ELED 433 LESSON PLAN FORMAT

JMU Elementary Education Program

Micaela Powers
Plains Elementary School
Mrs. S. Yoder, 5th Grade

A. TITLE/TYPE OF LESSON
Algebra whole group review lesson: open sentences

B. CONTEXT OF LESSON
This is a review lesson on the algebra topic of number sentences. I know the students’ readiness for
this topic because I have been in class while they have learned, worked on, and tested about this
topic. So I am familiar with their level of expertise as well as where they seem to struggle with the
topic. I believe they have trouble matching open sentence with the written word problems that
match. So, for the lesson, we will be writing these word problems to go along with open sentence,
matching word problem with open sentences, and filling in missing information from them. I think
that seeing how the problems get written, understanding them as a story may help them think more
about what the sentence says in order to match it with the appropriate open sentence. This lesson is
appropriate for the students because it will access their prior knowledge to the subject when I do a
small review with them at the beginning of the lesson and then they will be able to independently
work on a few activities that they will begin to give them the readiness to write their own sentences
and then with me, they will be writing their own, using manipulatives.

C. STANDARDS - VA SOLs and/or CCSS

Patterns, Functions, and Algebra
5.19 The student will
a) write an equation to represent a given mathematical relationship, using a variable;
b) create a problem situation based on a given equation, using a single variable and one
operation.

D. LEARNING OBJECTIVES
Understand – what are the broad
generalizations/concepts the
students should begin to
develop? (These are typically
difficult to assess in one lesson.)
U1: Students should understand
that open sentences tell a story.
U2: They can use these stories to
better understand the problem.
Know – what are the tools,
vocabulary, symbols, etc. the
students will gain through this
lesson? (These “knows” must
be assessed in your lesson.)
K1. K1. Students will know the
vocabulary that matches each
operation (subtraction,
addition, multiplication,
division) and how open
sentences are broken down
Do – what are the specific
thinking behaviors/procedures
students will be able to do
through this lesson? (These will
also be assessed in your lesson.)
D1. Students will match open
sentences with their word
problems.
D2. Students will write word
problems to match open
sentences.

E. ASSESSING LEARNING
Objective
D1. Students will match open
sentences with888 their word
problems.
D2. Students will write word
problems to match open sentences. small group with me. The
K1. Students will know the
vocabulary that matches each
operation (subtraction, addition,
multiplication, division) and how
open sentences are broken down
K2. Students will know how to use
manipulatives to help create word
problems.
F. MATERIALS NEEDED
Worksheet for independent station 1 – myself
Matching pieces for independent station2 - myself
K2. Students will know how to
use manipulatives to help
create word problems.
Assessment Tool
What documentation will you have for each
student?
This will be assessed using the
cloud matching set. Students will
be given multiple open sentences
and word problems that match.
This will be assessed during
students will write on white
boards and I will be able to
visually see their responses and
know if they have an
understanding of the material.
To reflect that each student
understands and is able to do this
I will have a check off sheet.
To assess the understanding off
breaking down open sentences,
into their parts and how this can
help you construct word
problems, I will be using a
worksheet during the
independent station.
This will be assessed at the back
table with myself. The students
will be given a blank paper and
they will use their stickers to
help them create a word problem
based around the numbers I give
them.
Data Collected
What will your students do and say,
specifically, that indicate each student has
achieved your objectives?
Students will match each set
together based on numbers,
operation, and what makes the
most sense mathematically and
logically.
Students will write problems
that make sense and accurately
represent the open sentence.
This will include using the
correct numbers, indicating the
use of a variable, and using the
correct language.
Students will be de-constructing
and re-constructing open
sentences.
Students will use the correct
number of stickers and will use
the correct grouping for this
activity. For example, if the
number sentence is 4+ M = 6
they will use 4 and add 5
stickers to represent this open
sentence, they will then write a
word problem along with it.
 White boards, socks, dry erase markers – my CT
Manipulative (stickers) – myself

G1 ANTICIPATION OF STUDENTS’ MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE

PROCEDURE

I anticipate that students may go back to their old mind thinking of looking for key words and they
will see an operation and immediately throw the key word they know about into a word problem and
think they are done. At this point I will have to work to help them understand the problem. This is one
reason I have manipulatives because I think if they are able to see what is actually happening they may
understand they have to think about what the word problem is saying.
G2 PROCEDURE
Include a DETAILED description of each step, including how you will get the students’ attention, your
introduction of the activity, the directions you will give students, the questions you will ask, and
appropriate closure. Write exactly what you will SAY and DO. Think of this as a script.

