Lesson Plan : "Simple Story Problems"

Teacher Name:
 Ofelia Gomez

  Addition Number Sentences Alignment: 8 sessions of 20 to 25 min
 MATH KEY VOCABULARY: ADDITION, SUM,ADDITION SENTENCE, PLUS SIGN, EQUAL SIGN. LANGUAGE ARTS KEY VOCABULARY: Setting, Characters, Problem, Solution, Ending, First, Next,Last. Mathematical Processes involves a variety of processes including problem solving, reasoning, communicating, and representing. CALIFORNIA CONTENT STANDARD NUMBER SENSE: understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement): Understand and describe simple additions Compares numbers to 10. Use concrete numbers to solve addition problems Explain solutions using objects or pictures MATHEMATICAL REASONING Make decisions about how to approach problems: Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. ALGEBRA AND FUCTIONS: Understand the meaning of the symbols +, =. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Know about letters, words, and sounds. They apply this knowledge in reading simple sentences. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Identifie, characters, settings and key events. Write independently using phonetic spelling.
  Enable children to link verbal language to symbolic language. Use hands -on strategies to help children to make connection between what they hear or read and the meaning of the words. Use reading comprehension strategies to help children understand Relationships and reading data sources. Create a bound book with their own Problem Solving Stories.
 Children will: Write and solve addition number sentences. Learn about story elements, including setting, characters, problem, solution and ending. Apply their knowledge of story elements trough simple sentences and drawings, and symbolic language. Apply strategies learned in oral expression to reading and writing Record finished stories, creating a )) using Power point. Share their book and slide show with others.
 Green Marker, a board. Flash Cards Simple Story Problems Box www.lakeshorelearning.com Staple less Book Format http://www.readwritethink.org/materials/stapleless/index.html Seussville Web Site http://www.seussville.com/games_hb/storymaker/story_maker.html for extended activity.
  Talk and demostrate addition situations,Use these questions to guide comprenhension of the problem before children give the answer to the problem. What do you need to find? What do you know?Help children to talk it out, then write the addition sentences. Example: 3 children play at the playground. Then 4 more children join them. How many children are playing at the playground in all? The words join and in all tell us that we are going to add. On the board, write join and in all. Look for these words in the problem. Underline them in green. Circle the numbers that we are going to add togheter.
 Provide a Sentence Stems. Write in the board, a Sentece Frame to help children structure their answers. To write a story about a fishes, Luis had______fishes, ___ . Luis found _____ more fishes. How many ladybugs had Luis in all?
 Children will create a bound book using the Staple Less Book Format http://www.readwritethink.org/materials/stapleless/index.html , with the teacher help the student will write the Title, The Author name, and will write their Story Problems.
 Considerations for ELL Beginning ( Level 1) Encourage each child to join a partner. Say,Join a friend. Say I joined ( child's name). Intermidiate ( Levels 2-3) Have one child ask another to jin him or her. Sample question: Luis will you join me? Have the cecond child tell what happened. sample answer I joined Luis. Have the second child invite another on, until all the children have joined in.how many children are there in all? Advance ( Levels 4-5 Have children direct their won class jining situations. They migth say Tiffanny please join Luis and Ellisse.
Checking For Understanding:
 Student Samples Rubric 4- point answer.Numbers mentioned in story match the picture. Addition sentence accurately represent the picture?story. Numbers are written correctly. 3- point answer. Numbers mentioned in stroy match the picture. Numbers in addition sentence do not accurately represent the picture?story. Number are written correctly. 2- point answer.One or more numbers mentioned in story do not match the picture. Numbers in addition sentence do not accurately represent the picture/story. To prescribe differentiated instruction use student score. Numbers are written correctly. 1- point answer. Numbers in story are irrelevant to the picture. Numbers in subtraction sentence are missing and? or numbers are written incorrectly.
 At the end of the eigth session Student will share their books with their peers and will have Tea Party with Family and Friends in the classroom in the multipurpose Room.
 Ongoing assessment prevents misconceptions and provides valuable information to guide students during the learning process and data-driven instruction. Within lessons ask questions that helps you assess conceptual understanding. Scoring Rubric for the Writing in Math item with for levels of performance described and for samples of student work included.
Teacher Reflections:
 Refer to the Rubric Scoring for Prescription for differentiated instruction and reteaching practice and enrichment. Provide activities for all ELL levels, including Intervention, On-Level and Advanced, than can be done with little or no teacher direction.

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