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HEADINGMiss EricksonApril 10th, 2014Mathematics3rd-6th Grade Learning Support- 13 students (3 in morning)Time Allotted: 1 hour morning, 1 hour afternoonRATIONALE AND BACKGROUNDThe purpose of this mathematics lesson is to review problem solving, and two, three, and four-digit multiplication problems in preparation for the Topic 6 test that will be given tomorrow. The students will use their prior knowledge about solving multiplication problems to solve the problems during the Re-teaching portion of this lesson. The students will use what they know about identifying missing and extra information in story problems to solve problems. The students will also indentify information presented in charts to draw pictures in order to solve story problems. This lesson will help students with further lessons and assessments associated with developing fluency in problem solving and multiplication. This lesson will also review pertinent skills that students will see and use in their everyday lives. Prior to this lesson, the students have had plentiful experience working with multiplication and story problems. The students have participated in many mathematics lessons in the learning support classroom. The students are at third and fourth grade mathematics levels. The students work on daily mathematic lessons and activities in the learning support classroom including addition and subtraction, and multiplication. This lesson supplements and reviews the students’ knowledge of problem solving skills. This lesson builds on the students’ previous knowledge and relates to Pennsylvania’s Common Core Standards for mathematics. Facts about the learners:This class is a heterogeneous group of students with varying ability levels. Students in this class are in grades four and six. All of the students in this class have an IEP, but only some students are diagnosed with a disability. Disabilities in this class include learning disabilities, specific learning disabilities, and Autism. Students in this class express difficulty with some skills in language arts and mathematics. Specific, required adaptations:J-I will use short phrasing when giving instructions. I will also use positive reinforcement and prompting. I will allow this student to take breaks when needed. This student will also be allowed to take breaks to work on his yarn animals (as this is soothing for him). B- I will hole punch this student’s behavior card once he completes each math activity. I have implemented an individual behavior plan for this student.N- I will allow this student to take short breaks if needed. I will provide adaptations by carefully monitoring these students, and providing support as needed.OBJECTIVESCommon Core Standard - CC.2.1.6.E.1: Apply and extend previous understandings of multiplication and division to divide fractions by mon Core Standard - CC.2.1.6.E.3: Develop and/or apply number theory concepts to find common factors and mon Core Standard - CC.2.1.6.E.2: Identify and choose appropriate processes to compute fluently with multi-digit mon Core Standard - CC.2.2.4.A.1: Represent and solve problems involving the four operations.Objectives: Given examples, the students will use addition, subtraction, and multiplication skills to gather information from story problems and determine correct answers, with 100% completion (cognitive, individual, small group and whole group, informal assessment) Given teacher modeling and story problems, the students will identify what information in a problem is missing or is not needed, with 100% completion (cognitive, whole group, informal assessment). Given teacher modeling, examples, and worksheets, the students will find the correct products of three and four-digit multiplication problems, with 100 % completion (cognitive, whole group and individual, informal assessment). Given teacher modeling and examples, students will estimate the answers of three and four-digit multiplication algorithms in order to check for reasonableness, with 100% completion (cognitive, individual, informal assessment). LIST OF MATERIALS/RESOURCESPromethean BoardPencils (14)Lined writing paper (14)Weekly To Do List (14)enVision MATH textbooks (14)Quick Check 6-6Dice (4)Practice Test Topic 6 Copies (14)PROCEDURESIntroduction/Motivation:Motivational Strategy: Have students sit in a circle on the carpet. Lay the dice out in the middle of the circle. Explain that we are going to begin by playing “Dice Roll Multiplication”. Students have played this before, and enjoy it. Strategy for activating prior knowledge: First, practice multiplication facts. Focus on 7’s and 8’s. Have two students roll the dice. Then, have students multiply those numbers together to find a product. Have all students repeat the multiplication fact problem, and repeat the product (in order to practice fact fluency). Have students pass the dice until you say, “Stop!” Do this until each student has had a turn to participate. Purpose of Lesson: Explain today’s lesson to the students. “Today we are going to do a Quick Check for Topic 6-6 (what we did yesterday), and then we are going to work on the practice review test in order to prepare for our Topic 6 test that we will be taking tomorrow.” Lesson Body: Before having students go back to their seats, use the small white board to set up the problem 4,862 x 2. Ask students what the first step to this