Learning Goals for this Lesson

Transcription

1 Name : Michelle Restifo Plan Name : Michelle Restifo Plan Topic : Variables and Multi-Step Word Problems Learning Goals for this Lesson Standards 3.OA.D.8 : Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3 Additional Standards CC.3.W.2.b: Develop the topic with facts, definitions, and details. Students Will Know The role of variables That inverse operation can be used to solve for variables When more than one operation is needed to solve a problem Students Will Be Able To Identify the problem/variable Analyze the problem and decide which operation to use first to solve two-step problems Solve for variables and multi-step problems Create an equation with a variable that describes a real world situation Lesson Essential Question What information and strategies would you use to solve a multi-step word problem with unknown variables? Activating Strategy Determining the missing operation in an equation (Study Jam game) Afterwards, show the picture of the big birthday party. Talk about how party planners have to decide how many people will sit at each table. Notice the head table. It has 8 people and all the other tables have 6 guests. Page 1 of 4

2 Key vocabulary to preview and vocabulary Strategy 1. symbols 2. equations 3. operations 4. inverse operations Students will work in collaborative pairs and use chart paper divided in four sections to "say it in six" and draw a picture to help remember each word. Next, all students will do a gallery walk to view all groups' work. Lesson Instruction Graphic Organizer Learning Activity 1 1. Finding the unknown number game-have the groups share their vocabulary definitions before parterning them up to play the game. maccss.ncdpi.wikispaces.net/file/view/3rd grade_games_ pdf? /3rdgrade_GAMES_ pdf During the game, teacher will stop and give minilecture and model how to determine the missing operation and steps to take. Students will create their foldables and include a one sentence reminder on each step and provide an example. Share foldable with someone that has a different color foldable. (teacher will have given out only yellow, orange, and light blue) Assessment Prompt for LA1 Students will use elevator activity where they work in groups of 3-4. Students will take turns being the passenger that "enters the elevator" and constructs a verbal response on how to solve a problem they are presented. Students will use foldable similar to the one above to list the steps to solving problems with variables and multi-step word problems. Assignment You are having a birthday party for a friend. It is your task to design the party. (Number of guests can be differentiated. Options are 34, 58, and 82, depending on how big you want the party to be) Page 2 of 4

3 Learning Activity 2 Solving word problems that alternate between operations. To begin this activity, teacher will model how to choose multiplication and division facts. This game provides the opportunity for students to practice their fluency and think of a strategy to challenge other students. The students will work with their table group to write a multiplication fact for first round and then do a division round... that no one else has written and correctly solve to stay in the game. Each table group is assigned a factor to use in all all quickly write a multiplication fact (first round and division second round) at the same time, and reveal their fact at the same time. If all students write a different fact, and solve correctly, all students continue to the next round. For example, one table group is assigned the factor of 8. Students could write any multiplication facts with 8 such as : 4X8=32 or 8X3 =24. Students try to think of a fact no one else would write. If two students wrote 4x8=32, they would both be out. If a student solves a fact incorrectly, they would be out of the game, as well. The game continues until one student is left. (In-class) a. You can have one head table that seats 10 guests. Write an equation with a variable and solve for how many other tables of 8 guests you will need. (Problem solve) (Solve in class and then the writing response to second step, where they decide if they would give out balloons based on their budget will be homework)b. You are hoping that each guest can receive a balloon. You will use two packages of red balloons that are packages of 5 each that you had leftover from your last birthday party. The other packages that you buy have six balloons each. Write an equation with a variable and solve for how many more packages of balloons you need to buy. Next, you have a budget of $20.00 dollars to spend of the balloons and each package that you have to buy is $3.00. Make a decision on whether having balloons at the party is a reasonable idea given your budget. Be sure to explain why you would or would not have balloons for each guest. (Decision making) Assessment Prompt for LA2 Make an "absent student card"-using the index card provided with a number already written in by the teacher, write out three multiplication and three division facts for the absent student. Learning Activity 3 The objective for this activity is to solve word problems with multiple steps, including addition, subtraction (prior knowledge), mulitplication and division. The focus will be on the steps and procedures for analyzing the word probelm rather than just on the solution. There are six steps for each problem: 1. Rewrite the questions from what is being asked in the problem. Page 3 of 4

4 Give examples and students will send a written "text message to one another" 2. Identify the key information Students will pick the "hot" words and tell a partner 3. Draw a model 4. Write a number sentence. Students will be given words on a sentence strip and have to put in correct order with the information given. 5. Answer the question from step Explain your solution. Students will worrk in groups to make a chronological progression of steps to take to solve. Assessment Prompt for LA3 Students will write a response on sticky note given, "the most important thing"...share responses with their table and then select the best/most appropriate response on how to solve a word problem. Summarizing Strategy Students will respond to the essential question by completing an "I say, you say, and we say" in interactive notebooks, where each student in a pair writes an individual summary. Pairs then work together to write a new summary combining the best of individual summaries on chart paper to share with the whole group. Page 4 of 4

