
!
Name:_______________________________________! Date:___________________!
!
!
!
1.! Ryan and Scott went to the movies to see Batman. Tommy and his 3 friends
met up with Ryan and Scott to see Batman. How many kids went to the
movies?
________________________
2.! Nathan had 15 footballs. He got 18 more footballs from his coach and 2
from the street. How many footballs does Nathan have now?
________________________
3.! Ben had a lot of homework. He did 15 minutes of spelling practice. Then he
read for 10 minutes. When that was done he did his math which took him 20
more minutes. Altogether, how many minutes was Ben doing homework?
________________________
4.! On Monday, Jacob earned $15 for mowing the lawn. On Tuesday, Jacob
earned $10 for cleaning the bathrooms. On Wednesday, Jacob made $5
more. Altogether how much money did Jacob earn?
_________________________
48
Appendix K
TWO$STEP(SUBTRACTION(WORD(PROBLEMS(
(
!
Name:_______________________________________! Date:___________________!
!
!
!
1.! Ginger had 15 pencils. She gave 7 pencils to Mark and 3 pencils to John.
How many pencils does Ginger have left?
________________________
2.! Donny had 43 pieces of bubblegum. He gave 10 pieces to his mom and 12
pieces to his sister. How many pieces of bubblegum does Donny have now?
________________________
3.! Tara made 12 chicken legs for dinner. Jacob ate 4 of the chicken legs and
Ben ate 7 legs. How many chicken legs are left?
________________________
4.! On Tuesday, Dave had 20 gallons of gas in his car. On Wednesday, he used
10 gallons of gas to travel to his dads house. On Thursday he drove to the
park and used 5 more gallons of gas. How much gas did Dave have left in
his car?
_________________________
49
Appendix L
Multiplication Fluency Drill
Name : Score :
Teacher : Date :
0 5 3 5 5
x0 x4 x4 x5 x3
1 3 0 1 5
x4 x0 x1 x1 x1
1 5 1 2 2
x3 x1 x4 x5 x1
2 3 4 5 1
x1 x1 x4 x3 x3
Math-Aids.Com
50
Appendix M
ONE$STEP(MULTIPLICATION(WORD(PROBLEMS(
(
!
Name:_______________________________________! Date:___________________!
!
!
!
1.! There are two classes in the second grade. Each class has 27 students. How
many students are in the second grade?
2.! Tom and Sally ordered a pizza. Each one of them had six slices. How many pieces were in
the pizza?
3.! Aly had a package of 15 pencils. She shared the pencils equally with two
of her friends. How many pencils did each person get?
4.! Emily made a tray of 24 brownies. She divided the brownies equally
between her and her three sisters. How many brownies did each girl get?
51
Appendix N
MUlTIPLE)STEP)MIXED)OPERATION)WORD)PROBLEMS)
)
!
Name:_______________________________________! Date:___________________!
!
!
!
1.! Ryan and Scott went to the movies with Sarah, Emily and Jan. Two kids got
sick and left before the movie was over. How many kids stayed at the
movie theater?
________________________
2.! Nathan had 12 baseballs. He got 25 more baseballs for his birthday. He lost
17 baseballs at the field. How many baseballs does Nathan have now?
________________________
3.! Ben went to the store and bought 16 apples. He already had 4 apples at
his house. That night his friend came over and wanted to share the apples
equally. How many apples did each boy get?
________________________
4.! Last week Sarah earned $15 doing her chores. This week she earned $25
babysitting. After babysitting Sarah went to the store and bought a purse
that cost $9. How much money did Sarah have left after buying her purse?
_________________________
52
Appendix O
Name________________& & & & Date___________&

