PSA #4 LSTE 7303LaSonya Shelby

ASSURE LESSON PLAN

Subject: Solving Addition Story Problems in Mathematics

Grade: One

NETS-T (Grades PreK-2) Standards:

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.

2. Use a variety of media and technology resources for directed and independent learning activities.

3. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.

4. Demonstrate positive social and ethical behaviors when using technology.

5. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories.

NETS-T Standards:

1. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

2. Plan for the management of technology resources within the context of learning activities.

3. Plan strategies to manage student learning in a technology-enhanced environment.

4. Facilitate technology-enhanced experiences that address content standards and student technology standards.

Analyze Learners

General Characteristics

The class is made up of twenty general education students in grade one, representing a range of abilities. Students are all six or seven years old. No students have physical handicaps or diagnosed learning disabilities. Trinity Episcopal School is located in Pine Bluff, Arkansas small, varying economical classes, southern community.

Entry Competencies

Approximately 85 percent of the students are able to do the following:

  1. Add two one-digit numbers in less than six seconds.

Learning Styles

Most students, especially those with below to average reading ability, prefer auditory learning. Most students enjoy interacting, learning from and working cooperatively with their peers, although some students have a difficult time staying on task during this type of learning. Using the SMART board or computers motivates the majority of the class. Most students enjoy learning and are reasonably motivated to learn.

State Objectives

I want my students to practice real world applications of mathematics skills while using technology. The specific objectives of the lesson are that, on completion, the first grade students will be able to do the following, given a simple addition story problem:

  1. Model, represent and explain addition as combining sets (part + part = whole) and counting on with 90 percent accuracy. (cognitive domain)
  2. Model and explain addition using physical materials in contextual situations with 90 percent accuracy. (cognitive domain)
  3. Draw pictures to model addition with 90 percent accuracy. (cognitive domain)
  4. Write number sentences to represent addition with 90 percent accuracy. (cognitive domain)
  5. Explain that adding two whole numbers yields a larger whole number with 90 percent accuracy. (cognitive domain)
  6. Use conventional symbols to represent the operations of addition and subtraction with 90 percent accuracy. (cognitive domain)
  7. Develop strategies for basic addition facts with 90 percent accuracy, such as:

a.counting all;

b.counting on;

c.one more, two more;

d.doubles;

e.doubles plus or minus one;

f.make ten;

g.using tens frames;

h.identity property (adding zero). (cognitive domain)

8. Solve open sentences by representing an expression in more than one way using the commutative property with 90 percent accuracy; e.g., 4 + 5 = 5 + 4 or the number of blue balls plus red balls is the same as the number of red balls plus blue balls (R + B = B + R). (cognitive domain)

9. Describe orally and model a problem situation using words, objects or number phrase or sentence with 90 percent accuracy. (cognitive domain)

(taken from the Arkansas first grade mathematics content standards)

Select Methods, Media and Materials

I feel that my students do not have an extremely high level of interest in this topic and see little relevance to their everyday lives. I know that they will enjoy solving math problems that include their names and their real life situations, rather than a text book’s worksheet. I decided to approach the topic first using the demonstration method to illustrate how problem solving works and to allow questions to be asked and answered so that errors and misconceptions can be resolved. The concepts will be further clarified using problem solving and discussion methods so that students take an active role using real world situations to exchange ideas and determine whether the approach used was accurate or not.

First I prepared materials for a story problem activity that the whole class will do. I used the SMART Notebook software to create projected still images and text. I will visually and auditory model the process of solving a story problem by using the SMART board in the front of the room. Then students will work with their classmates to solve additional story problems using the SMART board and students will discuss why an answer is correct or not. I printed the last story problem to use as an assessment.

Utilize Media and Materials

I will create the materials in the SMART Notebook software using student’s names and real life situations in order to engage students. There are no materials to preview, all materials are teacher created. I will prepare the environment by setting up the SMART board prior to student’s arrival. The SMART board will be positioned at an appropriate height for young students and be located in the middle of the room so that each student can see. I will prepare the students by first giving them a broad overview of the day’s math lesson. I will then provide a rationale as to why we are learning to solve story problems, relating it to real life problems. I will achieve to increase student motivation by telling students that they might find their name in our lesson today. Then I will provide the learning experience. I will begin the lesson with a large group demonstration of how to solve an addition story problem and follow up with problem solving and discussion. Both will use the SMART Notebook software problems I created and the SMART board.

Require Learner Participation

During the lesson, students participate in problem solving and discussions to justify their answers to their classmates. The lesson provides practice and feedback as students decide how to solve each new problem and discuss how the problem was solved. Some questions that might be asked are the following:

What do you think you should do next?

What information in the problem seems important?

What should your first step be?

How can you make sure that your addition work is correct?

Would anyone have solved this problem a different way?

How do you know that your answer is right?

What strategy did you use to solve the addition problem?

The activities will be answering the story problems as presented on the SMART board. The skills practiced are solving addition problems and solving story problems.

Feedback will be provided by myself and other students. While participating, students should begin to understand the process of solving a story problem, such as determining the pertinent information, drawing a picture and counting to determine a total. How they complete these steps ultimately affects their success in solving story problems. Students should be engaged to learn this practical life and math skill.

Evaluate and Revise

I will give a written assessment to evaluate objectives one through four, as well as six and eight. I decided to evaluate objectives five and nine at a later date when students have had more practice. To evaluate objective seven, I will observe students as they are solving problems to see if they seem to be using appropriate addition strategies. Students will be given feedback on their story problem solving and addition skills in order to improve.

The effectiveness of implementation of the methods and media will be determined by several techniques. I will observe students as they participate in problem solving and discussion. I will be watching to see if student’s problem solving skills improve as they participate. I will also listen for student comments about learning to solve story problems. After implementing this lesson, I will write myself notes about what to revise for my next lesson.