Instructor: Ashley Patterson Lesson Title: Math Art!

Curriculum Area: Math Standards Connection:

Grade Level: 5th Date: 10/29/13 Estimated Time: 30 minutes

ALEX 4.10.) Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5] Learning Objective: The students will solve and illustrate a word problem worth three points with evidence of attempting the problem and using illustrations as a strategy to solve the problem. Kid Friendly Objective: Today, we will be using pictures to help us solve word problems. Evaluation of Learning Objective: The students will be evaluated on one problem given to them separately after the practice portion of the lesson. The students will have three points to earn. One point for the correct answer, one point for using the illustration strategy they learned during the teaching portion of the lesson, and one point for attempting the problem in an appropriate manner. Students will not be given a point for attempting if the math work does not fit the problem they are working on. The teacher will use their best judgment. Engagement: The teacher will write the objective on the board of being able to use pictures to solve word problems for the whole group to see. Today, we are going to use pictures to help solve math problems. Can you all show me, by raising your hands quietly, if you have ever used pictures to help you solve word problems in math class? Pause for hands. Great! Well start with something easy, lets say I have 16 pieces of candy after I go trick or treating, I decide that I am going to share with my little sister, mom, and my dad. Just between the three of them, how many will get more than five pieces of candy?

Design for Learning: I. Teaching:

How can we begin using pictures to help us solve this problem? The teacher will use the board to draw on and model the problem for the students. The teacher will project the word problem written out for the students to refer to while working out the problem. Lets start by drawing out the people we are talking about. We need to draw Sister, Mom, and Dad. Now, whats next? The best response would be drawing out the candy. How can we best use the picture to help us divide the candy? Students will lead. If they need a prompting, the teacher can suggest grouping, dividing, and drawing lines. The teacher will guide the class by thinking out loud about how they would solve this problem. The teacher will show how using all the information given in the text will help the teacher come up with a final answer. The teacher can ask the students question along the way. Can you all help me double check my work? I know that Mrs. Suarez loves when I double-check my work. Okay, great! We found that one person would end up with one piece more than the rest of the family! Luck them! Now do you think you and a partner can solve one of these problems using pictures together?

II.

Opportunity for Practice:

Student may have already tried to do these problems on the worksheet on their own during a previous math class. This lesson is targeted for students in an intervention group that helps students master skills. Can I have you all open your math folders to your daily word problems? I want you and your partner to pick one of the daily word problems from this week and work on it together. You must show all your work, double-check before I see it, and you must use the picture skill that we have been using this morning! I will be listening to you all as you work together. Make sure that you listen to one another and double-check that work! While students work the teacher will be listening to math conversations. The teacher will check the work when students are done and have the students explain their work. The teacher will be looking at the work they have shown and the illustrations.

III.

Assessment:

Fantastic! I love all the hard work that I have seen out of you all today! Now I want to see if you get what we have been talking about today. I have one problem for you to complete before you leave. Its worth three points. One point for trying the problem, one point for getting the problem right, and one point for showing me how you used a picture to solve the problem. I want you to do your best work. Teacher will pass out the sheet and read the directions to the group. Using the strategy of illustrations, solve the following word problem. When you are done please turn into Ms. Patterson. This problem is worth three points (attempting the problem, using illustrations, and having the correct answer). Do your BEST! The teacher will also read aloud the word problem for students before they begin. Okay you may begin! If you have a question, please ask!

IV.

Closure:

Thanks for working so hard for me this morning! Today during math class if you get stuck on a problem, remember that pictures can help you! Please walk back to class and dont be too loud.

Differentiation Strategies: Math problems will read out loud at least one time to help students in the class who also have a learning disability in reading. Some students will be assigned seats to avoid disruptions during the lesson and may be told that they can only be out of there seats three times to save from interrupting their learning.

Materials and Resources: Pencils Math folder with Daily Word Problems Worksheet (per student) Word Problems used for practice and evaluations (http://www.teach-nology.com/worksheets/math/word/grades10.pdf) Elmo (projector)

IEP Goal: Students will become fluent in multiple math strategies to increase math comprehension.

Reflection:

This mornings lesson went very well. I was thrown off by the Elmo not working for me and the worksheets that were suppose to be in the students math folders were not there. I should have practiced the technology beforehand. I was not slowed down though and just went with what I had. I have learned over and over the importance to always be prepared for the unexpected and not to be dependent on technology. I resorted to pencil and paper and the kids got to be more hands on, which is good for them. I made sure to split the twins up before the lesson started and they were so much better. It was a complete success! The students were late, which is usual, but once they got in the room, it all ran fairly smoothly from there on out. I really want to get better about teaching more clearly during math lessons. This is one content area that I struggle with. I think this will be a goal for me next placement to grow in confidence in this content area, even though it is with preschool. Today, I was confusing during one of the word problems that we were going over, but I think the students still got the concept. I need to always be aware of the perspective of the kids and the materials that I am presenting with. I felt like they could all see, but it would be good to ask them for conformation of them being engaged. I gave specific feedback well, but could have done some more. I mainly gave back academic feedback/praise but, next time I want to add in behavioral feedback.

Im not sure they were ready to add solving word problems with pictures to their math toolbox. Or it could have been that I wasnt clear. But, looking at the data, three or the four got the evaluate right. I think they are still concrete thinkers of math rather than abstract and have the ability to try various ways. I am very pleased with how this usually hyperactive group was able to settle well for the thirty minutes I was teaching them.