ED618 Lesson Design Template

Candidate Name: Kim Morgan Host Teacher Name: Michelle Brock

School: Rae C Stedman Elementary Grade Level: 1 # of Students: 20
Date & Time of Lesson: 1/20/2017 Length of Lesson: 30 min (x2)
Topic of Lesson: Word Problems Content Area: Math

Student /Classroom Demographics: This will be a whole class lesson, there are no Special Needs students.

Materials: Include all materials including types of technology used:

 "Problem Bags" with a single word problem inside
 Manipulatives: Blocks, Bears, 100 chart, etc.
 Dry Erase Boards (one per team)

Alaska Content Standard: (One standard for the lesson)

1.OA.1
Represent and solve problems involving addition and subtraction.

Use addition and subtraction strategies to solve word problems (using numbers up to 20), involving
situations of adding to, taking from, putting together, taking apart and comparing with unknowns in all
positions, using a number line (e.g., by using objects, drawings and equations). Record and explain using
equation symbols and a symbol for the unknown number to represent the problem.

Transfer Goal(s) - Unpacked Standard (Transferability)

Students should be able to transfer basic word problems (addition and subtraction) into mathematic
equations and solve for a sum or difference.
.

STAGE 1 – Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) : (1 or 2 are sufficient) Essential Questions to be Considered: (1 or 2 are
Students will understand that…. sufficient)

 Math is involved in everyday life 1. How do words translate into numbers?

 Math can be difficult but worth while 2. How do the concepts we learn in school transfer
 Progress can be made with practice to real life scenarios (what is the use of math)?

STAGE ONE: STAGE TWO:

Objectives/Learning Targets (Acquisition)
Knowledge: What students should know…. (2-3)
1. That math is a process involving critical
thinking
2. That there can be many ways to achieve
the same solution
3. That they can ask for help, or use
Assessment/Acceptable Evidence Of
Learning
Formative, Summative, AND Performance types
of evidence.) All three types must be included.
You will embed these in the lesson.
Performance – Student will work in teams to read
and think through word problems
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 manipulatives to help solve, if they Formative — Students will translate word problems
understand the problem into math equations and solve for the sum or
difference
Skills: What students should be able to do….(2-3)
Summative — Students will share their process /
solution with the class
1. Work in groups to read word problems
2. Translate those problems into equations  All work will be done in teams of 2-3
3. Solve for an answer
4. Show and explain their process

STAGE THREE: Learning for Understanding/ Instructional Activities

Learning Activities and Strategies:
Instructional activities should lead to meeting the Objectives above.
 Sandwich bags with word problems inside – and an array of manipulatives will be used to solve word
problems. Dry erase boards will be on hand for students to show their work.
Pre-Requisites: What is the prior knowledge students have to have before starting this lesson?

Number chronology
Basic addition and subtraction skills (to date)

+ or - 10

Overview/Introduction/Hook (Make a connection with students’ backgrounds using an authentic

situation to start them thinking about the objectives and the essential question the lesson addresses.)

Half the class will meet on the carpet for a special "team game".

Before class, I will: Differentiation Strategies for the

 Design 21 word problems in 3 ranges of
difficulty. The hardest problems may consist
of 2 operations (addition and/or subtraction,
with numbers up to 20). The easiest
problems will consist of only one operation
but may use numbers up to 100.
 Put the word problems into color coded
sandwich bags (green = less challenging,
yellow = at current level, red = more
challenging).
 Gather supplies.
process/product/assessment
The self exploration part of the work will allow for
self paced learning, simpler or more complex
investigation is built into the Quizlet site.
If students don't want to operate a computer they
can still be part of a team during team play.
I can help student type as needed.
I will guide students toward proper curriculum
questions as needed.