&
Addition'Fluency'Assessment'
&
&
&&&&5& &&&&&& && 7& &&&&&&&& & 6&& &&&& & 1& & &&&& 3&&&&
+&&4& &&&&&&&&&&&&&&&&+&&3& &&&& &&&&&&+&&0& & &&&&&&&+&2& & &&&&&&&+&1&
&
&
&
&
&
&&&&2& &&&&&& && 0& &&&&&&&& & 9& &&&& & 4& & &&&& 4&&&&
+&&6& &&&&&&&&&&&&&&&&+&&3& &&&& &&&&&&+&&0& & &&&&&&&+&2& & &&&&&&&+&1&
&
&
&
&
&
&
&&&&2& &&&&&& && 0& &&&&&&&& & 0&& &&&& & 1& & &&&& 5&&&&
+&&4& &&&&&&&&&&&&&&&&+&&5& &&&& &&&&&&+&&0& & &&&&&&&+&9& & &&&&&&&+&3&
&
&
&
&
&
&
&&&&7& &&&&&& && 3& &&&&&&&& & 1& &&&& & 4& & &&&& 8&&&&
+&&2& &&&&&&&&&&&&&&&&+&&3& &&&& &&&&&&+&&5& & &&&&&&&+&3& & &&&&&&&+&1&
&
53
Appendix P
Name________________& & & & Date___________&

&
Subtraction+Fluency+Assessment+
&
&
&&&&5& &&&&&& && 7& &&&&&&&& & 6&& &&&& & 8& & &&&& 3&&&&
.&&&4& &&&&&&&&&&&&&&&&.&&&3& &&&& &&&&&&.&&&0& & &&&&&&&.&&2& & &&&&&&&.&&1&
&
&
&
&
&
&&&&6& &&&&&& && 3& &&&&&&&& & 9& &&&& & 4& & &&&& 4&&&&
.&&&6& &&&&&&&&&&&&&&&&.&&&0& &&&& &&&&&&.&&&0& & &&&&&&&.&&2& & &&&&&&&.&&1&
&
&
&
&
&
&
&&&&9& &&&&&& && 8& &&&&&&&& & 0&& &&&& & 9& & &&&& 5&&&&
.&&&4& &&&&&&&&&&&&&&&&.&&&5& &&&& &&&&&&.&&&0& & &&&&&&&.&&2& & &&&&&&&.&&3&
&
&
&
&
&
&
&&&&7& &&&&&& && 3& &&&&&&&& & 5& &&&& & 4& & &&&& 8&&&&
.&&&2& &&&&&&&&&&&&&&&&.&&&3& &&&& &&&&&&.&&&2& & &&&&&&&.&&3& & &&&&&&&.&&1&
&
54
Appendix Q
Word Problem Pre and Post Assessment
NAME_________________________& &&
DATE____________________& & & & & &
!
WORD!PROBLEM!ASSESSMENT!
&
1. Jacob played Minecraft for 45 minutes. He played 15 minutes
more than Bryan. How many minutes did Bryan play Minecraft?
2. Jane gave 10 pieces of candy to Sam. Fred gave Sam 6 pieces of

gum. Mary gave Sam 12 pieces of gum. How many pieces of gum
does Sam have now?
3. Columbus saw 25 whales in the ocean. How many more whales

will he need to see to make it 3 dozen whales all together?
4. Mary likes to collect coins. Mary got 36 coins from her brother, 29
coins from her mother, as well as 16 coins from Sally. However, Mary
lost 17 coins before putting those coins into her piggybank. How
many coins does Mary have in her piggybank?
5. Melissa had 78 pumpkin seeds. She gave 23 of them to her

brother. How many pumpkin seeds does Melissa have left?
55
6. 320 children wore their Halloween costumes to school. Some of
the children took their costumes off at recess. There were 210
children left wearing costumes. How many children took their
costumes off at recess?
7. Ryan had some trick-or-treat candy. He gave 123 pieces of

candy to his sister. Now Ryan has 100 pieces of candy left. How
many pieces of candy did Ryan have to begin with?
8. Mrs. Williams has 4 boxes of candy. There are 10 pieces of candy

in each box. How many pieces of candy does she have now?
9. Megan has 15 cookies. She puts the cookies into 5 bags, with the
same number of cookies in each bag. How many cookies are in
each bag?
10. Jacob is playing a video game. He scores some points the first
time he plays a game. Then he scores 147 more points. Now it says
that he has 198 points altogether. How many points did he score the
first time he played the game?
56
Appendix R
VIDEO LINKS
PowToon Videos
Addition
https://youtu.be/ky69FYrFCOk
Subtraction
http://avnorclass.weebly.com/addition-or-subtraction-key-words-powtoon.html
Addition and Subtraction

