Problem Solving Lesson Plan

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Problem Solving Lesson Plan

EXAMPLE

Grand Canyon University: ELM 5

November 13 2019

Section 1: Lesson Preparation

Teacher Candidate Name:	Darlene Judkins
Grade Level:	4th Grade
Date:	November 13, 2019
Unit/Subject:	Measurement
Instructional Plan Title:	Measurement: Area and Perimeter
Lesson Summary and Focus:	The lesson will focus on finding the area and perimeter of objectives in real life. The students will learn how to convert from inches, feet, and yards. The students will be creating a floor plan that includes at least for objects. The students will be finding the area and perimeter of the floor plan and the objects. The students will get the option to choose how they want to measure their floor plan.
Classroom and Student Factors/Grouping:	The students' desks will be set up in a horseshoe design. The horseshoe design allows the class to interact easier, encourages group discussion and participation, encourages interaction with the teacher, and larger areas to do presentations (Displays2go, 2019). The students with IEPs and above grade level can interact with their peers and skill get help one on one with the teacher. Comment by [email protected]: excellent According to the class profile, there are six students above grade level include the social-emotional student. There are six students below grade level which include four IEP students. Four ELL students are at grade level. The students will be mixed in with their peers; however, the IEP and ELL students will be seated next to a grade level or above student to be able to interact ask for help. At the beginning of the year, I will ask for volunteers to help the struggling students in class and do the seating chart accordingly.
National/State Learning Standards:	“CCSS.Math.Content.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table (Common Core State Standards Initiative, 2019).” Comment by [email protected]: quotation mark is always after last word quoted and pg. needed when quoting “CCSS.Math.Content.4.MD.A.3Apply the area and perimeter formulas for rectangles in real-world and mathematical problems (Common Core State Standards Initiative, 2019).”
Specific Learning Target(s)/Objectives:	· Given a problem in feet, students will be able to solve the problem in inches. · Given the formal, students will be able to solve the area or perimeter. · Give a problem in yards, students will be able to solve the problem in feet. · Given a problem in inches, students will be able to solve the problem in feet.
Academic Language	· Tape measure · Rule · Area · Perimeter · Square foot · Feet · Inches · Yard · Measure · Design · Height · Width · Formula · Yardsticks · Floor plan The students will receive a worksheet with the vocabulary words to fill out during direct instruction.
Resources, Materials, Equipment, and Technology:	Resources Inches, Feet and Yards Song – Measurement for Kids (https://www.youtube.com/watch?v=P9sYvDCnI0g) Materials Whiteboard Dry ease makers Graph paper Rule Yardstick Pencils Pens Color pencils Markers Worksheets Technology Document camera Projector Chromebooks/Laptop PowerPoint Sketchup

Section 2: Instructional Planning

Anticipatory Set

· I will play the YouTube video called Inches, Feet and Yards Song - Measurement for Kids (https://www.youtube.com/watch?v=P9sYvDCnI0g). Comment by [email protected]: excellent

· I will explain to the students the differences between inches, feet, and yards. This will be done with a rule and yardstick.

· I will demonstrate how to use different formals to find the area and perimeter. This will be done by giving an example of a floor plan for a classroom.

Time Needed

20 minutes

Multiple Means of Representation

· During the direct instruction, students will take notes in their math notebook. The students will be able to use these notes as a reference during the lesson.

· The students will receive a vocabulary list explaining the terms for the lesson.

· I will demonstrate how to find the area and perimeter up on the whiteboard. The students will get the chance to solve area and perimeter equations on the whiteboard. There will six different equations for the students to solve.

· The students will create a 12ft x 14ft room on graph paper. The students will solve for the area and perimeter of the room.

Resources for helping students below grade are breaking down the assignments/answers, remove the instruction for the page, guided practice, and giving alternative activities on the same worksheet (Eredics, 2016). Giving gifted students the option to do the hardest problems can help cut down on becoming board (Longley, 2016). Resources for ELL students are using manipulatives, providing a vocabulary list, provide questions according to skill level, and partner talk (Willig, Bresser, Melanese, Sphar, & Felux, 2009). Comment by [email protected]: excellent

· English language learners (ELL): The ELL students will receive a list of vocabulary words and formals to help do the assignment. The assignment questions will be modified to the student's skill level. The teacher will provide one on one learning if needed.

· Students with special needs: The special needs students will receive a list of vocabulary words and formulas to help do the assignment. The assignment will be broken down in small steps for the students to complete so they will not get so all welled. The teacher will provide one on one learning if needed.

· Students with gifted abilities: The gifted students will have the option to do the five hardest problems on the worksheet to check for understanding. The students will be able to advance to the final project if they answer all five problems correctly.

· Early finishers (those students who finish early and may need additional resources/support): The students will have the option to help their peers understand the lesson, create a floor plan on the computer for fun, or read.

Time Needed

20 minutes

Multiple Means of Engagement

· The students will help the teacher create the classroom using PowerPoint. The students will be asked to use a tape measure to measure different objectives in the classroom like their desk, teachers' desks, and bookcases.

· The students will receive a worksheet with ten equations about area and perimeter.

· The students will receive a worksheet with questions about the converting from feet to inches, inches to feet, inches to yards, yards to feet, and feet to yards.

