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Teri Coker PEDG 5370 Week 2 Assignment 1
4.5(A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity.
Alignment to Standards
Do students know which operations are necessary to solve the problem?
Are students being asked to draw strip diagram to represent the problems?
Are students being asked to write equations that represent the problems?
Each of the four math operations has its own specific strip diagram. Students must be able to identify the operation before drawing the strip diagram.
For each problem, students must draw the necessary strip diagram to create a visual of what information is needed.
Also for each problem, students must write an equation that corresponds to the strip diagram.
0 1 2 3 4
Is there teacher modeling?
Are students aware of learning objective and its importance?
Are there opportunities for cooperative learning?
Teacher models the different strip diagrams and equations.
“I Can” statements are reviewed prior to the lesson, so students are aware of the learning outcome.
Students are given an opportunity to work with a group using a cooperative learning strategy.
Is another subject concepts and ideas linked to the lesson?
Are students asked to synthesize the two (or more) subjects concepts?
Teachers can easily bring in word problems that connect science or social studies concepts and ideas. It is not in the lesson plan as is.
When teachers develop word problems with real world connections, students would be asked to synthesize the skills of math class and the real world idea.
Is there a well-planned instructional model for the lesson?
Does the instructional model allow for differentiation?
Does the instructional model allow for independent practice?
Teachers make a connection to prior learning, they model the necessary steps, they guide students through the steps, and then give students time to practice independently.
The strip diagram helps the visual learners as well as the ESL students.
Students are given problems to practice independently in each lesson. This is callled “Active Engagement” time.
Is there evidence of opportunities for higher level questioning/thinking?
What percentage of the material is new or is it review?
Is creativity and analysis involved, asking students to create or analyze their thinking?
There are opportunities for higher level thinking by asking
Students have solved word problems in third grade, but they have not been asked to consider all four math operations.
Students must monitor and analyze their thinking as to what operation is most reasonable to use and creating a visual representation to show what information is needed (strip diagram).
How will students demonstrate their understanding?
What will be expected as students problem solve?
What is the acceptable grade for mastery?
1 & 2) Students will demonstrate their understanding by creating a strip diagram and writing an equation before solving the problems.
3) A grade of seventy percent is considered passing.
21st Century Learning
Does students’ knowledge from this unit mirror real-world understanding and decision making?
Are students able to make connections between their new knowledge and how it can be used in daily life?
Real world understanding and decision making can occur if teachers model the thinking of real world ideas and develop word problems.
Teachers can model thinking about how this math skill can apply to daily life activities.
Interdisciplinary Approach - Rather than have teachers responsible for integrating other subjects, the curriculum writers could include word problems relevant to cross curricular lessons. Instead of asking students to solve problems about Harriet buying 40 birthday cakes and sharing with her neighbors, they could solve problems about distance from the planets to the sun or how many men fought at the Alamo.
21st Century Learning - To keep lessons from being isolated to just the world of math, students could learn how we use math to solve situational problems all the time, daily. Rarely in our day to day lives, are we asked to strict solve operation only problems. More often than not, the four operations are used to make decisions and connect to real world situations. Word problems could be connected to events happening at school such as fundraisers, field trips, or sports.ram. Students must be able to identify the operation before drawing the strip diagram.
Interdisciplinary Approach - Rather than have teachers responsible for integrating other subjects, the curriculum writers could include word problems relevant to cross curricular lessons. Instead of asking students to solve problems about Harriet buying 40 birthday cakes and sharing with her neighbors, they could solve problems abo