Cameron Calland-Jones

Expanded Ticket in the Door

Course: TAG Curriculum and Strategies for the Gifted

On January 18, 2017, I implemented my Graduated Difficulty LP with my ADV Math 3.1
students. This lesson was originally created to be used with an on-level math class learning 2.1
curriculum (for next year because I have already taught and assessed the standard the
lesson plan was written for). After developing the lesson and seeing that the strategy easily
fit in with standard 3.NBT.2 (addition and subtraction to 1000) that is covered in the 3 rd
grade content, I decided to switch standards to use the lesson immediately.
Review: In my ADV 2nd grade math class, my 21 students (8 currently serviced in the
TAG program- 5 girls and 3 boys) recently started 3.1 curriculum. There are 12 girls and 9
boys. It was perfect timing because I have been preparing the students for the switch from
2nd grade curriculum to 3rd. The Graduated Difficulty presented as real-world to my
students because the rigor expected was increasing in our pacing. We were in the 2 nd week of
working with standard 3.NBT.2 and students were needing an extension to basic problem
models.
I followed the lesson plan as written. I did changed the standard and we did have to
work on the lesson for an extra day. I also typed up a mini TIPS for Solving Word Problems
anchor chart for students to glue into their math journals because some of what students
wrote down was difficult to read.
Reflect: Keeping my students motivated is always an issue. When the concepts are
challenging, my students tend to disengage and do just enough to get by. My students were
very interested in the hook and it lent itself well to me explaining that a tiny bowl would not
fit the amount of ice cream you would want to eat just like an easy problem would not be a
good fit for the amount of knowledge and understanding you have about adding and
subtracting numbers.
My students discussed amongst themselves which modeled problems were easy or kind
of hard. Students said that problem 4 was hard because it doesnt tell you how many adults
there are. A few students commented on problem 3 being difficult because the numbers were
written in word form. Another student shouted out that you just need to write the digits
that match. On day 3, I gave students a printed copy of the warm-up problems 1-4 on strips,
as a review, and so they had the examples in their math journals. Parents rely on the math
journals to see examples of the kind of questions students are expected to be able to
answer. Often times, word problems are teacher created to match the rigor and complexity
of what is seen on the Fulton County end of unit assessments. On the 3 rd day, I had many
students wanting to write their own level D questions for classmates to solve.
When we started going over the DECIDE handout, I had to spend a lot of time trying
to explain what determine, consider, criteria and establish meant and how students were to
add specific details about what they know about word problems. Students wanted to tell me
that they know how to read them and that they could highlight the numbers. Students also
wanted to tell me they answered the question, regardless of whether their answer was
correct or not. 10 students chose the level C question and only 1 student answered it
correctly and went on to create a level D question. 6 students chose level A and moved up to
the next level. 5 chose level B. Of that 5, 3 had to move down to level A. In reality, most
students missed key words and were not sure which operation to use in multiple steps. Having
students put into writing what was difficult/easy about a choice provided valuable feedback
into students comfort level and comprehension of the skill.
I think that some students were confused because all three sets of questions were
different scenarios of Emily and buckets of rain water. While teaching the lesson and
watching that confusion unfold, I did think that I would change the names and items in the
questions the next time I taught this lesson. After thinking about it and watching the lesson,
I think that the consistency of Emily and her buckets of rain water forced my students to
think deeper and look for other information or clues in the problem to determine the level of
difficulty. I also think many students went along with the question set their friends picked.
Most of the time during this lesson was spent on completing the DECIDE handout. Students
struggled with explaining the criteria used to make their choice in problem sets. This was the
main reason we continued for an additional day.
We have previously worked on goal setting through growth mindset activities. Student
were easily able to set appropriate goals. Many goals involved paying better attention to what
a question was asking and not assuming all questions are as easy or challenging as you initially
think. It was during the student-led debriefing that students informally reflected on the
lesson and the strategy used. A few students even asked if they could pick their tests based
on the graduated difficulty strategy. That is a thought, especially as we move into
personalized learning in FCS. I will have to share this lesson and that question with my CST
and Learning Coaches. Over all, this was a successful lesson. Not only was I able to see and
note how students performed on different skill levels, most importantly, my students became
aware of their strengths and areas to work on. This was evident in the assessment
strategies. We havent shared with 4 th grade due to scheduling conflicts, but its still a goal.
Refine: I see this strategy being used effectively across all content areas. As I
watched the lesson unfold, I also noticed how I was more in the role of facilitator, instead of
the source of knowledge/instruction. This student-centered teaching strategy can be used
with all levels, so it lends itself well to the heterogeneous groups in other subjects. One thing
I plan on doing to make this particular lesson more successful would be to start earlier in the
year exposing my students the DECIDE handout. I think it would be valuable for students to
gage where they are at the beginning of a unit and then re-evaluate themselves at the
conclusion of the unit. I would also add the use of the Seesaw app on the iPads, so students
can document their learning through the lesson and across time. Teaching 2 nd grade students
to self-reflect is a challenge. I can see how students will become more familiar with the
DECIDE handout and know how to capture a true reflection of their understanding of working
with multi-step word problems.
TAG Strategy in this lesson: Graduated Difficulty (ALL changes are noted below in BLUE)

