Operation and Algebraic Thinking Lesson Plan
Using the “COE Lesson Plan Template,” design a lesson for the 1-5 grade level of your choice and a corresponding Arizona or other state math standard within the Operation and Algebraic Thinking domain.
Locate four lesson plans that focus on your chosen grade level and math standard from four different websites to review.
Using the lesson plans as resources, design a new operation and algebraic thinking lesson plan that encourages critical thinking. The lesson plan must include differentiated strategies for students who struggle with perception and attention as well as differentiation strategies for students who struggle with memory and retrieval.
Part 2: Instructional Strategies Rationale
In 250-500 words, reflect upon your instructional choices and rationalize the appropriateness of each strategy related to the specified student needs and learning target. Describe how each strategy encourages critical thinking specific to your lesson.
Support your choices with this topic’s readings and a minimum of two scholarly resources. In addition, cite the websites you used as references to develop your lesson plan.
Lesson Title: Solving Multi-Step Word Problems Using the Four Operations
Time Allotted for Lesson: 40 minutes
Objective: Students will be able to solve multi-step word problems using the four operations (addition, subtraction, multiplication, and division).
Materials Needed: Whiteboard markers and eraser; whiteboard; activity sheets with word problems printed on them; dry erase boards/markers or paper and pencils for each student
Introduction (2 min.): The teacher will begin by talking to the students about how they can use math to help them solve real-world problems. They will discuss how practice is important in order to become better problem solvers, and that this lesson’s goal is to show them how they can use addition, subtraction, multiplication, and division in order to figure out solutions.
Guided Practice (15 min.): The teacher will then work through a few examples of word problems on the whiteboard as a class using flow diagrams or equations. As they are doing this example together, the teacher should ask questions throughout in order to get students thinking about what steps need to be taken in solving these types of problems. After working through 2-3 examples as a class together, each student may receive an activity sheet with their own set of word problems on it that corresponds with those discussed earlier which they can work through independently or with their peers at their table if time allows for some peer collaboration/peer learning opportunities.
Independent Practice (15 min.): Each student works independently at their table while having opportunities for peer collaboration if desired/available during this part of the lesson.
Closure & Assessment (8 min.): Once all students have had enough time working independently/with peers on their activity sheet(s) containing more complex multi-step word problems related those previously discussed during guided practice portion of lesson, the class may come back together to discuss any areas where students were still struggling after finishing up independent work quietly at tables with partner(s), if needed/desired. Finally–to wrap up–the teacher should review 3-4 key points from today’s lesson before dismissing students from classroom such as being able to identify when different operations are needed in order complete certain types of math equations accurately; understanding importance practice makes perfect when it comes mastering strategies needed use in approaching these kinds complex multi-step math questions correctly; etc.
that time and used adjectives describing characters and settings that belonged to the period but also showed the reader exactly how the characters that inhabited this town viewed them. “Maycomb was an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courtyard sagged in the square,” (Lee 5) our protagonist Scout comments at the beginning of the novel. These descriptions are old-fashioned, developing the setting magnificently, but again, this could be hard for the reader to connect with since this is an unfamiliar setting. In The Perks of Being a Wallflower, the grammar and language used is very intimate and personal. Charlie begins the novel with “I am writing to you because she said you would listen and understand and didn’t try to sleep with that person at that party even though you could have.” (Chbosky 2) From the first sentence in the book, we learn about the introverted mindset of the character, which adds to the reader’s empathy towards our protagonist and his unique modern worldview. Paper Towns has an abundance of “John Green-isms”, certain stylistic choices in Green’s writing that make his novels contemporary and sets them apart from others. Quentin tells Margo before their quest of revenge that “I’m IM’ing with Ben Starling.” (Green 25), and later, Margo tells Quentin that “Everything’s uglier up close.” (Green 57) These statements are exclusively used in our 21st century, and so the reason John Green’s novels have struck chords as tales of adventure and self-discovery with modern youth readers is because the slang used in his stories’ amusing situations remind us of our own eccentric lives. Through these examples, we can understand that prose tends to be emphasized in literary fiction whilst mainstream fiction will utilize unique stylistic writing in order to get to the meat of the narrative. In literary fiction, the plot isn’t the main focus of the novel; rather, the social issues and character developments at the time are infused throughout the writing. This also proves my point that language and grammar can also affect how modern readers read literary vs. mainstream stories of self-discovery.
The contemporary setting of the 21st century has changed self-discovery, or how people “come of age” in fiction, therefore changing the viewpoints of millennial readers. History, conflict, and language changes, just like anything else over time. The farther away we stray from traditional values, the harder it can be to connect to characters coming of age in stories set in times that we no longer live i