Lesson 5
Lesson 5
Lesson 5
Rev. 2013
Teacher Candidate: Jerricka Scott Subject/Grade: 3rd grade math Learning Objective:
When given two-step word problems using the four operations, students will be able to mentally compute and find the correct answer based on connections in the operations. (80%)
Alignment with Standards: 3.OA.D.8- Solve two-step word problems using the four operations. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Developmental Appropriateness or Cross-curricular connections: The standard is appropriate because the students have learned and practiced with addition, subtraction, multiplication, and division. They have also been introduced to word problems. This lesson is used to help them master each aspect using one and two digit numbers. The goal is to show the connections as well as teach the students to distinguish between the four operations. Assessment(s) of the Objectives:
Lesson Objective(s) Objective 1: When given twostep word problems using the four operations, students will be able to mentally compute and find the correct answer based on connections in the operations. (80%) Assessment(s) of the Objective(s) Assessment for Objective 1: Pre- give the students word problems (using the inverse) During- solve word problems by getting the students to act them out Post- a ten question worksheet using word problems of all four operations and space for drawings to show their work Use of Formative Assessment (TWS section 7) If students do not understand how to connect the operations and mentally solve mentally using one and two digit numbers, they will not be able to move on to greater numbers and will not be prepared for state testing. If the lesson doesnt go well, this means more emphasis should be on decomposing a word problem and converting it into a number sentence. Also there must be more time taken with hands on examples.
Accommodations:
Usual early finishers will be asked to be the volunteers during the word problem activity. Early finishers will be asked to submit their work and read quietly from their reading baskets.
Materials: document camera, smartboard, word problem worksheet, pencils, markers, stickers, and paper clips Procedures:
1. 2. 3. 4. I will introduce the topic to the class Students will be asked to get out there journals and prepare to do a few problems as a class They will be encouraged to move to the carpet if they choose to. I will do an example of a word problem from each operation What operation is the question asking us to use? What word tells you what operation we will be using?
Rev. 2013
5. Next I will ask for a few people to help demonstrate different word problems and show the students how the operations connect 6. I will give out objects 7. The initiator will be instructed to disperse or collect the items as the equation is being solved by the class Ex.: What is Jane doing each time when she divides 15 by 3? 8. I will do about 5-6 problems like this 9. Next I will reveal more questions using the document camera and ask the students to tell me what connections they can make and to solve the equations 10. I will tell the students that they will be doing an assessment and explain what they will be doing 11. I will pass out the assessment and a coversheet 12. I will instruct the students to turn the paper in to me and grab their reading baskets once they are done 13. I will let the students begin 14. I will observe as they work 15. Once everyone is done I will thank them for their cooperation
Activity Analysis:
Activity one is reviewing four word problems, one of each operation. When reading the problems together, the students will have to tell me what operation the question is calling for. The students have to give me proof by revealing the word in the problem that targets that specific operation. This is a review of the vocabulary the students have learned to tell whether the problem is addition, subtraction, multiplication, or division. This highlights words the students may not know completely, and gives more practice on the ones they have almost mastered. Activity two is getting students to act out specific problems such as Jane had twenty pencils in her pouch. She gave Jill 7. How many does Jane have left? The actual acting in this case not only shows the students that math is incorporated in real life situations, but also gets them familiar with real life solutions. Doing this activity will hopefully help them realize easier ways to find their answers (like using inverse operations, repeated addition, or counting down). The document camera and smartboard will be used to go over the first set of questions. The Instructor will use these items while the students will be recording the information in their math journals.