Teacher Candidate:

Victoria Liu

Cohort:

Date:

4/14/2011

UCI MULTIPLE SUBJECT CREDENTIAL PROGRAM LESSON PLANNER

Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.

Grade:	4		Content Area:		1-Step Word Problems: +, −, ÷, ×
School/UA:		OCEAA				Group Size:	16	Length:	40	minutes
Student Context:				2 students with ADHD, 2 RSP students, 2 Eos, and 14 ELs: 2 Adv, 6 EA, 2 I, and 4 EI

PRE-PLANNING FOR THE LESSON

Key Content Standard(s):

· Grade 3: Mathematics – Number Sense

Students solve problems involving addition, subtraction, multiplication,

and division of whole numbers and understand the relationships among

the operations:

3.1 Demonstrate an understanding of, and the ability to use, standard algorithms

for the addition and subtraction of multidigit numbers.

3.2 Demonstrate an understanding of, and the ability to use, standard algorithms

for multiplying a multidigit number by a two-digit number and for dividing a

multidigit number by a one-digit number; use relationships between them to

simplify computations and to check results.

3.3 Solve problems involving multiplication of multidigit numbers by two-digit

numbers.

3.4 Solve problems involving division of multidigit numbers by one-digit numbers.

Key ELD Standard(s):

· (Only included in Reading/Language Arts lessons, per CG)

Learning Objective: Students will use the UPSC process to solve one-step addition, subtraction, multiplication, and division word problems. Students will be able to understand the question, plan how their solution, write an equation to solve the problem, and check their answers.

Assessment

· What, specifically, will students do to show that they have met the learning objective?

Students will be called on throughout instruction to volunteer their answers. Students will be working independently on problems after whole-group work. Students will also be assigned a problem set for homework, which will be reviewed and corrected the next day.

· What modifications of the above assessment would you use for language learners and/or special needs students?

I will build off of the UPSC visuals on the bulletin board as well as the operations diagram on the bulletin board so that students’ learning is scaffolded based on processes they have used before and visuals they compiled together as a class. Also, I will model on the Elmo document projector how to color-code when underlining and highlighting the key words and numbers in the word problem during the UPSC process. I will also use manipulatives to show students a simpler version of the word problem they must solve so as to clue them in on which operation they should use in their equation.

Prerequisite Skills and Knowledge

· Has this topic been studied in previous grades? (Check prior grade level standards and copy relevant parts of these standards here, along with grade levels)

Grade 3: Number Sense

Students calculate and solve problems involving addition, subtraction, multiplication, and division

2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.

2.3 Use the inverse relationship of multiplication and division to compute and check

results.

2.4 Solve simple problems involving multiplication of multidigit numbers by one-digit

numbers (3,671 × 3 = __).

2.5 Solve division problems in which a multidigit number is evenly divided by a

one-digit number (135 ÷ 5 = __).

2.6 Understand the special properties of 0 and 1 in multiplication and division.

2.7 Determine the unit cost when given the total cost and number of units.

2.8 Solve problems that require two or more of the skills mentioned above.

· Pre-Assessment Strategy (How and when will you assess the students’ prerequisite skills?)

I will start with a discussion about what operations have students used to solve word problems this year. What process have students been taught to solve word problems? (UPSC). We will also review the visuals on the bulletin boards to remind students about what they have learned about 1-step word problems.

Lesson Resources/Materials:

· Handout with questions

· Pencil

· Coloring tools

· Whiteboard

· Bulletin board visuals

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction			(5	minutes):
· Discuss with students what operations students have used in the past to solve 1-step word problems. Review operations diagram key words with students and direct their attention to bulletin board visual. · Ask students if they remember what process they use when solving word problems. · Put up an example word problem on Elmo projector. · Direct students’ attention to the UPSC visuals on the bulletin board and review the process with students. · Use manipulatives to simplify the numbers in the problems and provide students with a visual representation of the operation in the problem. · Understand: To understand the word problem, we need to figure out what is the question. Underline the question and say out loud what the problem is asking for as well as what unit our answer should be in. Demonstrate on example word problem. · Plan: Think about how to solve the problem. Underline key words and circle the numbers on the example word problem. Using the key words, pick a strategy/operation to use to solve the problem. Demonstrate on example word problem. · Solve: Write an equation and write the answer. Demonstrate on example word problem. · Check: Go back and check if you answered the question. Also, check your work to make sure your answer is correct. Tell what the answer to the question is in 1 sentence. Demonstrate on example word problem. · Take any questions that students might have.

