April Leigh Collins Math Methods Term III Math Term III Assignment and Lesson Plan Students

in the fourth grade class where I am student teaching have been working on word problems throughout their recent Math units. Their teacher suggested I prepare a lesson, which covers all four operations via word problems as well as how to identify the appropriate word in a word problem to determine which operation should be used to solve the problem. I feel that it is important for students to encounter different types of word problems that test their ability to find key operation terms in order to know how to set up the problem and execute it correctly. Students should be able to identify the key operation term in the problem in order to approach the problem correctly, i.e. set it up as a subtraction, addition, multiplication or division problem. Students started the year reviewing some addition and subtraction word problems, and have since moved on to multiplication and division, but they have not had an opportunity to test their knowledge of each type. I am planning this lesson as a way for them to experience all four operations at once and to test their abilities to solve them when presented with a variety of problems. I expect that students may have difficulties identifying which operation to use since they can choose from all four. I am anticipating this confusion, and will review the operations, and key words that show which operation to use, as part of the explicit instruction of the lesson. I plan to review each operation quickly, since they know how to do each one. I also plan to have an interactive lesson, which covers the pertinent words that students will encounter in word problems. My underlying strategy is to get them thinking about the key words that are in every word problem. I hope to get them thinking about the key words in each problem as a way to help them break down the word problem into an

April Leigh Collins Math Methods Term III equation. They will approach this a variety of ways. I plan to have them discuss some of the words in small groups to further discourse among the students. The exchange will focus on determining the math terms that are appropriate, and so student participation and involvement are important and valued. I also plan to discuss norms that are applicable to the lesson. The students should respect each other and their student teacher as if this were a regular lesson being taught by their regular teacher. Because this is a small group lesson, I will be teaching it in the library and students can tend to get distracted because it is a different environment with a different teacher. I will be sure to remind them of the norms we have established in class. I will also encourage the use of a graphic organizer, as well as a worksheet with practice problems so the students have a variety of tools to work with during the lesson.

I selected this topic for my lesson for a few reasons. The state standards for fourth grade in PA requires that students:

2.1.4.F: Understand the concepts of addition and subtraction and their inverse relationships; understand the concepts of multiplication and division; use the four basic operations to solve problems, including word problems and equations. 2.2.4.A: Develop fluency in the use of basic facts for the four operations.

I believe that students should be able to comfortably solve word problems. Due to the variety of subjects that are taught in fourth grade, I do not think students are able to achieve the highest level of comfort possible. Often they are required to solve problems

April Leigh Collins Math Methods Term III that do not use word problems, because the main skill of the lesson is the focus, and due to time constraints they are unable to further push that concept into using it in a word problem. I hope to help mitigate this issue with my instruction. The students have recently been learning multiplication and division skills, and I think that this lesson will not only reinforce their basic addition and subtraction skills, but also help them to master the new multiplication and division skills they have been learning. Students in my small group will be those students who have shown in assessment tests, as well as last years PSSA tests, to have some difficulty with word problems. My mentor teacher is diligent when collecting data on each student, and has given me a group that he has determined needs some extra help. I am looking forward to assisting these students, as I have watched their small group instruction during math class and they definitely benefit by small group instruction. I have worked with them previously in small groups, and I think the dynamic of the group is positive and productive. In reviewing the pedagogical focuses, I was tempted to include each one! I do, however, believe that my lesson will fit in with the assessing student understanding through listening to and making sense of student solution strategies and explanations. The lesson is designed not to introduce new material, but to help amplify the skills they already have in regards to decoding a word problem. I am looking forward to listening to the students as they explain what they already know about word problems. I will encourage discourse by asking them to tell each other, and myself, what words to look for in a problem. I will also ask them to explain why a particular word works to help set up a problem. I want them to understand and explain why certain words apply to certain

April Leigh Collins Math Methods Term III types of problems, i.e. per used in a multiplication problem. Lesson Plan Goals / Objectives Students will be able to identify key words in a word problem in order to solve word problems State Standards 2.1.4.F: Understand the concepts of addition and subtraction and their inverse relationships; understand the concepts of multiplication and division; use the four basic operations to solve problems, including word problems and equations. 2.2.4.A: Develop fluency in the use of basic facts for the four operations. Materials and preparation One piece of paper (handed out by the teacher) Pencils Practice worksheets with word problem examples (handed out by the teacher) Classroom arrangement and management issues I will be conducting the lesson in the library because the small group will take place at the same time as regular class. It will be held at a time when the library does not have another class, so that the lesson will not be interrupted. I do not anticipate many distractions, other than the fact that it is a different setting than usual. To that end, I will remind students that even though we are in the library, they are to conduct themselves according to classroom standards. I will also remind them that though I am the student teacher, they are to treat me with the same level of respect that they use with their regular classroom teacher. The library is quiet and well lit. I will conduct the lesson at a table in the library so that the students can see each other and me at all times. I am doing this to encourage discourse and cooperative effort among the students. Plan Include the imagined sequence of events (with a time estimate for each part of the lesson). Your lesson should have the following parts: 1. Introduction. Hook: The teacher will begin by telling the students that this small group is designed to help them learn to find key words in word problems in order to set up the problem. Students will also be able to solve word problems that require any of the four operations (addition, subtraction, multiplication, division.) The teacher will tell the students that we are going to work as a group to determine a list of words to help us identify which operation we will use to solve the word problem.