During class, I will:

 Explain that the kids will work in teams

 Explain that kids are to use the "ask 3 before

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 me" skill to solve problems with team mates
 Offer assistance in reading the word
problems
 Ask the Host teacher to match up team
mates, and have the kids move and space out
as needed.
 Show the kids the "problem bags" and
explain the task
 Show the kids the various manipulatives and
charts they may use
 Explain that there may be several ways to
solve their problem
 Explain that each team will get a bag and a
dry erase board to show their work.
 Talk through what it means to work as a
team
 Talk though the fact that math can be
challenging and difficult, but with practice,
we are all capable of improving our skills
 Hand each team a yellow problem bag
 Explain that in subsequent rounds (if time),
teams may decide to increase or decrease
their challenge (differentiation)
 Explain that they can come see me or their
teacher to show their work and select a new
challenge.
 Time allowing – stop the lesson and ask
some teams to share their work and process.

Students will:

 Open their bags and begin reading and

working out their problem.
 Show a teacher their work and select a new
challenge

Closure:

I will stop the lesson with 5 minutes left to share our work / process, and/or our thoughts, frustrations, and
accomplishments.

Reflection

~How did the lesson go?

In all honesty, GREAT! I loved it, and my teacher said she thought it was great too. We got a real glimpse of
critical thinking in action. Students knew what "doubles facts", even, odd, and add or subtract were from their
usual morning worksheets, but this tested their conceptual understanding. I'll attach my questions here so you can
see what I mean:

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Green (easiest):
1. Ms. Joy’s class has 13 fish in their fish tank and Ms. Lo’s class has 10 fish in their fish tank. If we put the fish
together in one tank, how many would we have?
2. A mom is waiting for her child to come home. There are 13 minutes left in the school day. It will take the child 10
minutes to walk home. How long will the mom have to wait?
3. How many 10s are in 30?
4. If your group has 6 separate socks on the floor, how many pairs of socks does your team have?
5. If you had 12 popsicle sticks and you ate 8 more popsicles, how many popsicle sticks would you have?
6. Each person in your group has 4 bears. How many bears do you have total?
7. Mrs. Brock gives your group 12 bears. Then she gives you 1 more.. Do you have an even or odd number of
bears?

Yellow (mid level):

1. Mrs. Brock’s class has 53 butterflies in an aquarium, but 20 butterflies escape. How many butterflies does the
class have left?
2. Mrs. Toland had 99 ice cream sandwiches for the kids, but 23 melted. How many ice cream sandwiches are left?
3. How many ways can you add numbers to make 16?
4. If your group has 16 separate socks on the floor, how many pairs of socks does your group have?
5. If you had 2 bundles of ten popsicle sticks, and you ate 4 more popsicles, how many popsicle sticks would you
have?
6. Each person in your group has 4 bears. How many bears do you have total? And is there an even or odd amount
of bears?
7. Mrs. Brock gives your group an even number of bears. Then she takes away 2 bears. Do you still have an even
number of bears?

Red (hardest):
1. Sam gets ten dollars in a birthday card from his uncle. Now he has nineteen dollars total. How many dollars did
Sam have before opening his birthday card?
2. Ms. Wallace’s class has 7 kids in a reading group. They are usually joined by 7 more kids from another class. But
today, 2 kids stayed home sick from each class! How many kids are in the reading group today?
3. How many tens are in 120?
4. How many 10s are in 16? How many ways can you subtract numbers to make 16?
5. If you had 6 bundles of ten popsicle sticks and you ate fourteen more popsicles, how many popsicle sticks would
you have?
6. Mrs. Brock has twenty balloons. Only thirteen are red. How many are not red?
7. Each person in your group has four bears. Half the bears are red and half the bears are blue. How many bears do
you have total? And how many are red?
8.

~Did the students meet the objective? How do you know?

Yes, I could hear it, and they had to show their work and discuss their processes. The differentiation built into the
lesson (with levels of difficulty and teams self-assigning) worried me at first because the kids were all asking for
the "easiest" one. But their teacher and I showed faith in their ability to take on harder challenges, and before we
knew it they were mostly asking for harder ones.

~Were there any unexpected events? How effectively did you respond?
Yes, the formatting changed on my word doc when I opened it at school to print. It had applied numbers all down
the left column, and afraid the kids would consider those part of the problem, I scratched them all out.