Body of the Lesson					(30	minutes):
· Show another example word problem on Elmo projector. Ask students what I should do at each step of UPSC and demonstrate the process on the example word problem. Color-code all mark-ups on the word problem and ask students to follow along on their handout. · Call on students at each step of UPSC to see what their reasoning is. Ask students to explain their answers. · What is the question that this problem is asking for? How do you know? Please read the part of the problem that states the question. · How would you solve this problem? What operation would you use? Why? What parts of the question indicate that operation? Does everyone agree? · What equation would you use to solve this problem? How did you reach your answer? Please explain your work. · Did you answer the question? Did you include the correct units? Please state in one sentence what is the answer to the question in this problem. · Ask students if they need any clarifications on the work we just did. · Repeat this process with the next word problem. Work through the UPSC process with students and call on them to explain their reasoning. · Ask students to work on the next word problem independently and give them 3 minutes to go through the UPSC process on their own. Call on individual students to explain their rationale for each step of the process. Ask if the rest of the group agrees. · Repeat for subsequent problems. · Ask students to work on the next problems independently and give 3 minutes for each problem, but ask students to pair-share their answers as well as their rationale. Bring the group back together and go through the problem and answer. · Check if students have any questions.

Closure	(5	minutes):
· Review with students the key words in math word problems that indicate each operation. Direct students’ attention to the operations diagram on the bulletin board and emphasize that that diagram is available as a resource to them and they can refer to it when working on word problems. · Review with students the purpose of going through the UPSC process and ask students how they think it is helpful when solving word problems. · Explain that we will continue to work on 1-step word problems, but we will soon move onto 2-step word problems.

ACADEMIC LANGUAGE

Ensuring the presence of intentional, systematic work to develop academic language.

Key Content Task(s): What rich learning task(s) will the students be engaged in?

· Students will use the UPSC process to solve one-step addition, subtraction, multiplication, and division word problems. Students will be able to understand the question, plan how their solution, write an equation to solve the problem, and check their answers.

What are the language demands for the students related to the learning objectives?

Reading	Read a 1-step word problem and identify what is the question and which operation to use based on key words in the word problem.
Writing	Write an equation they would use to solve the problem. Show their work and their answer.
Listening	Listen to directions and classmates’ rationales.
Speaking	Answer questions when called on during UPSC process. Provide rationale for their answers. Pair-share with their partners about their work on the problems.
Viewing	Review the operations diagram on bulletin board and UPSC visuals

What key components do you need to make explicit or support students in developing?		What instructional strategies/support will the teacher use to build academic language?
R:	Identify the question and what operation to use based on key words.	I will model how to underline and color-code the important parts of the problem that students will use to solve the problem.
W:	Show their work.	I will model how to show the mathematical process that students used to reach their answer with their equation (i.e., if a 10 is carried over, show that in their work.)
L:	Listen to directions and classmates’ rationales.	I will model how to listen carefully and constructively. Incentives as well as consequences will be provided for students’ participation.
S:	Provide rationale for answers and pair-share their work.	I will model how students should explain why and how they solved the problem and how to pair-share their reasoning with a partner.
V:	Review the bulletin board visuals.	I will review with students the visuals that they compiled together as a class and explain how the diagrams are to be read as well as how the visuals can be used as a reference.

LESSON REFLECTION

1. What was (were) the main content learning goal for this lesson?

Students will use the UPSC process to solve one-step addition, subtraction, multiplication, and division word problems. Students will be able to understand the question, plan how their solution, write an equation to solve the problem, and check their answers.

2. What did you observe/notice about student learning as related to the learning goal during this lesson?

I noticed that students still remembered the UPSC process from their previous work with it. However, students had a difficult time locating the key words in the word problems that indicated which operation to use. Thus, when students set up their equation to solve the problem, it was with the wrong operation.

3. What specific examples of student learning do you have that showed students met or made progress toward this goal?

a. Give specific examples of student evidence (actions and/or talk) that show students were successful. Make sure evidence connects to the learning goal for this lesson.

When asked what operation we should use in a word problem, some students were able to answer correctly and rationalize why they chose that operation based on the key words in the word problems. Students were able to answer the question in a complete sentence after finishing their calculations.

b. Give specific examples of student work that show students were successful. Make sure evidence connects to the learning goal for this lesson.

Students were able to write the correct equation to solve the problem because they were able to read the problem, pinpoint the question, and choose the correct operation to use based on the key words in the problem.

c. What concepts or ideas related to the learning goal have students mastered?

