Seth VanzantLeia Vandersnick2/27/07LESSON PLAN TEMPLATE TITLE: “The Answer Is…” Word problems in reverseCONTENT AREAS/ Key Concepts (What areas of mathematics does this lesson cover?): word and story problemsGRADE LEVEL: 5MATERIALS NEEDED: paper, pencil, markersKEY CONCEPTS/Goals: Word problems, deep understanding.EALR'S and GLE'S (Assessment concerns the GLEs in bold)2. The student uses mathematics to define and solve problems.2.1 Define problems2.1.1 Formulate questions to be answered to solve a problem.2.2 Construct solutions.2.2.1 Select and use relevant information to construct solutions.2.2.4 Determine whether a solution is viable, is mathematically correct, and answers the question(s). Evidence of these EALRs will be shown in successful and coherent word problem creation. Students will work alone and with others to confirm if their word problems confirms the defined answer. 5. The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-world situations.5.3 Relate mathematical concepts and procedures to real-world situations.5.3.1 Understand that mathematics is used extensively in daily life outside the classroom.Learning Goals/Objectives: (What do you expect students to learn and be able to do from this lesson?) Understanding word problems, using addition, subtraction, multiplication and division experience and knowledge.PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Pre-assessment (Do some activity to see what your students know.) o Start with a word problem. Ask students to solve individually [wait], and then talk about it as a group. A grocery store has a sale on bananas. If you buy six bananas you get the sale price. If the grocer has 489 bananas how many bunches of six can he sell at his sale price? And how many can the grocer sell at the regularprice? [81 bunches of six (at sale price) 3 (at regular price)]- Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) o Next, “can we reverse the word or story problem process? If we are given the answer (e.g. 20 cookies?), how could we define the question in the formof an interesting word problem, not just a number sentence? Think for a minute, use the blocks if that helps you think it through [wait].”o Now, turn to your neighbor and check that you can each solve the other’s problem for the known answer of 20. Discuss comments about each other’s problems--be constructive not negative in your comments. [Wait]o “Raise your hand if you’d like to share your Question to “The answer is 20 Cookies.””o Choose 1 student (mini lesson time constraint) to share his/her example.o Have everyone work through the example question, alone or together (choice). “Does this question work with the answer of 20 Cookies?”o o “Now, let’s try a few more. First, help me define the other unit types to create different and interesting word problems.” Take 10 and write them on the board. You (teacher) assign the specific numbers.o “Choose any 3 of these Answers to create word or story problems.” Use a multiplication or division number sentence as the basis of at least one of your problems. [Wait]o After you’ve completed 3 problems. Share with your neighbor and test if each other’s questions are successful with the given Answers.o Then, work with your neighbor to collaboratively construct at least 1 more problem. Chances are, together you could create an even more interesting word or story problem. [Wait]o Share 1 [mini lesson time constraint]- Homework/Assessmento Using the same list of units that the students contributed, create a worksheetwith 10 Answers. Instructions are to choose unit types and create word/story problems to match. Illustrate one of the problems on the back ofthe page that we’ll share to review tomorrow. - Closure: o Have students write in their reflections notebook - what they learned, how they might use this information in the future, and how they have used it in the past. Accommodation Plan: Note how the following are accommodated in lesson (race/ethnicity,language, gender, class) Each must include reference to Trentacosta text (Trentacosta, 1997). 1. Race/Ethnicity: By soliciting class contributions, the aim is to get a diverse assortment of answer units. But by leaving the word problem construction to students, they can talk about it in whatever context they can think of.2. Language: If there are English language learners (ELL) we will arrange a plan to provide tutors that understand the lesson in order to translate for them. Offer to let the ELLkids write their sentences in their original language. But ask them to share in English. But assess based on the translated written version.3. Gender: We will try to equally call on students of both genders; use examples that contribute to both genders; be sensitive to overly dominating boys and passive girls if that occurs.4. Class: Class issues have to do with code switching, time and place for homework, relevance. I don’t know for sure what to do with this lessonPOST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) TEACHER REFLECTION (What went well, what you would do differently?) Referenceshttp://www.stfx.ca/special/mathproblems/grade5.htmlTrentacosta, J. (1997). Multicultural and gender equity in the mathematics classroom: The gift of diversity 1997 yearbook. Reston: National Council of Teachers of Mathematics, Inc.Barlow, A. T. & Cates, J. M. “The Answer is 20 Cookies: What Is the Question” TeachingChildren Mathematics. Dec 06/Jan 07,
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