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Monique Beaudry

EDU 201 – 1001

Steven Saladino

21 April 2018

Portfolio Project #10 – Lesson Planning

Name of Lesson: Solving Animal Word Problems

Grade Level: Kindergarten.

Suggested Group Size: Whole and small group instruction.

Subject: Mathematics

Standard: 6.0 – Students will develop their ability to solve problems by engaging in

developmentally appropriate problem solving opportunities in which there is a need to use

various approaches to investigate and understand mathematical concepts in order to: formulate

their own problems; find solutions to problems from everyday situations; develop and apply

strategies to solve a wide variety of problems; and integrate mathematical reasoning,

communication, and connections (Kindergarten, p. V - 13).

Objective: The student will understand how to use their set of cubes (10 cubes) as a source of

solving word problems.

Materials: Cubes (set of 10 for each student), pencils, word problem worksheet (provided

below).

Procedures:

1. Gather the students in a big circle on the carpet.

2. Provide each student with a set of 10 same colored cubes and have them place it in front

of them (cubes are located in a big bucket by my desk).


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3. Ask the students what they think the cubes are for and why. Allow 4-6 students to

provide their own opinion about the cubes.

4. The cubes will allow the students to visually see the addition and subtraction of each

word problem and will also allow them to be more hands on.

5. Now, I want the students to practice some word problems before they begin their

worksheet in small groups or individually.

6. Be creative; provide the class with a practice word problem. For example, Ms. Monique

had 8 fish in her fish tank, and then Mr. Nick brought in 2 more fish. How many fish are

in the tank all together?

7. First, ask the students to count and take away the amount of fish Ms. Monique brought in.

Then, ask them if they are going to add or subtract Mr. Nick’s number of fish. Allow 4-6

students to explain their process to the class. You will see that some students will put the

number of cubes in one big column or they’ll put them in two. Ask those students why

they decided on one column or two.

8. Now, lets do one more example before allowing the students to complete the worksheet

individually or with a partner.

9. Allow a student to make up a word problem because this allows them to be more hands

on, which increases their chances in understanding different word problems.

10. Once this last practice word problem is completed, have the students go to their assigned

tables and grab a worksheet (worksheets are at the end of this lesson description).

11. They may work with their assigned group or individually.


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12. Have fun with the assignment, allow the students to be fun and open-minded amongst

this assignment. If they need help, you are more than welcome to help them – do not let

them struggle because this is where they’ll get frustrated and give up.

13. Once the math center is done, collect all the cubes and worksheets and place it in the

designated area.

Assessment: The student(s) will be graded by an embedded assessment. An embedded

assessment evaluates the developmental stages of the students learning, which allows me to

configure what they need help in or even recognize their strengths. I will grade the student’s

progress by their understanding of the topic, how much information they are able to attain and

reuse, and their organization skills. Grading their understanding of the topic includes how much

they fully understand of solving word problems and what it means to add or subtract by using the

cubes. The information they are able to attain includes the numbers and subjects in the word

problems; I should be able to ask a question about the particular word problem without confusion

from the student. Organization skills includes how neat their hand writing is and how they decide

to demonstrate the problem by using their cubes. Consequently, an embedded assessment is the

strongest choice for this particular lesson.


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Name: ____________________________________________

Solving Animal Word Problems

1. When Jamie went to the dog park there were 4 dogs, and then 4

more dogs came in. How many dogs are there now?

2. There were 5 ducks at the pond. Now there are only 2 ducks. How

many ducks left the pond?

3. Mary saw 7 kittens at the store. When she came back 4 kittens

were gone. How many kittens are left?

4. The chicken had 8 chicks. Some are white and some are brown.

There were 3 brown chicks. How many chicks are white?