BEFORE: Engagement -
I will begin the lesson by explaining that we will be reviewing some algebra today, I will see if
they remember the first day I was with them this semester, we worked on open sentences. I will
remind them what they is by writing one down (ex. 3+X=5) and have them remind me which one
is the variable and what that means. I will then ask if they remember that we didn’t solve these,
we often matched them with word problems and then give another example. I am then going to
explain that we will be writing our own problems to go with these today.

Next I will say we are working in our math groups today (they are familiar with these and they
are also posted on the board). There will be a station with me at the back table as well as two
independent stations. I will show both of these independent stations and do an example from
each so they are familiar with them and can do them on their own. I will explain the expectations
of the independent stations, and what to do if you finish early.
1st independent station: matching the number sentence and the word problem. They will match
Procedure

them independently and then check them with someone else in their group: ONCE THEY ARE
BOTH DONE. Like the partner sorts they do in word study. If you finish this station ahead of time,
you should try and write another problem for the open sentences given.
2nd independent station: This will be a worksheet that breaks open sentences down into 2
numbers, a variable, the open sentence itself, and then the word problem. For each problem in
the worksheet, a few of those will be missing and it will be their responsibility to break down the
open sentence and determine what that missing part is using the information given.
With me: We will be writing sentences/problems to go with the open sentences. I will be
providing an open sentence and we will use manipulatives to tell a story. They will write their
story on white boards so I can see them all and then they will continue to do this with problems
using different operations.

I will write on the board each station so the students can look back at it as a reminder and I will
also write what they should so during each section if they finish early.
I will then explain which groups will begin where, and they can start.

DURING: Implementation
 1st independent station: matching the number sentence and the word problem. They will match
them independently and then check them with someone else in their group: ONCE THEY ARE
BOTH DONE. Like the partner sorts they do in word study. If you finish this station ahead of time,
you should try and write another problem for the open sentences given.
2nd independent station: This will be a worksheet that breaks open sentences down into 2
numbers, a variable, the open sentence itself, and then the word problem. For each problem in
the worksheet, a few of those will be missing and it will be their responsibility to break down the
open sentence and determine what that missing part is using the information given.
With me: We will be writing sentences/problems to go with the open sentences. I will be
providing an open sentence and we will use manipulatives to tell a story. They will write their
story on white boards so I can see them all and then they will continue to do this with problems
using different operations.

I will be working with the small group in the back here I will be able to watch the students use
manipulatives to create a story that goes along with an open sentence. I will be able to watch
and see how they are representing the correct operation. Once they write their word problem, I
will watch to see if they use the correct words that show me they understand the variable aspect
of the open sentence. I will also allow them to use their worksheet that has ‘key words’ for each
operation. This way I can tell if they choose the correct words to represent the operation. For
example, for multiplication they could use each or times. I will be listening to the students
reasoning and asking questions to further understand their thought processes and how well they
are understanding the lesson as well as if they are able to use their prior knowledge and apply it
to the activities, especially because this is a review lesson.

AFTER:
I will bring the class together after I have seen all groups and we will debrief the two activities
that they did independently. To do this I will ask the students what they know about open
sentences and then what they know about writing them. I will do this to see if their ideas have
changed from what they previously thought after my lesson. To, again, reinforce the idea that
writing their own stories about the open sentences will further help them solve word problems
where they have trouble identifying the operation, I will give them a final open sentence to, as a
class come up with a story. After this, I will give them a word problem with division or
multiplication in it as these are the ones they have the most problems with and ask them to
solve it using the strategies we used today. Finally, we will check our matching worksheet by
having the students come up to the board and match them one by one so everyone can check
their answers and as they check them, they will glue them onto a piece of construction paper so
they are able to have them all together, already matched. We will also go over the other
worksheet from the activity. While the students are checking their answers, I will ask them how
they knew the specific word story matched the open sentence. I will look for them understand
the language used because I used all the same numbers so they would have to use the language
to understand. We will discuss the problems student got incorrect and will talk about why this
happened, what about the problem confused them and made them think that it was something
else. If it was the wording, we will talk about how we can use manipulatives or draw to help us
make sense of it next time.