· The students will be asked to use graph paper to create a classroom floor plan. The students will be giving a list of items to incorporate into the floor plan like student desks, teachers' desks, bookcase, containers, sink, and a closet.

· The students will be asked to give the area and perimeter of their floor plan and all the objectives inside. Each square on the graph paper will equal one foot.

Time Needed

30 minutes

Multiple Means of Expression

Summative Assessment: Students will be asked to create a floor plan of their dream bedroom or backyard. The student's floor plan must label areas and perimeters for everything in their floor plan. The floor plan will be sketched out on graph paper. Each square on the graph paper equals one foot. After the students are finished with their floor plan, the students will use PowerPoint or Sketchup to create a digital copy of the floor plan. The digital cover must have the same measurements as their hard copy.

Formative Assessments: Students will turn in their inches, feet, and yard worksheet, area and perimeter worksheet, and math notebook. The classroom floor plan the students created will be their exit ticket into the summative assessment.

· Students with gifted abilities: The gifted students will do the same assignment. The students will have the option to convert all the measurements into their choice of inches, feet, or yards.

Time Needed

60 minutes

Extension Activity and/or Homework

The students will be asked to measure five objectives of their choice from their home. The students will write the name of the objective, area, and perimeter on a sheet of paper. Students will have one night to do the assignment.

Time Needed

15 minutes

Part 2: Reflection Comment by [email protected]: center heading Reflection

Communication is a big part of teaching math and consists of listening, reading, speaking, and writing (Sammons, 2018). Math can be communicated in different ways to help promote problem-solving like descriptive feedback, gallery walks, and students thinking (Beach, D’Silva, &Khan, 2014). The students will be able to display their floor plan and show how they solved the problems to help students’ comprehension of area and perimeter. Providing adequate feedback to the students can help the students understand and explain the missing gaps in the learning. Using student thinking allows other students to see how their classmates solved the problem and what steps they took to achieve their goal. Peer collaboration can help build the student's knowledge and understanding of the math concepts being taught (Zorfass, Brann, & PowerUP What Works, 2014). The students can discuss and share their opinion on solving the problems while developing a better understanding of the concept. This can be done by use fishbowl discussion or paired verbal fluency (Zorfass, Brann, & PowerUP What Works, 2014). Creating a good math discourse discussion helps to engage students in wanting to learn the concept (Kersaint, 2019).

Teaching strategies that can help make a connection to the real-world are make the lesson hands-on, provide visuals/images, differentiate learning, have students explain their thinking process, connect problems to real-life, and provide feedback (). Making a connection between math and the real-world can help the students retain the concepts and understand how math is important. Math is important because it can help build things, used in the grocery store, baking, travel, save money, and manage time (Christensen, 2017). In this lesson, students are learning the basics of creating a floor plan. The students can visualize how they are wanting to look like and explain to someone where things will go. The students are learning how to ensure everything they want to display in the room/yard will fit. Math becomes fun and engaging with students can make a connection to their lives. Comment by [email protected]: according to?

References

Displays2go. (2019, August 6). Effective Classroom Seating Arrangements. Retrieved November 15, 2019, from https://www.displays2go.com/Article/Effective-Classroom-Seating-Arrangements-32.

Willig, C., Bresser, R., Melanese, K., Sphar, C., & Felux, C. (2009). 10 Ways to Help ELLs Succeed in Math. Retrieved November 15, 2019, from https://www.scholastic.com/teachers/articles/teaching-content/10-ways-help-ells-succeed-math/.

Longley, V. (2016, February 1). Quick Ways to Differentiate for Gifted and Talented Learners in Math. Retrieved November 15, 2019, from https://tenmarks.typepad.com/tenmarks/2016/02/quick-ways-to-differentiate-for-gifted-and-talented-learners-in-math.html.

Eredics, N. (2016, August 2). 5 Easy Ways to Teach Students Who Work Below Grade Level in Your Classroom. Retrieved November 15, 2019, from https://www.edutopia.org/discussion/5-easy-ways-teach-students-who-work-below-grade-level-your-classroom.

Common Core State Standards Initiative. (2019). Grade 4 " Measurement & Data. Retrieved November 15, 2019, from http://www.corestandards.org/Math/Content/4/MD/.

Beach, S., D'Silva, J., & Khan, S. (2014, February 24). Effective Math Communication. Retrieved November 15, 2019, from https://www.smore.com/afb0-effective-math-communication

Zorfass, J., Brann, A., & PowerUP What Works. (2014). Interacting with Peers in Mathematics. Retrieved November 15, 2019, from http://www.ldonline.org/article/61470/.

Sammons, L. (2018). Chapter 1. The Essentials of Mathematical Communication. Retrieved November 15, 2019, from http://www.ascd.org/publications/books/118005/chapters/The-Essentials-of-Mathematical-Communication.aspx.

Kersaint, G. (2019, May 7). Talking Math: How to Engage Students in Mathematical Discourse. Retrieved November 15, 2019, from https://www.gettingsmart.com/2015/09/talking-math-how-to-engage-students-in-mathematical-discourse/

Christensen, R. (2017, April 25). Real World Math: 6 Everyday Examples. Retrieved November 15, 2019, from https://www.imaginelearning.com/blog/2017/04/math-real-life-examples.