Elementary Lesson Plan

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School

Columbia Southern University *

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Course

5143

Subject

Mathematics

Date

Jan 9, 2024

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docx

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Uploaded by rebekah79

Learning Activity: Students will use explicit and implicit information to understand that math problems exist in all aspects of their lives. The will understand that numbers that they see in their day-to-day tasks can be broken down to practice addition, subtraction, multiplication, division and fractions. Prior Knowledge: The following lesson plan covers print awareness, reading comprehension, writing and math. According to the current Oklahoma Academic Standards, students are exposed to the main objectives in this reading lesson as early as kindergarten. Students will be ask to answer questions, both explicit and inferred and gather information as the book is read to them. They will evaluate both oral and visual clues in order to gather information. Students will read independently and organize the information on an aide they are given. According to the current Oklahoma Academic Standards, students are exposed to addition and subtraction of single digit numbers in the 1 st grade and two digit numbers in the 2 nd grade. Their prior knowledge of coins and money begins in Kindergarten grade and continues in 2 nd . The foundation for fractions begins in Kindergarten and by the time they reach 2 nd grade they should have a basic understanding of halves, thirds and fourths. Pattern analysis and recognition begins in Kindergarten and builds each year thereafter. This reading lesson plan could also cover phonological/phonemic awareness, phonics/decoding, vocabulary, reading fluency, spelling, writing, science and art. Of the 24 students in my 3 rd grade classroom, 45% are male and 55% are female. Ethnic makeup of the students consists of 42% African-American, 38% Caucasian, 18% Hispanic and 1% Native American. Furthermore, 25% of students have an Individual Education Plan (IEP). Although students have previously been exposed to addition and subtraction, 3 rd grade is the first time they will see multiplication and division techniques. Teaching them to question how they can use their prior knowledge of addition and subtraction techniques and both the explicit and implicit information in the book will give them a solid foundation for student success. Additionally, building upon prior knowledge of fractions and furthering depth of knowledge will allow them to be successful in future grades. Content/Behavioral Objectives: This lesson covers several Oklahoma Academic Standards. - 3 rd Grade English Language Arts - 3.1 states that students will actively listen, answer questions to seek and clarify information and engage in discussions in a whole class setting. - 3.2.PWS.1 states that students will decode in context and in isolation by phonics and isolation for the task of spelling. - 3.6 states that students will comprehend and evaluate resources to acquire and refine knowledge. This includes locating information using visual or text references. - 3.6.W.2 states that students will organize information using graphic organizers or other aids.

- 3.7 states that students will evaluate written, oral and visual text in order to draw conclusions. - 3.8 states that students will read independently for a variety of purposes including academic. - 3 rd Grade Mathematics - 3.N.2 states that students will add and subtract multi-digit whole numbers, represent multiplication and division is various ways and solve real-world math problems. - 3.N.3 states students will understand meanings and uses of fractions in real-world and mathematical situations. - 3.N.4 states that students will be able to determine the value of a set of coins or bills - 3.A.1 states that students will be able to describe and create representations of numerical patterns. - 3.A.2 state that students will use number sentences involving multiplications and unknowns to represent and solve real-world problems. Objectives:  Students will take participate in class discussion about the book “The Math Curse.  Students will accurately identify the operation necessary to solve problems presented on each page.  Students will discuss how addition and subtraction methods can be substituted into multiplication and division problems.  Students will understand that real-world situations like banking, riding a bike or purchasing groceries are math problems in disguise.  Students will demonstrate monetary comprehension using bills and coins.  Students will show knowledge that the methods used to solve these problems can be applied to future situations. Assessment: Students will be assessed through class participation and a Questions-Answer Relationship Worksheet. Introduction: I will begin class by discussing with the student the meaning of implicit and explicit information and that both types of this information exist in books that we read each grade. I will then show the students the book “The Math Curse” and ask them to list the different things they know about mathematics. I am hoping to hear things like addition, subtraction, multiplication, division and fractions. I will then ask the student how many of the do not love math and think that it is a curse? I will use this hook to intrigue the children when I tell them that we will be reading how one boy was able to solve his math curse.

Instructional Strategies/Differentiated Instruction: The instructional strategies used will be a Question-Answer Relationship Worksheet. I think this lesson could also easily be adapted to use a KWL chart. Modeling: Modeling for this lesson will consist of the teacher reading the first 10 pages of the book aloud to the class. Together we would work several problems using a QAR worksheet. For example, on page 9 the story says there are 24 kids in the class that sit in 4 rows with 6 desks each. What if the desk are rearranged to create 8 rows? 3 rows? 2 rows? How many fingers, ears and tongues are there if the class has 24 students? I would point out to students that the RIGHT THERE or explicit information is the number of students and desks in the classroom. The THINK & SEARCH or implicit information is assuming that each student has 10 fingers and 2 ears or assuming that Mrs. Fibonacci’s room is large enough to rearrange the desks. In the YOU & THE AUTHOR portion I will ask the students to list the math operations they feel are necessary to solve the problems above. We will also discuss whether the student have ever asked themselves some of the silly question that the main character is asking! Finally, in the ON YOUR OWN I will have the students solve the problems we created using the appropriate operation. Once we have completed three problems together using the QAR method I will then finish reading the book to the students. Guided Practice: The guided practice in this lesson is the first three steps of the Question-Answer Relationship sheet. Independent Practice: The independent practice is the ON YOUR OWN portion of the QAR sheet as well as independently working through three problems of their choosing from pages 11-24 of the book. When working the problems of their choosing, one problem must be deal with money and one of the problems must be able science. For example a problem about converting measurements. Assessment: My assessment of each student’s ability to use QAR to gather explicit and implicit information as well as make inferences will be show through the ON YOUR OWN portion of the guided practice and with the three problems give for independent practice. During independent practice I will circulate throughout the room to ensure that if a student is stuck or confused that I can help him or her. Closure: Towards the end of the lesson I will ask the student to give me examples of what they learned in the lesson. I will point out to them that math lesson are a very common part of everyday life and can be found in numerous places.