~Comment on one student who did particularly well and one who did not meet your
Expectations.
A few kids needed to be encouraged to participate with their team mates. I did this by handing them the question
for their team and putting them "in charge" for a bit; that worked well. One girl was a bit snooty (this is an on
going issue) with her team mates; I decided to let it work itself out, and it seemed she got more involved and
cooperative as she was sucked in by the general enthusiasm. Two of the boys did particularly well and handled
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 my hardest problems with speed and accuracy. Their ability to translate the words into a math sentence needed
help, but their thinking was spot on.

~Why did this happen? What can you do to follow up with the student who did not do well.
I don't think any follow up is needed, but I do think the kids would benefit from more of this kind of work.

~Comment on how you incorporated local or cultural knowledge in your teaching.

Lots of local knowledge, I used their teachers and parents in the problems, no real cultural knowledge other than
the culture of families and kids in general.

~Are there any changes you would make in this lesson if you could do it again? Why?
Yes, format! My host teacher gave an excellent piece of feedback. Some of the problems were multi-operational
and long, she suggesting putting each step on it's own line and increasing the font. I
would also have an even harder level for advanced learners, a few kids were capable
of second grade math.
And with more time I would scramble the teams up after each round and have more time for sharing our work.

_________________________________________________________________________________________

ED 616 Math Observation Form-1 , GRAD ELEM

Create PDF
Supervisor(s):
Virgil Fredenberg
Comments and Feedback: This math lesson was differentiated with three levels of story problems. Kim did a nice job
monitoring groups, allowing them to choose more or less challenging problems, while encouraging the groups toward the
appropriate levels. I would suggest making the font bigger on the story problems, with multiple step problems each having
their own line, and minimalizing any other distraction on the strip of paper. This was an excellent lesson, with most
students engaged the entire time, and most students meeting the lesson's objectives.
Rubric Criteria Rating Comment Standards
Rubric Lesson Design 2.000-Meets the ACEI-2008.3.1
Standard for a
Beginning Teacher
Lesson Objective 3.000-Exceeds
Expectations:
Professional Level
Preparation 3.000-Exceeds
Expectations:
Professional Level
Developmental 2.000-Meets the AK-UAS-SGP.2,
Appropriateness Standard for a ACEI-2008.1
Beginning Teacher
Content 3.000-Exceeds AK-UAS-SGP.4,
Knowledge Expectations: ACEI-2008.2.3
Professional Level
Context in 3.000-Exceeds ACEI-2008.3.1
Curriculum Expectations:
Professional Level
Proactive 3.000-Exceeds AK-UAS-SGP.6,
Classroom Expectations: ACEI-2008.3.4
Management Professional Level
Management of 2.000-Meets the

5
 Student Behavior Standard for a
Beginning Teacher
Engagement 3.000-Exceeds AK-UAS-SGP.6,
Expectations: ACEI-2008.3.4
Professional Level
Directions & 3.000-Exceeds
Instructions Expectations:
Professional Level
Differentiation 3.000-Exceeds AK-UAS-SGP.3,
Expectations: ACEI-2008.3.2
Professional Level
Higher Order 3.000-Exceeds ACEI-2008.3.3
Thinking Expectations:
Professional Level
Strategies 3.000-Exceeds
Expectations:
Professional Level
Technology 0.000-Not AK-UAS-SGP.9
Applicable
Formative 3.000-Exceeds AK-UAS-SGP.5,
Assessment Expectations: ACEI-2008.4.1
Professional Level
Responsiveness 3.000-Exceeds ACEI-2008.3.1
Expectations:
Professional Level
Lesson 2.000-Meets the AK-UAS-SGP.5,
Effectiveness Standard for a ACEI-2008.3.1
Beginning Teacher
Focus 3.000-Exceeds
Expectations:
Professional Level
Reflection 3.000-Exceeds AK-UAS-SGP.8,
Expectations: ACEI-2008.5.1
Professional Level
Feedback 3.000-Exceeds AK-UAS-SGP.8,
Expectations: ACEI-2008.5.2
Professional Level
53.000 pts | 88.33 %
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