H. DIFFERENTIATION
 Content Process Product

Interest

The students will be

using their already Students will be given
assigned math groups stickers to use to create
Readiness based upon level or word problems around
readiness surrounding the open sentence that I
the topic. These groups give them,
have already been made.

I. WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?
Think about this specifically for THESE lesson plans.

My biggest concern of what could go wrong for this lesson is the independent stations. I used
stations because this is something that the students are familiar with, we use these in math already.
I also tried to make these activities so that it is something that would challenge them but still be
able to do on their own. But my concern is that they are not able to complete them on their own,
and they are too confused. If this were to happen, I am prepared to do all station rotations as a
whole class, even though I want small group for writing their own word problems so I can be more
one on one and provide more instruction.
Name: _________________

Directions: Fill the rest of the open boxes using clues from the
ones already filled out.
1st 2nd Open Word problem
number number Variable sentence
Example: Suzie had 5 dolls.

5 10 M 5+M=
She added a few
more to her
collection and now
has 10 dolls.
10

12 4 12 - 4 = Q

My mom made 20
20 13 C cookies. I ate
some and there
are now less
cookies. There are
only 13 left.
I have 6 cars.
6xW= Each car fits some
people. 12 people
12 fit altogether.

15+ Y = 19
15 Y
You have 4
__ x __ = pencils. Your
friend has P times
__ as many pencils
 as you. She has 20
pencils.

6 + X = 12

John had some cats. Tim has 11 less cats

then John. Tim has 5 cats.

You have 11 skittles. You ate a few. Now

you only have 5 skittles.

Emily added 6 dogs to the N number of

dogs she already had. Now she has 12
dogs.

Gabi bought N packs of gum. Each pack

had 4 pieces. She had 12 pieces of gum
altogether.

Alex had N pieces of candy and only 4

bags to put it in. Each bag got 12 pieces
put in it.
Rachel had some flowers. Her mom
added 25 more. Now she has 30 flowers.

I had 30 socks. Then some got lost and I

had fewer socks. I only have 25 socks
now.
N – 11=5

N + 25 =
30
11 – N=5

6+N=
12 30 – N =

Nx4=
25

12
N  4 = 12
Teacher station
Understanding Check off

Name: Can accomplish Can explain to me

assigned task: correctly:
GROUP 1:
Zander
Isla
Kyle
Jacie
Payton
Wyatt
Johnathan
GROUP 2:
Sophia
Rooster
Mary
Leland
Aaron
Kadin
Natalie
GROUP 3:
Alyssa
Francisco
Sincera
Ariana
Jeyson
Gabe
Emma
Baylee
Analysis of student responses, teaching strategies, and differentiation:

