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TAT
Instructional Product Assessment Code: TAT2 Task 2 Instructional Goal Third grade students in my class, in the Moses Lake School District, will improve their score on the one and two step word problem post-test by at least one level on the one (< 50%) two (50%-79%) and three (80% >) level scale. Therefore, students should achieve a level two of approaching the standard or a level three of meeting the standard. Students will also improve their score on the I-Ready math assessment, on the section of operations, algebra and algebraic thinking. Students will improve their score in this section by at least seven points. Performance Objectives of Instructional Unit The following are the objectives for this unit: Objective 1: When given cut out mathematical operation cards and cut out one step word problem cards, learners will work with a partner to use key words and phrases in the word problem to match the operations to the word problem with eighty percent accuracy. Objective 2: When given eight two step numberless word problems, learners will use key words and phrases from the word problems to find the operations and “solve” each problem with eighty percent accuracy. Objective 3: When given poster paper and a one-step word problem and a two-step word problem, learners will work with a partner to create step by step instructions on how to solve each word problem they were given with at least 5 correct steps written out. Audience for the Instructional Unit
There are twenty-one third graders in my classroom with one student who has an IEP and one student who is served for speech. My class is a mix of boys and girls who are between the ages of eight and nine. All students are English speaking. All subject areas and their standards for third grade are taught to all students throughout the year. I teach all the material on my own with no additional help from a paraprofessional. I have one paraprofessional who pulls my lowest readers to a small group in the library classroom for 40 minutes per day. Students have access to chrome books and math manipulatives in the classroom. The majority of learners have a positive attitude towards math and show a higher interest in learning math skills and content than learning reading skills and content. Because of this, students are proficient in the prior knowledge and prerequisite skills needed for this content area. My lower readers and students on an IEP will be accommodated by having assistance when reading the word problems. Additionally, students learn best with hands-on activities and are very visual and auditory learners. Learning Environment The instructional setting of this unit is in my third grade classroom which is located in a portable located right outside my school building. I am the only teacher and I teach all the subject matter to my students. The school I teach at is located in a rural community. I have twenty one third grade students who are between the ages of eight and nine. One has an IEP and one is served for speech. I have four students who read at a kindergarten/1st grade level. These students are pulled everyday for intervention. There are two advanced learners in my classroom. During math instruction students work as a whole class, independently and in small groups. The small groups are grouped by ability level. For other instruction in different subjects, students
apply it to the current lesson. The lessons in this instructional unit breaks down the key vocabulary and key phrases students must know in order to successfully solve one and two step word problems. Some of the strategies that align with Cognitivism I use in this instructional unit include students matching phrases and vocabulary with word problems, writing down the phrases, class posters and teacher guidance as I will be walking around the classroom throughout the lesson to observe each student on their performance and provide assistance when needed through modeling. Materials Throughout the instructional unit many materials will be needed. For lesson one, the materials needed include, one set of mathematical operation cards and one set of one step word problem cards for each pair of students (ten sets of each card), one poster paper with a set of markers, a document camera with a computer, operation chart and student Chromebooks with access to Khan Academy. For lesson two, the materials needed include, twenty-one copies of the numberless word problem worksheet, pencils, a whiteboard, the poster chart made in Lesson 1, a computer with a document camera and student chromebooks with access to Padlet. For lesson three, the materials needed include, ten sheets of poster papers, ten sets of markers, (there will be one group of three) pencils, a whiteboard, ten packs of sticky notes, plain white paper and student Chromebooks with access to Flipgrid. Lesson Plans, Summary and Assessment Lesson Plan #1: Matching Word Problems with Operations
Performance Objective: Given cut out mathematical operations cards and cut out one step word problem cards, learners will work with a partner to use key words and phrases in the word problem to match the operations to the word problem with eighty percent accuracy. Materials: One set of mathematical operation cards and one set of one step word problem cards for each pair of students (ten sets of each card), one poster paper with a set of markers, a document camera with a computer, operation chart and student Chromebooks with access to Khan Academy. Time: 1 hour Step 1: Pre-Instructional Activities: (15 minutes) ● The lesson will begin with the teacher introducing the concept of key words and phrases in mathematical operations. ● The students will help the teacher create a poster chart detailing key words and phrases for each mathematical operation (addition, subtraction, multiplication and division). The teacher will ask students to recall words they know represent which operation(s). ● Teacher will then inform students about how important the key words and phrases are for each mathematical operation and how by knowing and understanding them, they will be able to solve one and two step word problems. Step 2: Content Presentation: (15 Minutes ) ● The teacher will give an example of what the students need to do in the activity by picking out a word problem card and reading it under the document camera with the class. The teacher, with the help of the students, will find key words and phrases in the word problem to then find the correct mathematical operation card.