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Adaptations: The QAR process works well with the particular book because there are a variety of problems on several different learning levels. I can easily make modifications for low-level learners or students on an IEP by identifying the difficulty level of the problem ahead of time and guiding the students who have greater difficulty with math and reading toward these lower level problems. Another modification would be to let the student use a calculator for the math portion. The purpose of the assignment is to locate the information within the book using reading skills. If a student can show that he/she is capable of gathering the information and just needs help with the mathematical operations a calculator would help. Developmental Appropriateness: Both the Oklahoma Academic Standard in ELA and Mathematics, as well as, the Lawton Public School pacing calendar deem the strategies used to complete this lesson to be developmentally appropriate for students in the 3 rd grade Materials: QAR Practice Sheet: Teachers Pay Teachers. Editable and Adaptable to any lesson plan. “The Math Curse” by Jon Scieszka and Lane Smith Technology: Learning Style Check How? Visual Providing written examples of how to fill it the QAR sheet. Tactile The QAR sheet should help leaners who are hands on. auditory Repetition of directions as often as necessary. kinesthetic The QAR sheet should help learners who are hands on. global The gathering of some of the problems is self-directed. analytic Breaking down the information into small chunks following the QAR process should meets this learners needs.

The technology utilized for this lesson was a Smart Board that showed the students examples of how to fill in their QAR sheet. Oklahoma Academic Standards Connections Content/Subject Area Language and Communication O.A.S. Objective 3.1 - students will actively listen, answer questions to seek and clarify information and engage in discussions in a whole class setting. Instructional Strategy Cooperative Learning Summarizing and Note Taking Cues, questions and advanced organizers

Accommodations/Modification s Prompt students with previously prepared questions to spurn thought process. Activity - Students will fill in a questions-answer response sheet over the book “The Math Curse.” During the course of guided practice students will answer questions posed by the teacher, their classmates and themselves in order to ascertain the information necessary. Oklahoma Academic Standards Connections Content/Subject Area Spelling O.A.S. Objective 3.2.PWS.1 – students will decode in context and in isolation by phonics and isolation for the task of spelling. Instructional Strategy Cues, questions and advanced organizers.

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Accommodations/Modification s Supply students with an answer bank of commonly misspelled words that occur in this lesson. Activity - While completing the question-answer worksheet students will use phonics and isolation to assist with spelling words used in the mathematical problems. Oklahoma Academic Standards Connections Content/Subject Area Math O.A.S. Objective 3.N.2 - students will add and subtract multi-digit whole numbers, represent multiplication and division is various ways and solve real-world math problems. 3.A.2 – students will use number sentences involving

multiplications and unknowns to represent and solve real- world problems Instructional Strategy Homework and Practice Accommodations/Modification s Supply students with a calculator to help with computations. Provide preselected problems that are of lower difficulty for struggling math learners. Activity - Students will select two problems from the book “The Math Curse” and complete them using a QAR sheet. Student will present these problems to the teacher and their small groups. Students are encouraged to draw visual representations of the different math problems. For example, if the problem is 2 ball time 3 bats then the students could draw the balls, bats and other baseball related items. Oklahoma Academic Standards Connections Content/Subject Area Writing O.A.S. Objective 3.6.W.2 - students will organize information using graphic organizers or other aids

Instructional Strategy Cues, questions and advanced organizers Accommodations/Modification s Graphic organizers could have preprinted sections that students fill in the blank. Five sentence paragraph at the end of the graphic organizer could be shortened to three sentences. Activity - Students will fill in a questions-answer response sheet over the book “The Math Curse.” During the course of guided practice students will answer questions posed by the teacher, their classmates and themselves in order to ascertain the information necessary. - At the end of the QAR sheet the students will write five sentences about whether or not they liked the book. Oklahoma Academic Standards Connections Content/Subject Area Functional Transition Skills O.A.S. Objective 3.N.4 - students will be able to determine the value of a set of coins or bills

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Instructional Strategy Identifying similarities and differences. Nonlinguistic representation. Accommodations/Modification s Pictures of the different coins and bills will be provided along with their monetary values. Activity - During the activity students will select at least one problem that pertains to money. Students will draw picture representations of the different types of bills and coins and then complete a problem! Oklahoma Academic Standards Connections Content/Subject Area Science 2-ESS2-1 – students will understand that there is always

O.A.S. Objective more than one possible solution to a problem, it is useful to compare and test designs. Instructional Strategy Identifying similarities and differences. Nonlinguistic representation. Accommodations/Modification s Common measurement conversions could be listed. Activity - During the activity students will select at least one problem that pertains to measurements. When completing this problem the student will draw different type of measurements that are similar. Ex: Gallons, pints, cups, etc. Students will then solve the problem.

Elementary Lesson Plan

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