LESSON PLAN TEMPLATE TITLE: The Most Magnificent Strawberry Shortcake CONTENT AREAS (What areas of mathematics does this lesson cover?): problem solving, estimating, predictive reading, and enjoyable eating =)GRADE LEVEL: 3rd grade MATERIALS NEEDED: one 16-inch pizza pan, two large containers of whipped cream,six containers of frozen or fresh strawberries, and thirty individual shortcakes baked in cupcake papers. KEY CONCEPTS: Using prior math understandings to solve a problem. EALR'S & GLE'S (Make the connections clear and specific) GLEEstimation 1.1.8 Understand and apply estimation strategies to determine the reasonableness of answers in situations involving addition and subtraction on whole numbers. W - Identify when an approximation is appropriate. - Use estimation to determine the reasonableness of answers in situations. [RL] - Describe and justify reasonableness of an estimate in computation. [RL, CU] - Use a variety of estimation strategies (e.g., multiples of 10 and 100, rounding, front-end estimation, compatible numbers, clustering). 1.4.5 Understand representations of data from tables, charts, and bar graphs. EALR 2: The student uses mathematics to define and solve problems. Component 2.1: Understand problems. Component 2.2: Apply strategies to construct solutions. 2.2.2 Apply mathematical tools to solve the problem. W - Use strategies to solve problems. - Use appropriate tools to estimate solution (e.g., mental math or paper and pencil). - Component 3.2: Make predictions, inferences, conjectures, and draw conclusions. Recognize when an approach is unproductive and try a new approach. Component 3.3: Verify results. Component 4.1: Gather information. Component 4.2: Organize, represent, and share information. EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations.Learning Goals: (What do you expect students to learn and be able to do from this lesson. final products Goal: Use different math strategies to estimate and solve a problem. Students will work together to solve a problem. (State child friendly learning objectives): Objectives: the steps that you take to accomplish your goal; steps that kids will accomplishin classroom: Objectives: I will work with others to find a solution to a problem. I will be able to explain how and why my group arrived at an answer. PROCEDURES: (Label each step in the process: Activating PriorKnowledge, Disequilibration, Elaboration, Crystallization) Introduction/Preassessment (Do some activity to see what your students know.) - The story can be used as a preassessment tool and also can help students with someof the vocabulary they may need to complete this project. Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) - Read Cook-a-Doodle-Doo! 20 to 30 minutes (stop periodically to allow students to make predictions with the person next to them)- After reading the story ask the question “What were some of the difficulties that the characters had in creating the strawberry shortcake?” next ask “What did the characters learn?”- With a sample cupcake point out the high round top, “What could we do to keep the strawberries and whipped cream on the top?” Students will discuss and then tell you to cut off the top. (All the tops should already be cut off of the remaining cupcakes.)- Present the Problem: How many shortcakes will fit on the tray to fill it, and how many cups of whipped cream and strawberries will we need? - Create roles for each group member: Supplier, recorder, artist, spokesperson, or board recorder (Design a graph on the board where each group can insert their results. Group names could be based off of the characters in the book. - When each group has seen the tray restate the question: “How many shortcakes will fit on the tray to fill it, and how many cups of strawberries and whipped creamwill we need?” - Leave the sample shortcake sitting in the tray for students to observe as they solve our problem. - When student have results on the board discuss different arrangements, in graph form that we could use to represent the class findings and ask why these different representations might be helpful. Closure - Once students record, share and compare group results. Have the students sit around you while you count and you add the amount of actual ingredients needed. While the students are enjoying their shortcake ask them why they thought that their estimations were less or more than the actual total.Accommodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text. 1. race/ethnicity: cooking is something that all cultures do and connect to. 2. language: the project is hands on and very visual, group work may also help ELL, pay attention to high status and low status 3. gender: make sure the groups have are mixed 4.class: POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs)TEACHER REFLECTION (What went well, what would you do
View Full Document
Unlocking...