April Leigh Collins Math Methods Term III 2. Work and explore. Guided Practice and Explicit Instruction: The teacher will give each student a piece of paper, which the student will be instructed to fold into four square (two folds total). On each quadrant the student will label their paper with addition / subtraction / multiplication / division. The teacher will have a similar set up for herself, however it will be on chart paper so it is easily visible for the students. The teacher will then ask the students to discuss (in pairs or groups of three) which words they think should go in each section. The teacher will provide examples to get the discussion started. Example: What word could we put in the subtraction square? Would gave away or take away work in that square? Why or why not? The teacher will give the students a few minutes to discuss and brainstorm as many words as they can. The teacher will gauge when to stop the discussion based on noise level, cooperation, and by filtering through the discussion to determine when students are done and have come up with as many words as they can. The teacher will have a list of words already prepared which she will use to fill in her chart. The teacher will say each word and ask the students where to write the word in the chart. The teacher will instruct students to write the list along with the teacher. Chart will look similar to the below: Mathematical Operations and Key Words Addition Add(ed) to, all together, both, combined, in all, increase by, more than, perimeter, plus, sum, total Multiplication An area, multiplied by, per, product of, rate, times, triple, twice Subtraction Decreased by, difference, fewer than, how many were left, less, less than, minus, remaining Division Divided, half, how many each out of, percent, quarter, quotient of, percent

The teacher will then pass out a practice worksheet with 8 problems. The eight problems will cover the four operations (2 problems per operation). The operations will not be in order. The teacher will have students work together to underline the key word and then answer the problem for the first four problems. Students will then work on the remaining four problems alone. The last four problems will be used as an assessment tool. The first four will be graded for accuracy, but the grade will not be recorded for assessment (will not count against the students). The teacher will walk around during the group work time to ensure that students are on track. The teacher will also make sure that for the latter four problems that students are working on those independently.

April Leigh Collins Math Methods Term III 3. Debrief and wrap up. As a conclusion tool the Teacher will ask students, If we each made four boxes on our Mathematical Operations and Key Words worksheet- how many boxes did we have total? How do you know? Can we solve that problem only one way? What other ways can we use? What word in my question told you how to solve the problem? Anticipating students responses and your possible responses I expect that students might have difficulty with initially providing a list of words that are appropriate for each operation. I will be prepared to provide the words for them if this is the case. I do not want students to get frustrated with the lesson, and if necessary I will provide them with all of words and then ask them where each goes (for all applicable words). I expect that they will enjoy getting to work together, and having an opportunity to provide the teacher with the words they have thought of. I will be sure to encourage each student to share a word so that some students do not provide all of the words. Ideally each student will participate at least once.

Assessment of the goals/objectives listed above For students to have reached the objective they must not only have a solid understanding of why each word goes into each category, but they must also be able to point out the appropriate word in the word problem and solve the problem. Accommodations 1. Accommodations for students who may find the material too challenging 2. Accommodations for students who may need greater challenge and/or finish early? For students who find the material too difficult I will spend more time with them during the worksheet, and also provide verbal examples of why each key word is appropriate in each category. For students who need a greater challenge, or finish early, I will encourage them to help the other students (without giving away the answers.) In teaching a previous lesson on rounding with the same group I discovered the students really enjoyed when I gave them a verbal mini quiz. I came up with questions to quiz their knowledge. I will also prepare extra mini quiz questions they can practice that are too difficult to do mentally. (These three questions are below the worksheet).

April Leigh Collins Math Methods Term III Name_______________________________ Word Problems Circle the Key Word and then Answer the Word Problem (Notation of type of problem will be removed prior to teaching the lesson) 1. Your favorite Aunt is flying to your house next month. Shes coming from San Francisco to Buffalo. Its a 5-hour flight and she lives 3060 miles away from you. How fast does the plane go? 2. On the 12 days of Christmas, how many gifts did the True Love receive? (Partridge in a Pear Tree, 2 Turtle Doves, 3 French Hens, 4 Calling Birds, 5 Golden Rings etc.) How can you show your work? 3. You and nine friends are ready to share your Birthday cake. The cake is divided into 20 pieces. How many pieces do you each get? 4. Your Uncle gave you a gift certificate for $50.00. You are going to try to spend every penny! Your choices are: Movie Passes: $12.00 or Arcade Passes $13.00. What will you buy to come as close as possible to spending all of your $50.00? 5. You have 60 dollars. You lend your friend Marie 12 dollars, and then you lend your brother Steve 15 dollars. How much money do you have left? 6. You and your classmates are fundraising money for Meredith Elementary. There are 28 students in Mr. Hamms class. If you each raise $20, how much will the class raise all together? 7. Your older sister gets an after school job babysitting some kids that live across the street. She makes $8 an hour when she watches 2 children. She gets paid $10 an hour when she watches 3 children. If she watches 2 children for 8 hours, and 3 children for 4 hours, how much will she get paid total? 8. Your table in Mr. Hamms class was not behaving today, and lost 25 table points. You had 1,254 points. How many does your table have now? Source: amended from http://math.about.com

April Leigh Collins Math Methods Term III Extra (more difficult) questions for early finishers: 1. I have half of a pie, my cousin has 3 pies, and my mother has three quarters of a pie. How much pie do we have all together? 2. A car is travelling 60 mph (miles per hour) and needs to go 450 miles. How long will it take the car to get there? 3. Your family goes to dinner. Your dinner totals $15.67. Your dads dinner totals $23.69. Your sisters meal costs $12.14. How much is the total bill? If you tip the waitress 20% of the total, how much will you tip her?