For this lesson, I used the students already established math groups. However, because
my teacher asked me to do this review lesson because the students were significantly struggling
on the topic, I had already seen my students work on this topic. So, I was able to adjust the
groups to make them as accurate as I could and make differentiation as accurate as possible for
this lesson. I formed the groups based off of ability to distinguish the operations while changing
word problems into their open sentences. If a student had trouble distinguishing addition from
subtraction, multiplication from division, and when to put the number first or the variable first in
subtraction, I put them in group 1. If a student had difficulty distinguishing the order during
subtraction and had trouble mixing up multiplication and division, they were put in group 2. If
the student had trouble distinguishing multiplication and division or had little to no difficulty at
all they were put into group 3. For the most part, the groups they were already in were pretty
accurate. Either way, looking at each students’ individual ability before the lesson still helped me
understand exactly where they were having trouble and allowed me to give them help where
needed.
I found that students really thrived on the matching portion of the individual work station.
They liked being able to see both the word problem and the open sentence together as a means of
matching. When given multiple options, they were able to successfully match the open sentences
to the word problem. They also did very well on the fill in the blank worksheet. Being able to
build up to the “hard” part of the problem, writing the open sentence and word problem, made it
easier for them because they were able to build upon knowledge. It also helped them see that
breaking down the problem into separate parts, can help them. I noticed that the groups who did
this worksheet before coming back to work with me used this to help them solve the problems I
was giving them.
When group 1 came back with me, I began by giving them addition problems, I wanted
them to get a hang of concept of writing their own problems without much confusion about the
operation. We then moved onto subtraction, immediately I had students tell me an answer to the
problem that was incorrect, I knew this was because they were mixing the number and the
variable. This is where I reminded them to use their stickers and think about what the problem is
asking. If it is says Sarah has 6 less dolls then Mary and Mary has 10 dolls, use the stickers to
write this problem out. Give Mary 10 stickers and because Sarah has 6 less than Mary, take 6
away and that is how many dolls Sarah has. This really reinforced the idea of using
manipulatives to them because it did help them better understand.
Group 2 and 3 were having difficulty confusing multiplication vs. division. Because often
they use the same wording and you have to really read and understand the problem to determine
whether or not you are multiplying or dividing. To help them with this, asked them to show me a
multiplication problem with the stickers. To do this the did repeated addition essentially, doing a
row of 4 stickers 3 times to show 4x3. Then I asked them to make a story about it. They all said
something about needing 4 cookies for 3 days so they had to have 4 cookies each day. This was
great and I explained to them that acknowledging the idea of having multiple will help them see
multiplication. I did the same with division and they had 12 stickers and 3 people needed an even
amount of stickers, how many stickers did they all get. So they made 3 groups and put 4 into
each group. So I explained that they had grouped those stickers and this was a way to distinguish
division. So then we did a division problem together and they talked me through needing to
group and they knew they needed to group because they had 1 big number and needed to make it
smaller. I really felt like they got the idea of thinking about a problem instead of just finding a
key word and moving on.

Using Assessment results to differentiate:

Group 1:

Based upon results of this lesson, I would now have group 1 move to distinguishing
multiplication and division on their own. They were able to do this with the worksheet and
matching, however, in small group when asking them to write their own with the manipulatives,
they still confused multiplication and division. Because of this, I would have them continue to
work with a manipulative and just continue to work out regular multiplication and division
problems. Because my students use their multiplication chart for everything, their number sense
is so low that I think they genuinely don’t understand multiplication and division enough to
distinguish them in print. Doing this will help them understand the open sentence concept. After
they do this I will continue to have them write their own sentences.

Group 2 & group 3:

Based upon the results of this lesson, I feel both group 2 and 3 and in a very similar spot in their
knowledge of this standard. For them, I would go begin giving them an word problem and asking
them to write the open sentence. This is a reverse of what they did in my lesson, but it is what
they were struggling to do with my CT. I feel as though they are ready to try this again.

Reflection:
What was learned about children as learners of mathematics:
I learned how important number sense is to children while doing mathematics. Without this
concept, children are going to struggle on the basics of almost every problem. It goes to show how
important learning mathematics the right way is at such a young age. However, if a child in 54th or 4th
grade lacks this number sense, it does not mean to give up on them. This only means that you as a teacher
must work harder and bring them back out of the confusion they are facing. Help them with the smaller
idea or concept they struggle with first and then go back to the harder concept or the standard because if
you just keep pushing this over arching concept while they don’t understand the basics of the problem, it
will only continue to snowball into a hatred of math.

What was learned about teaching:

From teaching this lesson, I learned that when your students are struggling with a concept, it is
okay to let it rest for a few days and go back to it from a different perspective. Not only will this help you
as the teacher get less frustrated at the lesson that it may not be working or the students when they do not
understand it, it will also help the students. Taking a break from the material will clear the minds of the
misconceptions and frustrations they hold that they just are not understanding and they will come back
refreshed to take another look.

What was learned about yourself:

I learned that as a teacher, I enjoy being able to work with my students in groups, this is
something I had not gotten to do myself yet. But, by doing so, I was able to help each student understand
something they specifically needed help with. It was nice to be able to talk with the students about what
they struggled or excelled with and then be able to see my impact help them right away.