the word problem. Students will make their own chart of key words and phrases for each mathematical operation based on the problems they collaborate on with the teacher. ● Have students login into their Chromebooks. Once logged in, they will navigate to Khan Academy and log into their account. Once logged into their account they will have an assigned course lesson in their account. The lesson is called one and two step word problems. ● Students will watch the video then complete the practice problems on Khan Academy. Lesson Plan Summary: This lesson plan follows Gagne’s Nine Events of Instruction from the Dick and Carey model of design as the instructional strategy. The lesson plan begins with pre-instruction events that help gain the learners attention and activates their prior knowledge. It also informs the learners of the goal of instruction. Next, the teacher presents the content of the lesson and provides guided instruction and practice of the new material to the whole class. Then the teacher provides learning opportunities both independently, in partners and in the whole group. Teacher gives feedback to the learners on their implementation of finding the key words and phrases in the one step word problems when the partners are working together in matching the mathematical operation with the word problem and when students are sharing their findings to the whole class. An assessment of the learners' learning was given during the lesson and the teacher then provided follow through activities for the learners to help extend learners' level of knowledge on the content. The instructional strategies used in this lesson plan support the cognitivism learning theory that is used for this objective. This learning theory provides opportunities for the learners
to store the information about the content in an organized, meaningful and hands on way by using charts, matching and chunking of the information. The teacher also assisted learners in knowing how to find matches within the word problems and the operations as well as using the chart on key words and phrases. Additionally, the teacher assisted learners in activating their prior knowledge on solving different operations and key words and phrases they know, modeled and explained new strategies and provided learning opportunities to help develop and deepen learners' understanding of solving one and two step word problems.
Key Vocabulary and Phrases Poster:
The Khan Academy Video: The Khan Academy Practice Work:
Lesson Plan #2: Numberless Word Problems Performance Objective: Given eight two step numberless word problems, learners will use key words and phrases from the word problems to find the operations and “solve” each problem with eighty percent accuracy. Materials: Twenty-one copies of the numberless word problem worksheet, pencils, a whiteboard, the poster chart made in Lesson 1, a computer with a document camera and student chromebooks with access to Padlet. Time: 1 hour Step 1: Pre-Instructional Activities: (15 Minutes) ● The teacher will begin by writing a two-step word problem on the whiteboard. ● The teacher will ask students to read the two-step word problem out loud with the whole class. ● Students will be asked to discuss with a partner what key words and phrases they see in the word problem. ● Students will share out what their partner and them found in the word problem, the teacher will underline the key words and phrases, students found during the discussion. ● The teacher will then erase the numbers from the word problem and students will be asked to discuss with a new partner what key words and phrases they can find in the word problem. ● Students will then share out to the class what they found (it should be the same as the first time they looked at the problem). The teacher will discuss with the class how in word
● Students will brainstorm their biggest take away from the lesson involving key vocabulary and phrases for solving word problems. Once they finish brainstorming they are ready to go onto Padlet. ● Have students login into their Chromebooks. Once logged in, they will navigate to Google Classroom where the link to the Padlet will be. ● Once on the Padlet, students will add their take away from the lesson about key vocabulary and phrases in solving word problems. They will also discuss what key phrases and vocabulary they found. ● When finished writing their answer they will comment on other classmates' posts. ● When everyone has posted and commented, students will log out and put their computers away. Step 4: Assessment: (Part of the Learner Participation) Students will have eight numberless word problems to solve by finding the key words and phrases then writing out which equations they must use to solve the problem with eighty- percent accuracy. Students will also discuss what they did to solve the numberless word problems with different partners. Step 5: Follow-Through Activities: Students will collaborate with the teacher to solve numberless one-step word problems that are found in our math curriculum by covering up the numbers and solving them together. Lesson Plan Summary:
This lesson plan follows Gagne’s Nine Events of Instruction from the Dick and Carey model of design as the instructional strategy. The lesson plan begins with pre-instruction events that help gain the learners attention and activates their prior knowledge. It also informs the learners of the goal of instruction. Next, the teacher presents the content of the lesson and provides guided instruction and practice of the new material to the whole class. Then the teacher provides learning opportunities both independently and in a whole group setting. Teacher gives feedback to the learners on their implementation of finding the key words and phrases in the numberless word problems when students are sharing their findings to their partners. An assessment of the learners' learning was given during the lesson and the teacher then provided follow through activities for the learners to help extend learners' level of knowledge on the content. The instructional strategies used in this lesson plan support the cognitivism learning theory that is used for this objective. This learning theory provides opportunities for the learners to store the information about the content in an organized, meaningful and hands on way by using charts, examples and worksheets. The teacher also assisted learners in knowing how to find key words and phrases within the numberless word problems by using the chart on key words and phrases. Additionally, the teacher assisted learners in activating their prior knowledge on solving different operations, and key words and phrases they know, modeled and explained new strategies and provided learning opportunities to help develop and deepen learners' understanding of solving one and two step word problems when they are numberless.
3. There are …. kids signed up for basketball camp. Today, ….. students are not there. The
kids who are at camp today are put into groups of ….. How many groups are there?
4. Mrs. Shelton has ….. cups of sugar in a bag and ….. cups of sugar in a jar. She is making
batches of sugar cookies that each need ….. cups of sugar. How many batches of sugar cookies
can Mrs. Shelton make?
5. Maggie has ….. toothpicks in one box and ….. toothpicks in another box. She uses …...
toothpicks to make a bridge. How many toothpicks does she have left?
6. Mark had …. dollars. For his birthday he got …. more dollars but then he spent ….. dollars
on a new game. How much money does he have now?
7. Tom had ….. baseball cards. He kept ….. and shared the rest evenly with …... friends.
How many baseball cards did each friend get?
8. Mrs. Warren buys ….. bags of dog food that each weigh ….. pounds. She buys another bag
of dog food that weighs ….. pounds. How many pounds of dog food does Mrs. Warren buy?