https://youtu.be/y2T7CqcGELQ
Word Problem Code Words

https://youtu.be/qBpuwEyqcLY?list=PLrzRxqa_XKhued_ckVAbSymVSFRF6mdIL
Multiplication
https://youtu.be/V-tMr89ddWk?list=PLrzRxqa_XKhued_ckVAbSymVSFRF6mdIL
YouTube Videos
Word Problem Situation video created

https://youtu.be/huaKZ5v3otM
Cubes Strategy Video

https://youtu.be/v4993xqdmQA
Addition PowToon
https://youtu.be/ky69FYrFCOk
Addition and Subtraction PowToon

https://youtu.be/y2T7CqcGELQ
Word Problem Code Words PowToon

https://youtu.be/qBpuwEyqcLY?list=PLrzRxqa_XKhued_ckVAbSymVSFRF6mdIL
Multiplication PowToon
https://youtu.be/V-tMr89ddWk?list=PLrzRxqa_XKhued_ckVAbSymVSFRF6mdIL
57
Math Is Fun Illustrated Dictionary
Addition
https://www.mathsisfun.com/numbers/addition.html
Subtraction
https://www.mathsisfun.com/numbers/subtraction.html
Multiplication
https://www.mathsisfun.com/definitions/multiplication.html
58

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INSTRUCTORS

JULY 15, 2017

LESSON OVERVIEWS pp 7-8

ASSESSMENT OVERVIEW pp 8-9

THEORIES AND DESIGN p9

LESSON PLANS pp 11-35

APPENDIX A -Word Problem Situations 38

Following a unit of instruction on word problems, students will complete a written

Elementary there are 4 second grade classes and 92 second graders.

and 9 are boys ranging in age from seven to eight years.

in the average range, and 15 students scored in the high range.

and classroom activities.

hands on learning centers rotation.

and worksheets are listed below.

relationship to corresponding operational signs.

the class and explain their problem solving process.

the class and explain their problem solving process.

problems to the class and explain their problem solving process.

sentence, labels, and answer.

problem tests, and an addition and subtraction fluency test.

Theories and Design

After developing a learning goal, analyzing learner characteristics, and completing a

through their learning as active participants.

content presentation, learner participation, assessment, and follow-through activities. According

characterized as quite purposeful and prescriptive, more teacher-centered than student-centered

material. The teacher-researcher will use a MacBook Air computer.

Lesson #1: Addition and Subtraction Vocabulary and Operation Signs

relationship to corresponding operational signs.

Resources or Materials Needed

Appendix B), addition and subtraction vocabulary posters (See Appendix C)

Word Problem Situation video created (See Appendix S)

Students: pencil, scissors, glue

correct operation needed to solve the problem in at least 8 out of 10 situations.

operation signs with an accuracy of 85%.

Step 1: Pre-Instructional Activities

important for us to understand mathematical language in order to understand the

problems that we are asked to solve in real life situations.

with the correct operation sign.

created word problem situation video created (See Appendix S)

board and help solve each problem.

Step 2: Content Presentation

addition or subtraction problems that apply to word problems.

Generate a list together with students

The teacher will put the following situations on the board:

those words translate into an equation

Step 3: Learner Participation

Appendix A). The students will independently complete the activity.

under the correct operation sign (See Appendix B).

Step 5: Follow-Through Activities

Another center activity would be a vocabulary term/phrase sort using notecards.

Assessment and Evaluation Method

equation using the correct operation.

Resources or Materials Needed

Students: math notebook, pencil, colored pencils, highlighter (any color)

solve at least 4 out of 5 word problems.

words/phrases that are associated with addition.

Time: Approximately 1 hour

Step 1: Pre-Instructional Activities

Fast fact drill of one-digit plus one-digit numbers to 20

board but cover the subtraction portion.

Today we will learn how to solve one-step addition word problems.

Step 2: Content Presentation

(See Appendix R).