Students were able to locate the question within the problem, as well as the key words and the numbers they have to use to set up their equation. Students were also able to answer the question in a complete sentence after finishing their calculations.

d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that built successful student learning?

I modeled how to underline the question and circle the key words and numbers in the question to solve the word problem. I also reviewed with students the operations diagram they compiled previously with the keywords that indicate which operation to use, thereby drawing on students’ background knowledge. Students also reviewed the UPSC process before starting the word problems, and they had a clear-cut process to follow when solving the problems. I circulated around their desks to make sure that they were on task and that they were heading in the right direction on their problems. I prompted students with questions in order to guide them towards the correct strategy.

4. What specific examples of student learning do you have that showed students struggled to meet or make progress toward this goal?

a. Give specific examples of student evidence (actions and/or talk) that show students struggled. Make sure evidence connects to the learning goal for this lesson.

Even after we located the key words as a group, some students were not able to select the correct strategy when asked (i.e., they used subtraction when they were supposed to use division). I also took a survey on a problem, asking students to raise their hands if they would use division, if they would use addition, or if they would use subtraction, and only a few students raised their hands. This shows me that students are not sure how to use the key words to identify which operation to use to solve the problem.

b. Give specific examples of student work that show students struggled. Make sure evidence connects to the learning goal for this lesson.

I collected students’ homework after they corrected it. Most of them got over half of the problems wrong. They used the wrong operation when solving the problems and some of them did not show their work.

c. What concepts or ideas related to the learning goal proved most troublesome for students? Why do you think this is so?

I think identifying the key words in the problem and reasoning out which operation those key words indicates was most troublesome for students. The key words in the problems can sometimes overlap (i.e., each is a key word that can appear in division as well as multiplication problems). Thus, students can sometimes get confused as to which operation they should use. Students number sense may also be underdeveloped because they cannot tell whether the numbers are increasing or decreasing and so they have a difficult time determining which operation to use.

d. Looking at this evidence, what were your (the teacher’s) actions and/or strategies that interfered with student learning? What missed opportunities were there?

I should probably spend more time helping students and modeling for students how the key words indicate which operation to use. I should model how to read the question and determine whether the numbers are increasing or decreasing so that students have a better understanding of how the word problem is structured. Also, I should be more clear in my instructions to students that they must show their work.

5. What was the main academic language goal for this lesson? What strategy did you use to have students develop/practice this language goal?

The main goal was for students to understand the question that is embedded in the word problem. Students had to understand the question and identify the key words in the problem I also wanted students to be able to use the terms (operations) to reason out with a partner why they selected the strategy they used to solve the problem. I used a great deal of visuals, including diagrams, color-coding, and manipulatives. I used gestures and I modeled each step of solving a word problem for my students.

a. Was this strategy successful in developing this academic language? Why or why not?

I think it was successful in developing academic language because students could understand what the question was asking for and students were able to pair-share what their answer was in a complete sentence. Students also modeled my color-coding to guide their problem solving.

b. Give specific examples of student evidence (actions and/or talk) that support your conclusion.

When asked, all of the students were able to identify what the question was in the problem. While I circulated, some students were answering the questions in complete sentences during their pair-shares. Most of the time, students were able to correctly identify the key words in the problem.

6. Using the evidence of student learning described above, what are the next steps you would take with this class as a whole and/or with small groups of students to meet specific student successes and/or needs?

I think I will need to reteach this lesson because students were able to identify the question and key words in the problem, but they were not able to correctly use the key words to choose a proper strategy to solve the problem. Students need to review the visual they compiled on how to use key words within the problem. I need to go over the problems in more detail, reasoning out each step with them to help make it clear which strategy they should use and WHY. I also need to make sure that every student knows how to multiply multi-digit numbers with single digit numbers and that they know how to do long division.

7. Knowing that good teachers always make changes, how will you use what you have learned from the above reflections to teach this or another lesson to a group of students?

It was important for me to see that even though students have a superficial understanding of how key words indicate which operation to use, they were not able to independently reason out how to solve the problem. They can identify what are the key words in the problem, but they do not know which operation to use. Also, students may or may not be on the same level when it comes to multi-digit multiplication and division. I need to review this skills with them in greater detail and reason out the process of solving these word problems. I would also use more manipulatives to help show students whether the numbers are increasing or decreasing. I think it was helpful in my first example when I used them because I broke the numbers down into much smaller numbers, thereby simplifying the problem, and students were able to focus in on whether the numbers were increasing or decreasing to help them identify which operation to use.