Planning for Effective Instruction

Lesson Planning Tool

Teacher​: Ms. Kristi Murakami ​Mentor​: Joanna Meza

Grade Level/Subjec​t: 3rd Grade Math ​Date​: November 17, 2016

Standard​: 3.OA.8 ​Solve two-step word problems using the four operations. 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. (This standard is limited to problems posed with whole
numbers and having whole-number answers; students should know how to perform operations in the
conventional order when there are no parentheses to specify a particular order.) 
 
Prerequisite Skills:
-GLO 1: Self-Directed Learner (Self-Assessment)
-GLO 2: Community Contributor (Co-constructing Criteria)
-GLO 4: Quality Producer (Self-Assessment/Revision)
-Understand the math word problem process
● Understanding
● Solve
● Check
● Answer
-Basic math concepts (to solve word problem)

Learning Targets:
1. I CAN use the problem solving process to effectively solve word problems. (Day 1: Co-Constructing Criteria)
2. I CAN use what I know about solving a word problem to co-construct a criteria checklist. (Day 1:
Co-Constructing Criteria)
3. I CAN use the co-constructed criteria checklist to self-assess my work. (Day 2: Using Criteria)
4. I CAN use my self-assessment to make improvements to my work. (Day 2: Using Criteria)

Materials:
● Math Word Problem WS
● POD (Problem of the Day) Folder
● Blank Printer Paper
● Pencil
● ELMO
● Teamwork Jobs Chart
● Problem Solving Process Chart

Prior to Lesson:
Before this lesson students have been working on the problem solving process. They have been exposed to the
word problem solving process.

Procedures:
Day 1: Co-Construct Criteria
Beginning (10 minutes)
● Go over learning targets:
○ I CAN use the problem solving process to effectively solve word problems.
○ I CAN use what I know about solving a word problem to co-construct a criteria checklist.
● Students will review as a whole class: What do we do when we have a word problem? If assistance
needed, refer to word problem process chart

Developing (35 minutes)

● As a class, do a word problem on the ELMO. Referencing back to their answer to ​what do we have to do to
solve a word problem?
○ Word Problem: Aiden is setting up tables for a family party. There are 6 tables all together. There
are 4 chairs at each table. How many people can come to the family party?
 ● Once the word problem is completed, pass out printer paper to groups (Groups of 3)
○ As a group: Co-construct a criteria checklist to complete a word problem
■ Ask students: What do you need to have when you are solving a word problem? What
do you need to do to show me you understand the problem?
● After groups co-construct criteria: Review each group's criteria checklist on the ELMO as a class
● Independently solve a word problem using criteria checklist created in their group
○ Word Problem: Stazzlen wants to buy her friends a card for Thanksgiving. She buys 5 cards. Each
card costs $4.00. How much money did she pay for the cards all together?

Conclusion (10 minutes)

o Reflection Questions:
1. Who was in your group?
2. Color in the smiley face that represents how you feel your group worked together. Explain
why you chose that smiley face.

Why:

3. Circle the one that best fits you:

a. I know how to use the word problem solving process.
b. I know what the word problem solving process, but I have a hard time using it
sometimes.
c. I do not know how to use the word problem solving process.

4. Circle the one that best fits you:

a. I understand the criteria checklist my group created.
b. I understand some of the criteria checklist my group created.
c. I do not understand the criteria checklist my group created.

5. What are the things I did well on? What are the things I need help with?

Day 2: Using Criteria

Beginning (10 minutes)
● Go over learning targets:
○ I CAN use the co-constructed criteria checklist to self-assess my work.
○ I CAN use my self-assessment to make improvements to my work.
● Students will review as a whole class: Co-constructed Criteria created in Day 1.

Developing (35 minutes)

● Peer assessment using the criteria checklist for the word problem solved independently in Day 1.
○ Using different color highlighters, find the different areas on the checklist in the student work.
For example: Yellow highlighter for understanding word problem (circling key words, underlining
questions, figuring out what operation to use, etc.). Orange highlighter for writing a sentence
answer.
○ Complete 2 stars and an encourager
■ 2 good things about their work
■ 1 thing to encourage your classmate to do (Ex. for something missing, trying to use a
different strategy)
● Conference/Sharing with partner (Share the 2 stars and encourager)
● Using Peer assessment with the criteria checklist, improve individual work.

Conclusion (10 minutes)

● Using criteria checklist, self-assess at least 2 POD’s using the highlighting strategy
● Make improvements where it is needed
 ● Ask students: With a show of a thumbs up/thumbs to the side/thumbs down - Thumbs up if you can
confidently say you know how to solve a math word problem meeting the criteria. Thumbs to the side if
you kind of get it and need more practice. Thumbs down if you do not understand and need extra help.

Assessment:
● The group's’ co-constructed criteria and seeing how they peer assessed each other's work.
● Viewing their self-assessment/reflection for their own work (For the POD’s and improvements to their
independent word problem in Day 1.
● For the students that demonstrate they were not successful, continual homogenous small group
assistance will be provided. Through the homogenous small groups, the focus on struggling areas will be
addressed.

______________________________________________________________________________________________

Groups for Day 1 (Co-constructing Criteria):

1. Aiden, Caelan, Jazzlyn
2. Keanu, Kayla, Joren
3. Shaila, Stazzlen, Delancey
4. Masao, D’Angelo, Engel
5. Dorian, Radd, Rhianna
6. Kymani, Makayla, Devan
7. Kiana, Caleb, Kaden

Partners for Day 2 (Peer Correcting):

1. Aiden, Shaila, Kayla
2. Kaden, Devan
3. Caelan, Makayla
4. Keanu, Caleb
5. Kiana, Masao
6. Stazzlen, Joren
7. Kymani, D’Angelo
8. Engel, Dorian
9. Delancey, Rhianna
10. Radd, Jazzlyn