UNIT NAME: Becoming Fluent with Addition and Subtraction in Story Problems

LESSON NAME: Math by Myself

Time Needed (Hours/Days): 2 days (45 min. each session) (I had to extend the lesson to 3 days)

Grade: 2nd (ON Level) (Used with ADV math students)

Subject: Math / Writing

Course: TAG Curriculum and Strategies for the Gifted

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards:

2.OA.1 Use addition and subtraction within 100 to solve one and two step story problems by using
drawings and equations with a symbol for the unknown number to represent the problem. Problems
include contexts that involve adding to, taking from, putting together/taking apart, (part/part/whole)
and comparing with unknowns in all positions.

Standard was changed to:

MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and subtraction.

Advanced Communication Skills

9. The student maintains a journal or log for self-reflection and/or self-evaluation.

Higher Order Thinking Skills

4. The student makes and evaluates decisions using the criteria.

ENDURING UNDERSTANDING:
The student will be able to represent one or two step story problems using drawings and equations
with a symbol for the unknown number. Students will make sense of story problems and persevere in
solving them. Students will create a learning goal to improve their achievement related to the
understanding of solving and creating story problems.

ESSENTIAL QUESTION(s)
What strategies could you use to find the answer to a story problem?
How do you decide if a problem is too hard, too easy or just right?
How can you prove, in writing, that your answer is reasonable and makes sense?

TEACHER LESSON PREPARATION What needs to be done prior to the lesson?

Teacher should set up learning stations around the room labeled with leveled sets A, B, and
C.
 Teacher will review steps and TIPS for solving story problems with the students (anchor
chart).
Gather Materials: math journals, pencils, dry-erase boards, document camera, interactive
board, markers & erasers add iPads for use of Seesaw app to document learning (#Seesaw)

ACTIVATING STRATEGY
Just Right 4 Me!
1. TTW present 5 bowls of different sizes and decorations. One large bowl has golf balls
on it, another medium bowl with flowers, one smaller bowl with soccer balls and two
matching same-size bowls with basketballs. TTW ask, whose bowls do you think these
belong to? How do you know? What is different/similar?
2. TSW Think-Pair-Share their responses.
3. TTW confirm that the bowls belong to the members of her family of 5.
****Students are aware that I have a husband and 3 boys (including a set of twins, as they are often
used in examples in class). Each person has a bowl they like to eat popcorn, cereal or ice cream out of.
4. TTW remind students about the fairy tale Goldilocks & the Three Bears. TTW will
briefly explain that there was a bowl, bed, and chair that was just right for each
member of the bear family.
5. TSW share what just right means in their own words and record it at the top of their
math journal page. Students will answer the essential question, How do you decide if a
problem is too hard, too easy or just right?
6. TTW say, Today we are going to investigate some story problems and find some
examples that are just right for for us, as mathematicians.

Instructional Sequence and Activities including use of technology

TTW say, How do you decide if a problem is too hard, too easy or just right?
How can you prove, in writing, that your answer is reasonable and makes sense?

TSW share answers, while the teacher adds answers to TIPS anchor chart for reference
later.
TSW record their responses in math journals for later reflection. Type TIPS mini anchor
chart AND problems below to be glued into math journals for reference later.
TSW be presented with the follow story problems on the interactive board. TTW model steps
to solving story problems for problems 1 and 4. Students will come up in pairs to complete the
problem 2 and 3.
Problem 1: Caelan has 28 marbles and his cousin gives him 18 more marbles. How many marbles
does Caelan have now?
Problem 2: Jonathan has 11 bottle caps. He found 34 bottle caps at the recycling center. How
many bottle caps does he still have if he gave 9 away?
Problem 3: Fifty-seven children got on bus #4625. How many children are still on the bus if
thirty-nine children got off when it stopped?
Problem 4: Kennedy and Adrian count 26 little girls and 34 little boys at the soccer game.
They count half as many adults as girls and boys combined. How many children and adults do
Kennedy and Adrian see at the soccer game? (#Seesaw)
 TTW pose probing questions: Which question was a just right story problem for you? How do
you know?
TTW explain You will now be given an opportunity to practice what you have been learning. We
all learn at a different rate, and you will have the opportunity to decide what problem set is
the right fit or just right for you. To help you make the best choice, lets consider a few
questions.

