Saint Mary-of-the-Woods College Education Department

Lesson/Activity Plan Template Teacher Candidate _________________Paige Leuthold________________________________ Name of Lesson _____Problem Solving Path ____________________________________ Subject ____Mathematics_____________________ Grade __2nd__________________ Rationale for lesson: Students need to have problem solving techniques reinforced in concepts that are relevant to everyday life.

Learning outcomes: The student will correctly answer the story problem. The student will show his/her work. The student will explain why his/her answer is correct.

Assessment of student outcomes: Each stop on the path (pharmacy, hardware store, train station, etc.) has a rubric which gives 2 points for creating a plan, 4 points for working out the problem and showing work, 3 points for the explanation of why their answer is correct, and 1 point for having the correct answer. This totals 10 points for each stop.

Related Foundations/Indiana Academic Standard: MA.2.6 2000 - Problem Solving Students make decisions about how to set up a problem.

Materials Needed: Pencil Problem Solving Path Journal Lesson/Activity Presentation: Anticipatory set: Review with students the previously taught concepts of problem solving. Ask questions such as What ways can we go about solving a problem and How do you like to solve problems? Discuss how you can draw pictures; make lists,

etc. to work out a problem. Explain to the students that this journal is due at the end of the week and that they will have a specific amount of time each day to work on them. Anything that they do not get done in class must be done at home before the end of the week. It is the students responsibility to finish all of the problems.

Teaching procedures: Hand out a problem solving path journal to each student. Have them write their names on the first page. The students will stop at each location in the community and work out the story problem for each. Go over page one together, this being the bakery stop. Show the work in the box to answer the question. For this one draw a picture of the cookies. Ask the students to draw them on their papers as well, and if desired, have a student do it on the board for an example. Then as a class, write why your answer is correct in the provided box. For this particular question, an acceptable answer would be, The cookies are triangles because 3 points or corners makes a triangle. Have the students write it on their papers as well. Allow work time. Give the students at least 20 minutes each day to work on their path journals and allow them to work during free time as well on the journal. Guided and Independent Practice: Do one of the story problems together to show exactly what you as the teacher expect the students to do in order to receive full credit. Also during work time, walk around the room and ask the students questions or have them show you how they worked on a problem. If the student is completely off track, help them back on, but make sure as the teacher, you are not just telling them what to do. Let them come to the answer on their own. Closure: At the end of the week come together as a class to discuss the journals. Go over one or two of the story problems and have different students share their answers and how they came up with that answer. Go over the ways in which to set up a story problem again and let the students know that they will be using this skill in almost all mathematics and in life. Collect the journals for grading. Differentiated instruction: Give students that are struggling more time in the day to work on the problems that way they will finish all of them by the end of the week. Also, the teacher can alter the problems to make them less difficult for lower students and more challenging for accelerated students.

Multicultural emphasis (if appropriate):N/A

Technology (if appropriate): Calculator

Reflection on lesson: No reflection as of now