multiplication problem is. Remind students to “line the problem up so that the numbers are in their correct place value spot”. Work through this problem together.Have students go back to their seats. Students may move closer to the board if they would like to be closer. There are plenty of extra seats. If students would like to stay at their own seats, that is fine too.Distribute Quick Check 6-6 to students. Have students complete Quick Check 6-6 independently. Once students have completed their Quick Check, review answers. Have students check their work as you go along. If students need extra guidance, review the steps required for each problem rather than just the answers. Collect Quick Check 6-6 to file. Distribute Practice Test 6 to each student. Describe the practice test. “There are five sets, A, B, C, D, and E. Each set reviews a different skill from this topic. We are going to work on number 1 from each set as a whole group. Then, you are going to work on the rest independently as if you are taking the actual test.” Have students put their finger on Set A (so that you know you have each student’s attention). Work through Set A, number 1. Ask questions to guide instruction and student comprehension of this particular skill. Have students volunteer to come to the board to solve this problem. Give assistance as needed. Make sure that students who have not come up to the board get a chance to come up. Work through Set B, number 1. Ask questions to guide instruction and student comprehension of this particular skill. Have students volunteer to come to the board to solve this problem. Give assistance as needed. Make sure that students who have not come up to the board get a chance to come up. Work through Set C, number 1. Ask questions to guide instruction and student comprehension of this particular skill. Have students volunteer to come to the board to solve this problem. Give assistance as needed. Make sure that students who have not come up to the board get a chance to come up. Work through Set D, number 1. Ask questions to guide instruction and student comprehension of this particular skill. Have students volunteer to come to the board to solve this problem. Give assistance as needed. Make sure that students who have not come up to the board get a chance to come up. Work through Set E, number 1. Ask questions to guide instruction and student comprehension of this particular skill. Have students volunteer to come to the board to solve this problem. Give assistance as needed. Make sure that students who have not come up to the board get a chance to come up. After completing number 1 from each set as a whole group, have students complete the remaining problems from each set independently. “Remember, you are taking this practice test now as if it is your actual test. There should be no talking. Please raise your hand. I will be more than happy to help you.”Let students work on this for the remainder of the lesson. Walk around and assist students as needed. Have Mrs. S walk around and provide assistance as well. 1:15- 6th GRADERS LEAVES. Remind 6th graders that there is no homework except to study for the math test tomorrow! They may take their Practice Test 6 home to study.IF TIME PERMITS: Once there are 10 minutes left, distribute a marker to each student. Give answers to Practice Test 6 questions. Have students give themselves a star for correct answers, and a mark for incorrect answers. After letting students do a self-check of their work, have them fix any incorrect answers. Students may take this home to study. Upon completion, collect students’ work. Check any incorrect answers. Have students look at your comments, and correct their incorrect answers. Lesson Closure:Give homework assignment. “Tomorrow is your Topic 6 test! Study, study, study! Review your papers that you have completed in class. That is your only homework.” Send students back to their homeroom, and/or go to recess. EVALUATION Student Evaluation: The students will be informally assessed during this lesson. The teacher will review students’ practice tests during the lesson to check for comprehension of Topic 6 skills. The students will be informally assessed through teacher observation. The teacher will monitor student listening skills and focus by interacting with students during this lesson. The teacher will also ask questions during this mathematics lesson to identify any misunderstandings the students may have in order to monitor student learning as well as clear teacher instruction. The teacher will make brief notes throughout the lesson to help assist during further lessons in case the teacher needs to modify any further lessons. The students will also be informally assessed through the completion of their Quick Check 6-6 worksheet. I will collect and review each student’s worksheet to check for comprehension and correct answers. Self-Evaluation:Reflect on the teaching of this lesson and respond to the following items: Identify and list three (3) strengths of this lesson.Identify and list three (3) elements or areas that need improvement. Based on the closure and student evaluation portions of this lesson plan, identify any students (use initials, not names) who were not successful in meeting the stated objectives. Indicate how shortcomings will be addressed with these students to ensure success. ................
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