1. Distribute the DECIDE handout and the three leveled sets (A, B & C) of story problems. For
2nd grade students, time should be included to discuss the meaning of the following words:
(determine, examine, consider, criteria & establish) **Notations are added with definitions and
should be displayed using the document camera. Students will have a copy to paste into their
math journals.
2. Provide time for students to examine the 3 leveled sets and decide which is the most
appropriate for them to complete independently. Monitor students to check to see if they
are watching which question sets their friends are choosing.
3. Students will complete the leveled set of their choice and check their work. Students who
quickly and accurately complete their selected set should try the next level. Students who
quickly and accurately complete level C should create a more difficult level D with a
corresponding answer sheet. Students can trade problem sets with other level D students.
Students who encounter difficulty at levels B or C, can move down. Students who encounter
difficulty at level A should attempt, show all work, and be prepared to ask the teacher 2
questions about their next steps in solving the story problem. (#Seesaw)
4. When all students have had the opportunity to complete and check at least one problem set,
lead the students in a discussion to identify the criteria they used to make their choice,
determine if the 1st choice was the best choice, and determine the knowledge/skills needed to
move to the next level. Students will record observations in the DECIDE template. Spend more
time, if needed, on the criteria. Preview criteria ahead of time in a prior lessons.
5. Students will establish a learning goal to improve their own achievement related to
understanding and solving multi-step word problems. This goal will be recorded in the students
math journal.
6. Students will have an opportunity to briefly conference with the teacher to share goal and
debrief and glows & grows, success & challenges, with leveled story problems.

Assessment Strategies

Ticket Out the Door- All students will be asked to create a story problem of their own with
step-by-step written instructions on how to solve it and an answer key at end of the 2-day
lesson. This will also be shared with 4th grade buddies during a gallery walk. #Seesaw to
document student learning and peer reflection.

Informal assessment through Glows and Grows during brief student-led conference post
lesson.

TSW complete the Math by Myself student assessment as a formative assessment at the
end of the week the lesson is taught
Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following:
--extensions students create level D problem set, if level A-C is mastered
tiered activities story problem diagnostic included for students struggling with level A, leveled A-C
problems with graduated difficulty

Materials/Links/Text References/Resources
Include links to online sites, citations for texts, and hand-outs that go with this lesson.

This lesson was modified from Words Problems Galore! Differentiated Math Centers from
www.cpalms.org

DECIDE handout (modified with definitions for younger learners) **Also visible below, p. 5**
https://fultonk12-
my.sharepoint.com/personal/jonesc5_fultonschools_org/Documents/DECIDE_templateTAG.docx

Writing in Math problem leveled set A (yellow), B (green) and C (blue)-copy 2 sided, (1 pg. 2
questions)
http://www.cpalms.org/uploads/Resources/final/72888/Document/27800/Writing%20in%20Math
%20activity%20sheet.pdf

Math by Myself student assessment

http://www.cpalms.org/uploads/Resources/final/72888/Document/27794/Math%20by%20Myself
%20Word%20Problems.pdf

Math by Myself Student directions

http://www.cpalms.org/uploads/Resources/final/72888/Document/27793/Math%20by%20Myself
%20Directions.pdf

TIPS for solving Word Problems

http://www.cpalms.org/uploads/Resources/final/72888/Document/27798/TIPS%20for%20solving
%20WORD%20PROBLEMS.pdf

Word Problem Diagnostic for students who have difficulty with level A story problems

http://www.cpalms.org/uploads/Resources/final/72888/Document/27799/Word%20Problem
%20Diagnostic.pdf
D Determine what you know about the skill to be practiced.
*Determine
means to
decide
What skills or knowledge do you need to know?

Examine the levels of difficulty and choose the level that is best for
*Consider means you. (Consider what makes one level harder than the next.)
to think about
Why is the level you have chosen best for you?

C Check your work.

What was easy about the level you chose?

What was difficult about the level you chose?

Change your level or create a new level if you completed Level 3.

I Identify the criteria you used to make your choice.
*Criteria means What criteria did you use to select the level at which you wanted to
the rules or work?
principles

If you are given another opportunity to choose the difficulty of your

class work, will you change the criteria? Why?

D Determine if you made a good choice.

*Determine Was your choice a good one? Why or why not?
means to
decide
What do you need to know/do to move to the next level?

E Establish a goal for improvement.

*Establish
means to build
or create