5 Learning-Focused Lesson Plan: Solving for unknown quantities Name: Michelle Restifo Previewing Plan for a LEARNING-FOCUSED Lesson Solving for unknown quantities Subject Solving for unknown quantities Topic Two-step word problems and variables Date of Instruction Prior to teaching lesson on solving multi-step word problems and the use of variables Previewing Instructor Michelle Restifo Targeted Students Exceptional Children identified as Specific Learning Disabled, Autistic, Intellectually Disabled, and Other Health Impaired Focus Lesson Essential Question What information and strategies would you use to solve a multi-step word problem? Advance Organizer Is there a "big picture" guide for students to organize what they will be learning? Share the big picture guide for students. We will review the student learning map of where we are going with this unit. I will show them a problem from start to finish and have students make predictions about which step is going to be the hardest, easiest, longest, and which one will need to be double checked for accuracy. Activating Strategy How will students gain background knowledge on what they will be learning? How will they become engaged with what they will be learning? This will be how my students will gain background knowledge on what they will be learning. It will also "engage them. I will share a YouTube video about how math is used to solve real world, multi-step problems. I will also share a short video clip about "event planning" to get them excited about the end activity they will do, which is plan and organize a birthday party guest list and table arrangement, along with the possibilty of purchasing balloons given a budget. Both clips are 2 minutes each. Page 1 of 3

6 Learning-Focused Lesson Plan: Solving for unknown quantities Name: Michelle Restifo Vocabulary Instruction What terms will students need to know? Which vocabulary strategy to use to help them learn these terms? Visual representations of the vocabulary words. They will play a game with mathing operations, inverse operations, symbols, and equations. The game is called "odd one out" on the Smartboard, which will be interactive and then they will work in collaborative pairs with sorthing activity that teacher has made. Graphic Organizer What is the graphic organizer for the upcoming lesson? How should students learn how to use the graphic organizer? I will be use a tree map graphic organizer where we decompose the steps to breaking down a word problem- Read the problem, determine key words, determine steps needed, determine operation needed to solve. Students will not complete this independently. We will do this whole group. Tree map will be taped off on the floor and students will have different components to problem-solving on a sentence strip and we will decide where they need to stand. Then, they will share what their role will be in solving the problem. Learning Strategies Are there any learning strategies that students can learn to use for the upcoming lesson? The intellectually disabled student will have trouble knowing how to get started on solving the problem and completing the assignment. We will do a "think aloud" on how to set up a word problem and I will give them a "framed" word problem where they only have to fill in the numbers and operation used. The Autistic student will have difficulty with organization and time management. I will give that student a copy of the notes and his foldable will alreay be made. We will practice speaking and listening skills by asking "what questions do I have ahead of the lesson" and "what is your best advice on completing a word problem that requires multiple steps and has variables". Comprehension Strategies How do you want students to read and think about the text in the upcoming lesson? How will students learn how to use the comprehension strategy to help them think about what they read? How do I want the students to read and think about the text(math problem solving process)? How will they learn to use the comprehension strategy to help them THINK about what they will read? I will preview the flip chart we will make during the lesson. I will also explain the role "variables" play and we will play a quick game where they are given various "roles" (variables x, y, and z) with familiar content to understand the roles that variables play in a math equation. We will do one sample problem where the teacher incorrectly solves a Page 2 of 3

7 Learning-Focused Lesson Plan: Solving for unknown quantities Name: Michelle Restifo problem. We will discuss the effects of skipping one step of the problem. Page 3 of 3

8 Name: Michelle Restifo Accelerating a LEARNING-FOCUSED Lesson Michelle Restifo Lesson Essential Question What information and strategies would you use to solve a multi-step word problem with unknown variables? What is Accelerated? How? Which Student(s)? Challenge Points: Preview the terms variable, equation, and inverse Hearing impaired student and autistic student. Activating Strategy Struggle Points: Collaborative pairing and social interactionpragmatics Talk about what activities students will enage in and give choice presentation. Collaborative pairing and social interactionpragmatics Talk about what activities students will enage in and give choice presentation. Lesson Assignment Challenge Points: Student will be given a word problem that is already partially completed. They will have some numbers and operations filled out on first and second steps. Intellectually disabled stuudent Struggle Points: Page 1 of 1