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ASSURE MODEL WRITE UP

Analyze Learners
The class is made up of twenty six general education students in grade four,
representing a range of abilities. Students are all eleven or twelve years old. No
students have physical handicaps or diagnosed learning disabilities. Harmony
Science Academy Dallas is located in Dallas, Texas. Campus demographics
is mostly economically disadvantaged with %90 of free-reduced lunch.
Approximately 85 percent of the students are able to do the following:
1. Add three digit numbers in less than seven seconds.
Learning Styles
Most students, especially those with below to average reading ability, prefer
auditory learning. Most students enjoy interacting, learning from and working
cooperatively with their peers, although some students have a difficult time
staying on task during this type of learning. Using the SMART board or
computers motivates the majority of the class. Most students enjoy learning and
are reasonably motivated to learn.
Subject: Solving Addition Story Problems in Mathematics
Grade: 4
State Standards:
1. Use input devices (e.g., mouse, keyboard, remote control) and output devices
to successfully operate computers, VCRs, audiotapes, and other technologies.
2. Use a variety of media and technology resources for directed and independent
learning activities.
3. Work cooperatively and collaboratively with peers, family members, and others
when using technology in the classroom.
4. Demonstrate positive social and ethical behaviors when using technology.
5. Use technology resources (e.g., puzzles, logical thinking programs, writing
tools, and digital cameras, drawing tools) for problem solving, communication,
and illustration of thoughts, ideas, and stories.

NETS-S Standards:
1. Design developmentally appropriate learning opportunities that apply
technology-enhanced instructional strategies to support the diverse needs of
learners.
2. Plan for the management of technology resources within the context of
learning activities.
3. Plan strategies to manage student learning in a technology-enhanced
environment.
4. Facilitate technology-enhanced experiences that address content standards
and student technology standards.
State Objectives
I want my students to practice real world applications of mathematics skills while
using technology. The specific objectives of the lesson are that, on completion,
the fourth grade students will be able to do the following, given a simple addition
story problem:
2. Model, represent and explain addition as combining sets (part + part =
whole) and counting on with 90 percent accuracy.
3. Model and explain addition using physical materials in contextual situations
with 90 percent accuracy.
4. Draw pictures to model addition with 90 percent accuracy.
5. Write number sentences to represent addition with 90 percent accuracy.
6. Explain that adding two whole numbers yields a larger whole number with
90 percent accuracy.
7. Use conventional symbols to represent the operations of addition and
subtraction with 90 percent accuracy.
8. Develop strategies for basic addition facts with 90 percent accuracy, such
as:
a.

counting all;

b.

counting on;

c.

one more, two more;

d.

doubles;

e.

doubles plus or minus one;

f.

make ten;

g.

using tens frames;

h.

identity property (adding zero).

8. Solve open sentences by representing an expression in more than one

way
using the commutative property with 90 percent accuracy; e.g., 4 + 5 =
5 + 4 or
the number of blue balls plus red balls is the same as the number
of red balls
plus blue balls (R + B = B + R).
9. Describe orally and model a problem situation using words, objects or
number
phrase or sentence with 90 percent accuracy.
(Taken from the TEXAS fourth grade mathematics content standards)
Select Methods, Media and Materials
I feel that my students do not have an extremely high level of interest in this topic
and see little relevance to their everyday lives. I know that they will enjoy solving
math problems that include their names and their real life situations, rather than a
text books worksheet. I decided to approach the topic first using the
demonstration method to illustrate how problem solving works and to allow
questions to be asked and answered so that errors and misconceptions can be
resolved. The concepts will be further clarified using problem solving and
discussion methods so that students take an active role using real world
situations to exchange ideas and determine whether the approach used was
accurate or not.
First I prepared materials for a story problem activity that the whole class will do.
I used the SMART Notebook software to create projected still images and text. I
will visually and auditory model the process of solving a story problem by using
the SMART board in the front of the room. Then students will work with their
classmates to solve additional story problems using the SMART board and
students will discuss why an answer is correct or not. I printed the last story
problem to use as an assessment.
Utilize Media and Materials

I will create the materials in the SMART Notebook software using students
names and real life situations in order to engage students. There are no
materials to preview, all materials are teacher created. I will prepare the
environment by setting up the SMART board prior to students arrival. The
SMART board will be positioned at an appropriate height for young students and
be located in the middle of the room so that each student can see. I will prepare
the students by first giving them a broad overview of the days math lesson. I will
then provide a rationale as to why we are learning to solve story problems,
relating it to real life problems. I will achieve to increase student motivation by
telling students that they might find their name in our lesson today. Then I will
provide the learning experience. I will begin the lesson with a large group
demonstration of how to solve an addition story problem and follow up with
problem solving and discussion. Both will use the SMART Notebook software
problems I created and the SMART board.
Require Learner Participation
During the lesson, students participate in problem solving and discussions to
justify their answers to their classmates. The lesson provides practice and
feedback as students decide how to solve each new problem and discuss how
the problem was solved. Some questions that might be asked are the following:

What do you think you should do next?

What information in the problem seems important?

What should your first step be?

How can you make sure that your addition work is correct?

Would anyone have solved this problem a different way?

How do you know that your answer is right?

What strategy did you use to solve the addition problem?

The activities will be answering the story problems as presented on the SMART
board. The skills practiced are solving addition problems and solving story
problems.
Feedback will be provided by myself and other students. While participating,
students should begin to understand the process of solving a story problem, such
as determining the pertinent information, drawing a picture and counting to

determine a total. How they complete these steps ultimately affects their success
in solving story problems. Students should be engaged to learn this practical life
and math skill.
Evaluate and Revise
I will give a written assessment to evaluate objectives one through four, as well
as six and eight. I decided to evaluate objectives five and nine at a later date
when students have had more practice. To evaluate objective seven, I will
observe students as they are solving problems to see if they seem to be using
appropriate addition strategies. Students will be given feedback on their story
problem solving and addition skills in order to improve.
The effectiveness of implementation of the methods and media will be
determined by several techniques. I will observe students as they participate in
problem solving and discussion. I will be watching to see if students problem
solving skills improve as they participate. I will also listen for student comments
about learning to solve story problems. After implementing this lesson, I will write
myself notes about what to revise for my next lesson.
Reference(s):
19 TAC Chapter 111. Texas Essential Knowledge and Skills for Mathematics
111.6 Grade 4 Adopted 2012