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ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Ms. Priscilla Fuentes Date: April 13, 2018


Grade Level: 4th Subject/ Topic: Adding and Subtracting Decimals in Word Problems
Approx. time spent planning this lesson: 45 minutes
DOMAIN 1: PLANNING & PREPARATION
Main Focus: Students will be solving word problems with decimals.
Brief Context: Students finished their chapter on decimals. The chapter looked at how to convert fractions into
decimals and the place values of decimals.
Prerequisite Knowledge/Skills: Students will have to remember how to add and subtract decimals.

Objectives: [Indicate connections to applicable Assessment: [Formative and Summative]


national or state standards.]

Students will be able to identify which strategy: Word Problem Worksheet [Formative]
writing an equation, drawing a picture or using a Word Problem Worksheet grading rubric
model would best fit to solve the word problem.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
Mathematically proficient students can apply the mathematics they
know to solve problems arising in everyday life, society, and the
workplace.

Students will be able to identify if the word problem Word Problem Worksheet [Formative]
is asking them to add, subtract, or both. Grading Rubric

CCSS.MATH.PRACTICE.MP1 Make sense of problems and


persevere in solving them. Mathematically proficient students start by
explaining to themselves the meaning of a problem and looking for
entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and
meaning of the solution and plan a solution pathway rather than simply
jumping into a solution attempt.

Worldview Integration: For this lesson, the student will work on word problems that ask them to solve real
world scenarios such as earning money or buying items. Therefore, the students are learning how decimals can
apply to real life scenarios.
Instructional Resources:
Buschman, L. (2004, February). Teaching Problem Solving in Mathematics. Teaching Children Mathematics,
302-309.
Universal Design for Learning Networks/Domains (see UDL Guidelines )
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation
Options for Perception Options for action/interaction Options for recruiting interest

Options for Language/Symbols Options for Expression Options for Sustaining Effort &
2.3 The students will be working 5.3 The word problems were Persistence
with worksheet that will guide individualized for each students 8.3 Students will work in groups
them through how to solve the according to their math skills. of four and talk through the
word problem. As a whole class, Therefore, I was able to challenge problem and share strategies and
we will work through a word the students who needed the answers.
problem and use the worksheet to challenge and reinforce concepts
show the students how to use the to the students who needed more
worksheet. support.
Options for Comprehension Options for Executive Function Options for Self-Regulation
3.3 I will teach the students 6.2 Students will be able to pick a
different strategies that they might strategy that will work best for the
use to solve word problems. problem that they were presented
with.

DOMAIN 2: THE CLASSROOM ENVIRONMENT


COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you
plan to build or strengthen relationships and community – student-student & teacher - student.]
The students will be seated in groups of 4 or 5 and they will be expected to work together. I will also meet one
on one with students who need more help. I will also be intentional about walking around while the students are
doing their work and compliment them on their keep, keep them on task, or answer any questions. I will also
reinforce the idea that mistakes allow us to learn and that asking questions is important.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
Strategies you intend to use to redirect individual students:
I will use movement to make transitions such as move from working individually at their assigned seats to
working with their word problem groups at another table.
For calling students attention, I will use the school’s signals of “give me five”, “time out”, “If you can hear my
voice, clap once, twice.” and the clap pattern that the students will need to repeat.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
The students will sit in their new seatings, but they will still be in groups of 5 and one group of 4 at their desks.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON

Time Teacher

Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
● Ask for one volunteers to come and act out a scenario
● Say: “(Name of student 1) has 8.50 dollars to spend at a bookstore (the front of the classroom).
She picks up a book and realized that it costs 3.75 dollars. If she buys this book, how many
money does she have left?”
● Ask: “How can we solve this problem?”
● Say: “We can solve it multiple ways.”
○ Write an equation
○ Draw it
○ Model it
● Solve the problem by writing an equation:
○ Ask: “Am I adding, subtracting, or both? How do you know?”
○ What two numbers am I adding or subtracting? How do I know?
● Solve the problem by drawing a picture
○ draw a person with 8.5
○ draw a book and write 3.75
○ Say: “Since she bought the book, she spent the money, so I can do the equation.”
● Solve the problem by modeling it
○ Draw a bar and say that this bar represents the total amount she had.
○ Draw a smaller bar underneath it and say that this represents the cost of the book.

Development: [It may help to number your steps with corresponding times.]
● Tell the students that today they will be working on word problems. First, they will work on
the word problem individually. Then, they will meet up with other students that have the
same word problem and talk through the strategies they used and the answer they obtain.
● Show the worksheet on the overhead projector and walk through it using a word problem
found on the Student Book pg 81 of the Math In Focus.
● Ask:
○ What information did the word problem give us?
○ What additional information must we find out to solve the problem?
○ What is the problem asking us to solve?
○ Is the problem asking us to add, subtract, or both?
○ What strategy will I use?
● Then, solve the problem as a class.
● Explain to the students that they will be solving the problem in small groups and then,
presenting to the whole class. One student will read the problem. Two students will explain
what strategy they used. The last person will share their answer and how they verify it.
● Separate the students in each table into groups of 5 according to their math skills. There will
be Group A, B, C and D.
● Then, pass out the word problems and worksheet. Have the students work on the word
problem individually for 10 minutes.
● After ten minutes, tell the students that in a few minutes they will move to their letter
groups. In their groups, they will discuss what strategy they used to solve the problem.
Then, they will discuss the answer and correct any mistakes they could have made.
● Point to which table is Group A, B, C and D is going to meet
● Allow the students to talk for 20 minutes. Walk around the room to make sure the students
are on task and to answer any questions
Group Presentations (we did not have enough time for this)
● Have each group present on their word problem
● One student will read the problem. Two students will explain what strategy they used. The
last person will share their answer and how they verify it.

Closure:
Whole Class Discussion
● Ask the class:
○ What strategies worked best for the problems you had?
○ What did you find helpful when solving the problem?

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES


CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your
efforts as a professional.

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