April Borja- Lesson Plan

Lesson Name:		Math in Everyday Life			Date:	April 11, 2014
Name:	April Borja		Subject:	Mathematics			Grade(s):	2

This lesson has been adapted to support the needs of students with learning disabilities.

The original lesson plan can be found on: http://school.discoveryeducation.com/lessonplans/programs/everydaymath/

                                                                                                                                 

Rationale:  

This lesson will show students that they use math every time they figure out how much time or money they have, spend, or need. All students will feel more comfortable adding and subtracting after this lesson, and will begin to apply what they learn to their daily lives as well as their future learning.

Prescribed Learning Outcome(s):

A9- demonstrate an understanding of addition (limited to 1 and 2 digit numerals) with answers to 100 and the corresponding subtraction by using personal strategies for adding and subtracting with and without the support of manipulatives

-creating and solving problems that involve addition and subtraction

-explaining that the order in which numbers are added does not affect the sum

Instructional Objective(s):

·               Discuss how math is used in everyday life

·               Work as a class to solve word problems that focus on addition and subtraction

·               Work with a partner to create their own word problems

Prerequisite Concepts and Skills: 

·               Count to 100 by ones and tens

·               Count forward starting with a given number rather than having to begin at 1

·               Skip count by 5s and 10s

·               Add a two-digit plus one-digit number

·               Add a two-digit plus two-digit number

·               Recognize money-$10, $5, $1

Materials and Resources:

Teacher	Students
·           Chalkboard/Whiteboard ·           Marker/Chalk ·           Overhead projector with transparencies ·           Go over problem from last day and show how it connects with today’s lesson ·           Play money for students ·           Clock	·           Notebook ·           Pencil ·           Eraser ·           Hundred chart ·           Counting by 5’s handout ·           Counting by 10’s handout ·           Notes from last class

Lesson Activities:

Teacher Activities	Student Activities	Time
Introduction (anticipatory set): Begin lesson by asking students how time or money is used in their daily lives Body: ·      Ask students to share what they have written down ·      Explain that students will be working together to solve real-life problems about money and time. After practicing, students will work in pairs to make their own word problems about time or money ·      Use transparency with pre-written word problems on overhead projector and read slowly and clearly out loud: You went shopping with your mom and saw a shirt, pants, and socks that you wanted to buy. The shirt cost $15, the pants cost $18, and the socks cost $5. What is the total amount of money you need to buy these items? -Ask students how they would solve this problem. If they are having trouble deciding which operation to use, point out that the words “the total amount” usually mean that addition should be used. ·      Go through the following steps to solve this problem (write down step-by-step on chalkboard/whiteboard and read out loud): To find out how much money you need, add up the following: $15 $18 + $  5 $38 You would need $38 to buy these clothes. ·      Ask students what the answer would be if you presented the question as $15 + $5 + $18.  Make sure that they recognize that for addition, order does not matter, before moving on to the next question. ·      Now work on this problem: Sophie has soccer practice at 3:45p.m. If it takes one hour to drive there, plus another 15 minutes during rush hour, what time do she and her mother leave to get there on time? -Discuss how to solve this problem with the class and which operation to use. Have them identify the need to use subtraction to determine that one hour earlier than 3:45 would be 2:45. Subtracting another 15 minutes would bring the time to 2:30. To get to practice on time, Sophie and her mom must leave at 2:30 p.m. ·      Closure: Ask students if they understand  how they use math all the time. Have students  pick partners. Assign a partner to any student  that does not have a partner. Then have each  pair create a word problem involving addition  or subtraction, and focuses on time or money.  Have them prepare a solution with explanation  of the steps used to solve the problem.	·      Students write down examples in their math notebooks. Some examples are: the time their favourite TV show is on and the time it ends, or how much money they need to save to buy a new toy. ·      Students raise their hand to share their ideas ·      Students use play money (if needed) to help them solve the equation ·      Write answer in math notebook ·      Look at classroom clock to help determine time (if needed) ·      Write answer in math notebook ·      Write down their problems on a piece of paper to present to the class ·      Lead a discussion about the steps to solve the problem ·      Reveal their own solutions	9:00 am-9:05 am 9:06 am-9:15 am 9:16 am-9:21 am 9:21 am-9:30 am 9:31 am-9:55 am

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

UDL: Multiple means of Representation- presentation of information using overhead projector, whiteboard, and handouts

            Expression-use of concrete manipulatives and real-life situations

            Engagement-use of word problems that allows for active participation and exploration

DI: Pre-assess the readiness level of students by keeping a record of their progress through past

assignments, and short testing once or twice a week with the help of an educational assistant or

resource teacher

·      Use of manipulatives; play money for the shopping word problem, and a clock for the world 

problem

involving time

·  Encourage conceptual learning and independence by asking them how they would solve problems 

and getting them to show you how to solve problems

·  Show students how to solve problem afterward to ensure there is no confusion before moving on to

further problems-pace lesson carefully and deal with confusion immediately

Organizational Strategies:

·  Greet students and parents at the door before class starts

·  Ask students to sit at their desks as they walk into the classroom

·  Once everyone is seated, close the classroom door and make sure to smile and say good morning

·  Explain the agenda for the day

·  Get students to take out the required handouts for the lesson, and go over last day’s math lesson and 

its connection with the current lesson

·      Start current lesson with an interesting opener such as “Can anybody tell me when math is used at a t

toy store?” but make sure they are aware beforehand that they need to raise their hand and not shout out

answers

·  Talk about what today’s lesson is about and let students know about any educational assistants or

student helpers in the room who are there to help (make sure to discuss daily schedule with any helpers in the classroom beforehand so they are prepared to assist students)

·  Get helpers to distribute play money for word problems

·  Get helpers to walk around the class during in-class work to ensure all students are on the right track

and have all materials needed

Behavioural Management Strategies:

·      Remind students of classroom etiquette every class such as raising your hand to ask or answer a

question, no talking while the teacher is speaking, and being respectful of one another

·      Separate students who do not get along or are constantly speaking at inappropriate times

·      Get helpers in the classroom to sit by students who are disruptive

Assessment and Evaluation:

Use the following three-point rubric to evaluate how well students listened in class, participated in class discussions, and were able to apply what they learned to write their own word problems:

Three points: very attentive during class; actively participated in class discussions; and applied what they learned to write accurate, interesting word problems.

Two points: somewhat attentive during class; showed some involvement during class discussions; and applied what they learned to write satisfactory word problems.

One point: not attentive during class; showed little involvement during class discussions; and had difficulty applying what they learned to write their own word problems.

Extensions:

This lesson will familiarize students with time and money so that word problems involving

multiplication and division later on will be easier to understand, and similar strategies from this lesson

can be used for such problems. The concepts from this lesson can connect with a computer

lesson by using a website dedicated to math problems, and can also tie in with an English lesson since

word problems require making actual sentences, and there are also educational books that focus on

addition and subtraction.

Reflections (if necessary, continue on separate sheet):  

·      Determine if word problems are too easy or too difficult and revise accordingly.

·      Determine if students work well in pairs or if the class should be divided into groups.