macdonald_unitmath

Heather MacDonald Math Rocks! Grade: 2 Length of Lesson: 20 minutes Date: TBA M(PRP)2-1 (Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content and be able to solve problems using manipulatives and chart.
 * Objectives || # Students will demonstrate their ability to communicate with mathematical language by providing a written explanation of their solution.
 * 1) Students will demonstrate their ability to build mathematical knowledge by solving a problem at hand.
 * 2) Students will demonstrate their ability to work collaboratively by completing the word problem in pairs.
 * 3) M(DSP)2-4- Students will demonstrate counting techniques to problem solve by finding multiple combinations to solve the problem using an organized list. ||
 * Standards || GLE: M(DSP)2-4 (Use counting techniques to problem solve by finding multiple combinations)

PSSM Process Standards: //Communication// - students use the language of mathematics to express the mathematical ideas precisely. //Problem-Solving// - students build new mathematical knowledge through problem solving. || Hand-outs: Word problems and blank chart/working space. Elmo Board || Opening:
 * Instructional Materials and Resources || Rocks (2 blue, 2 red, 1 yellow, 1 green)
 * Instructional Activities and Tasks

Development:

Closing: || # Pass out student pre-assessment. Have students complete and turn in before starting the lesson.
 * 1) Ask students what they know about the sizes of rocks
 * 2) Review that rocks come in various shapes and sizes.


 * 1) Show students that the rocks provided have been painted according to similar weights. The rocks will be projected onto the board using an Elmo board. RIBTS 1 & 2.4
 * 2) Hand out the worksheet with the first problem. Have one student read it aloud. RIBTS 8.2
 * 3) Have the class work together to find one combination to fill in the first row of the chart. RIBTS 6.5
 * 4) Ask students to provide the class with the other combinations. Write their responses on the blank chart on the Elmo board. RIBTS 4.2 & 8.4
 * 5) Collect hand-out. Pass out the next worksheet with blank space. Ask one student to read the problem.
 * 6) Have students work in pairs to find the combinations and complete the chart. RIBTS 6.3 & 6.6
 * 7) Observe the students as they work in pairs to complete the problem. RIBTS 5.3

Formal Assessment: Students will complete a pre-assessment before starting the lesson. RIBTS 9.2 ||
 * 1) As a class, share answers to complete the chart and make sure all students have the same combinations. RIBTS 8.1
 * 2) Ask students for everyday examples of times they make combinations (ex: clothing, money) - call on 3 students. RIBTS 4.2
 * 3) Explain that there are often many possible combinations to get to the same solution and that each strategy is valid so long as the correct answer results. RIBTS 8.1 ||
 * Assessment || Informal Assessment: Students will be assessed according to an observational checklist while working on the second problem with a partner.
 * Learning Factors || # The students will be provided enough time for all to complete the word problem. RIBTS 3.3 & 6.4
 * 1) If students have difficulty completing the word problem by looking at the rocks on the projection, they will be given their own set of maniuplatives to work with. RIBTS 4.4
 * 2) Students will work in pairs to guide one another in completing the problem. ||
 * Environmental Factors || # Students pairings will be according to their seating in the classroom. They will work with the student sitting next to them in their groups of four. RIBTS 6.6
 * 1) If students need more room to work with manipulatives, they can move to the rug to spread out. RIBTS 4.4 & 6.3 ||
 * ASSESSMENT:** [|mathobservational.docx]