(Lesson Plan: Part 2)
(Final Version)
Overall Lesson Plan
Introduction (2 minutes):
Go over expectations. Tell students we are going to be working on different kinds of word problems and making our own word problems.
The Hook (2 minutes):
“There are six students working in the library. Two students leave to go to the bathroom. How many students are in the library now?”
Count the students. Ask two to walk to the doorway.
The Body of the Lesson (38 minutes):
Whole Group Instruction (8 minutes):
"Today, we are going to focus on thinking about word problems and writing our number sentences. I want us to think about the situation that we
just saw. We are not thinking about answering the problem right now. What do we know about the situation?"
Expected answer: There were six kids and then two left.
Expected answer: There were six kids and then there were four kids.
"That is true, but we are going to think about the situation right now and not the answer."
"What was the question asking?"
Expected answer: How many students are in the library?
Expected answer: How many students are there now?
"Will the result be bigger or smaller?"
Expected answer: Smaller
"If the result will be smaller, what kind of problem are we doing?"
Expected answer: Subtraction
Un-expected answer: Bigger
"So, do you think there were more students at the end of our situation?"
Expected answer: No. There were less.
"If there were less, is the result bigger or smaller?"
Expected answer: Smaller
"I am not looking for the answer right now. However, I would like us to write the number sentence for this problem. I will read the problem again.
'There are six students working in the library. Two students leave to go to the bathroom. How many students are in the library now'"
"Who thinks they know how we should start our number sentence?"
Expected answer: 6
"How did you know we should start our number sentence with 6?"
Expected answer: Because there were six students in the library.
"We said that our result was smaller than our first number. Who thinks they know what goes next?"
Expected answer: -, minus
"Who thinks they know what goes after that?"
Expected answer: 2
"How did you know the 2 went after that?"
Expected answer: Because two students went away.
"What sign comes next in a number sentence? We have 6 – 2."
Expected answer: Equals sign.
"So now we have 6 – 2 =. Do we know what goes next? Remember, I said that I don’t want to know the answer yet."
Expected answer: The answer
Expected answer: I don’t know
'This is called the unknown. Unknown means we don’t know what goes there yet. Some people put a ? for unknown. Some people put a [ ]. What sign could we use to say 'unknown'?"
Teacher will introduce the start, change, end format.
"In this problem, where was our unknown?"
Expected answer: The end
“This was a end unknown problem, because the end number was unknown. That is what we were trying to find.”
Independent Work (6 minutes):
"Now we’re going to do the next word problem. 'There are six students working in the library. Some students leave to go find Ms. V to get new cards. There are four students left in the library now. How many students left to go find Ms. V?'"
"Let’s think about the situation again. What do we know about the situation?"
"What does the question ask?"
"Is the end result bigger or smaller than the first number?"
"Now, try and fill in Table 2 with the start, change, and end. If you have finished that, write number sentence 2 on your paper. Remember, we are going to put ____ for the unknown or the part we are trying to figure out."
Sharing (4 minutes):
"Turn and talk to the person next to you about your start, change, and end boxes and your number sentence."
Teacher asks students to help fill in the start, change, and end boxes.
Teacher introduces that this is a change unknown word problem. The other one was an end unknown problem.
Partner Work (6 minutes):
Teacher tells the students that they will be writing their own subtraction word problems with a partner. Try to write one end unknown problem, like problem 1, and one change unknown problem, like problem 2.
Teacher will walk around to gauge understanding.
Independent Work (6 minutes):
Each student will independently solve the word problems that another pair came up with.
Closure (8 minutes):
Teacher will read each word problem out loud and students will talk about whether it is an end unknown or change unknown word problem and why.
Anticipating Student Responses and Your Possible Responses
Management Issues:
I do not anticipate many management issues with the group of students that I will be working with because they are all generally well behaved. I have one student who seems to like attention (we have talked about this together as well). He was a bit excited during one of the other small group lessons, but I am partnering him with a student who is quiet and on task at all times. I am hoping that she will balance his overabundance of energy. If need be, I will give warnings and change seats. I think one of the other students may need some reminders to stay on task as I have noticed that he sometimes appears to zone out during class. Occasionally, when my classroom mentor calls his table or row to the carpet, he continues sitting at his table until she or another student calls his name. I think that having partner work and being in a small group setting may prevent this from being an issue. I will say his name out loud to get his attention if it looks like he is not engaged in his work.
Assessment
I will assess if students are able to identify the start, change, and end results and the number sentence for the second word problem example.
To assess if students are able to construct a context for different subtraction problems, I will collect the word problems that each pair creates. I will assess it on whether the problem is a subtraction situation and whether there is one end unknown and one change unknown subtraction word problem.
To assess if students can independently solve peer-constructed subtraction word problems, I will collect their individual problem answer sheets. I will assess it on whether they were able to write the number sentence, fill in the start, change, end table, and identify the unknown. I will also look to see if they showed their work and whether they got the correct answer, but I am primarily looking at the number sentence structure.
