KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT LESSON PLAN FORMAT

Teacher Candidate:

Samantha Reed

Date: Wednesday 2/26/14 Coop. Initials Grade Level 4th Section

Cooperating Teacher: Jessica Mack Group Size: 25 Allotted Time 11:50-12:40

Subject or Topic: Math-Solving Problems with Objects

STANDARD: CC.2.2.4.A.1 Represent and solve problems involving the four operations. I. Performance Objectives (Learning Outcomes): The fourth grade students will solve problems by identifying the problem and using pictures or figures. II. Instructional Materials -Picture cards for representations (animals) -Workbook page 8-10 III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea). A. Prerequisite skills 1. The students must be able to recognize the important parts of a word problem. B. Key Vocabulary 1. Word problem: a real life problem presented in paragraph form. C. Big Idea: 1. Students can use objects to solve problems that have more than one step. IV. Implementation A. Introduction 1. Read the problem aloud on workbook page 8-10. Tell the students that you are confused and could use some help solving this problem. What could be useful in solving this problem? B. Development 1. Tell the students that it may be helpful to use objects or pictures to help with the problem. You will need four volunteers. 2. Read the problem again slowly, this time have one volunteer be each of the

animals and act it out as the story is read to solve the problem. Show students that this is very useful in solving these long problems. 3. Without acting it out, what could be a way that you could figure it out at your seats? 4. You could use slips of paper and draw or write the name on each slip and rearrange them as needed. Practice this at you seat. 5. Now read the next problem using the students and have them stand up as you say their name to come up and be a part of the problem. 6. Have students at their seats use scrap paper to solve along as you go. 7. Now complete the rest of the workbook page together using drawings on the board. C. Closure 1. Remind students that using drawings or objects can be useful in solving problems. D. Accommodations/Differentiation 1. Give students who need it, objects at their seat if drawing is difficult or frustrating for them. E. Assessment/Evaluation Plan 1. Formative- Monitor and check each students scrap paper as they are working. 2. Summative-There is no summative assessment for this lesson. V. Reflective Response A. Report of Students Performance in Terms of Stated Objectives (after lesson is taught)

Remediation Plan

B. Personal Reflection 1. How effective was it to act out the problems on the board?

2. How could this lesson be improved?

VI. Resources Charles, Randall I. "Chapter 8." Scott Foresman-Addison Wesley Math. Teacher's ed. Vol. 2. Menlo Park, CA: Scott Foresman Addison Wesley, 1999. 200-03. Print. Grade 4.