Introduction (2 minutes):
Go over expectations. Tell students we are going to be working on different kinds of word problems and making our own word problems.
The Hook (2 minutes):
“There are six students working in the library. Two students leave to go to the bathroom. How many students are in the library now?”
Count the students. Ask two to walk to the doorway.
The Body of the Lesson (38 minutes):
Whole Group Instruction (8 minutes):
"Today, we are going to focus on thinking about word problems and writing our number sentences. I want us to think about the situation that we
just saw. We are not thinking about answering the problem right now. What do we know about the situation?"
Expected answer: There were six kids and then two left.
Expected answer: There were six kids and then there were four kids.
"That is true, but we are going to think about the situation right now and not the answer."
"What was the question asking?"
Expected answer: How many students are in the library?
Expected answer: How many students are there now?
"Will the result be bigger or smaller?"
Expected answer: Smaller
"If the result will be smaller, what kind of problem are we doing?"
Expected answer: Subtraction
Un-expected answer: Bigger
"So, do you think there were more students at the end of our situation?"
Expected answer: No. There were less.
"If there were less, is the result bigger or smaller?"
Expected answer: Smaller
"I am not looking for the answer right now. However, I would like us to write the number sentence for this problem. I will read the problem again.
'There are six students working in the library. Two students leave to go to the bathroom. How many students are in the library now'"
"Who thinks they know how we should start our number sentence?"
Expected answer: 6
"How did you know we should start our number sentence with 6?"
Expected answer: Because there were six students in the library.
"We said that our result was smaller than our first number. Who thinks they know what goes next?"
Expected answer: -, minus
"Who thinks they know what goes after that?"
Expected answer: 2
"How did you know the 2 went after that?"
Expected answer: Because two students went away.
"What sign comes next in a number sentence? We have 6 – 2."
Expected answer: Equals sign.
"So now we have 6 – 2 =. Do we know what goes next? Remember, I said that I don’t want to know the answer yet."
Expected answer: The answer
Expected answer: I don’t know
'This is called the unknown. Unknown means we don’t know what goes there yet. Some people put a ? for unknown. Some people put a [ ]. What sign could we use to say 'unknown'?"
Teacher will introduce the start, change, end format.
"In this problem, where was our unknown?"
Expected answer: The end
“This was a end unknown problem, because the end number was unknown. That is what we were trying to find.”
Independent Work (6 minutes):
"Now we’re going to do the next word problem. 'There are six students working in the library. Some students leave to go find Ms. V to get new cards. There are four students left in the library now. How many students left to go find Ms. V?'"
"Let’s think about the situation again. What do we know about the situation?"
"What does the question ask?"
"Is the end result bigger or smaller than the first number?"
"Now, try and fill in Table 2 with the start, change, and end. If you have finished that, write number sentence 2 on your paper. Remember, we are going to put ____ for the unknown or the part we are trying to figure out."
Sharing (4 minutes):
"Turn and talk to the person next to you about your start, change, and end boxes and your number sentence."
Teacher asks students to help fill in the start, change, and end boxes.
Teacher introduces that this is a change unknown word problem. The other one was an end unknown problem.
Partner Work (6 minutes):
Teacher tells the students that they will be writing their own subtraction word problems with a partner. Try to write one end unknown problem, like problem 1, and one change unknown problem, like problem 2.
Teacher will walk around to gauge understanding.
Independent Work (6 minutes):
Each student will independently solve the word problems that another pair came up with.
Closure (8 minutes):
Teacher will read each word problem out loud and students will talk about whether it is an end unknown or change unknown word problem and why.
Anticipating Student Responses and Your Possible Responses
Management Issues:
I do not anticipate many management issues with the group of students that I will be working with because they are all generally well behaved. I have one student who seems to like attention (we have talked about this together as well). He was a bit excited during one of the other small group lessons, but I am partnering him with a student who is quiet and on task at all times. I am hoping that she will balance his overabundance of energy. If need be, I will give warnings and change seats. I think one of the other students may need some reminders to stay on task as I have noticed that he sometimes appears to zone out during class. Occasionally, when my classroom mentor calls his table or row to the carpet, he continues sitting at his table until she or another student calls his name. I think that having partner work and being in a small group setting may prevent this from being an issue. I will say his name out loud to get his attention if it looks like he is not engaged in his work.
Assessment
I will assess if students are able to identify the start, change, and end results and the number sentence for the second word problem example.
To assess if students are able to construct a context for different subtraction problems, I will collect the word problems that each pair creates. I will assess it on whether the problem is a subtraction situation and whether there is one end unknown and one change unknown subtraction word problem.
To assess if students can independently solve peer-constructed subtraction word problems, I will collect their individual problem answer sheets. I will assess it on whether they were able to write the number sentence, fill in the start, change, end table, and identify the unknown. I will also look to see if they showed their work and whether they got the correct answer, but I am primarily looking at the number sentence structure.
Comments on First Draft of Lesson Plan from Janine:
Revised Version of Lesson Plan: