Date: 10-30-12 Subject: Math Grade Level: Second Grade Intended of Duration Lesson: 30 minutes State of Michigan Standards/Benchmarks:

QA.1 Use addition and subtraction within 100 to solve one- and two-step problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem Lesson Goal: These are more specific than standards, but more broad than objectives. They relate back to standards and are directly connected to lesson objectives.

Lesson Objectives: Each objective should be behavioral and be written in one (1) statement with the following three (3) components included: Given a set of manipulatives, Adam will distinguish whether the story problem is subtraction or addition, as well as answer the problem correctly four out of five given times. Given a set of pictures representing the problem, Adam will distinguish whether the story problem is subtraction or addition, as well as answer the problem correctly two out of three given times. Given five story problems, Adam will draw pictures in order to aid in solving each story problem four out of five times.

IEP Goal/Objectives Adam will identify what interferes with his ability to remain on task and complete work Adam will identify and practice at least two new strategies he can use to increase his time on task Materials: Provide a bulleted list Flying saucer abstract addition and subtraction problems (5) Worksheet of five concrete based story problems: addition and subtraction Moon rocks (Rock garden pebbles white and shiny) (25) Representational worksheet with five problems and pictures Abstract worksheet with five problems An Afternoon of Math With Miss Watters student schedule Prior Knowledge: The student that is participating in this lesson knows appropriate addition and subtraction language knows how to add and subtract within 20 has been introduced to basic story problems Procedure: Opening as an opener the student will be handed five UFOs (mini vitamin Tuber wear containers) Each UFO contains either an abstract addition or subtraction problem.

1. 2. 3. 4.

Student will sit down at the table Teacher will give student schedule of what is expected of the student this period The teacher will hand the student the five UFOs containing review of five different abstract addition problems The student will open the UFOs and answer each equation and write the answer on the back of each slip containing the problem. 5. The teacher will explain how in todays lesson we will be using our knowledge of addition and subtraction in order to solve story problems PresentationConcrete 6. The teacher will give the student the Moon Rock Math worksheet (Attached at the end o f lesson plan). The lesson is a manipulatives based story problem worksheet. 7. The teacher will give the student 25 moon rocks (decorative pebbles) 8. The student will be instructed to read the question number one (student will read each question after previous question is answered) 9. The teacher will ask the student how he thinks he can use the rocks in order to answer the question 10. The teacher will also ask the student what question number one is asking the student to do 11. Student will now distinguish whether or not the story problem is asking for addition and subtraction and explain why/ how they came to that conclusion . Correct and scaffold students to find the correct answer if they are wrong or are struggling to find an answer. Scaffolding may include the following examples a. What if I were to ask you to put the two groups of moon rocks altogether what would you do? b. When it says someone gave part of their moon rocks away do you think you add the two num bers together or take away from the larger group 12. Repeat directions 7-10 for the remaining questions on the worksheet. Representational 13. The teacher hands Adam the Story Problems With Pictures worksheet 14. The teacher will now explain how in order to answer the questions on this worksheet the student will use the pictures much like he did the moon rocks in the previous activity. 15. The teacher will explain the strategy of crossing off pictures when the story problem is a subtraction problem 16. The teacher will explain the strategy of counting the total number of objects when it is an addition problem 17. REMINDER The teacher will remind the student that much like the Moon Rock Math worksheet it is important to think about what each question is asking foraddition or subtraction. 18. The teacher will instruct the student to read each problem and then use the pictures in order to solve each problem. The teacher will aid the student with any questions or incorrect answer.

Assessment: Adam will be given an addition of the Moon Rock Math Assessment worksheet. The Assessment contains three problems that that student is familiar with and one question that is new to him. The assessment requires the student to answer each story problem by drawing pictures. The assessment contains four questions total and is attached to the lesson plan. The assessment is an informal assessment that is curriculum-based. The answers given are subjective and performance based.

Expansion: As an extension of this lesson the student will be require to write an original addition and subtraction story problem. Then solve each problem.

Instructional Planning and Preparation Knowledge of Student When it comes to math, Adam struggles. After participating in the previous assessment report, Adams strengths and weaknesses with story problem solving were discovered. The next unit in Adams second grade class i s all about story problems. This lesson is a one on one lesson, specifically tailored to develop Adams story problem skills and strategies. The previous assessment report revealed that Adam shows great strength in completing story problems using manipulatives, scoring 100 % accuracy on the given assessment. Though Adam has mastered answering story problems, his knowledge is only emerging when it comes to story problems on the representational and abstract level. Adam scored 80% on the assessment where he had to use pictures in order to solve the story problems and 20% on the assessment in which he used the abstract level of knowledge in order to solve the story problems. It is common for students to move through the Concrete, Representational, Abstract (CRA) sequence as the level of understanding of a particular topic (Allsopp et. all, 2007). In other words, once a student understands a concept in a concrete method of instruction it is time to move into the representational method of instruction. This lesson was created in order to build on Adams strength correctly completing concrete story problems and strengthen his weakness of correctly completing representational story problems. By continuing Adams knowledge of and building on his level of understanding of story problems, Adam will have a strong grasp when he is introduced to story problems at the abstract level in his general education class. Lesson Design After Adam participates in the lesson he will have a strong grasp and knowledge of strategies for solving story problems at both the concrete and representational level. It is important information for Adam to know as he approaches an entire story problem unit in his general education classroom. Adam has proven sufficient at his ability to solve story problems at the concrete level of understanding in the previous assessment project. When students become proficient at the concrete level, the next mathematical skill is modeled at the representational level (Allsopp et. all, 2007). By mastering the skills at the representational level of story problems Adam will be closer to understanding story problems at the abstract level. There are several processes that occur at the representational level that are helpful to learners that struggle, transitioning their understanding from the concrete to abstract mathematical understanding (Allsopp et. all, 2007). After researching Adams general education teachers plans for the story problem unit, it appears that it wi ll be introduced and completed at the abstract level of instruction. It is crucial that Adam deeply understands story problem at the concrete and representational level before the problem solving unit in his classroom begins. Due to Adams attention difficulties that were mentioned in the previous assessment project the lesson will be fast paced with activities actively changing. Each assignment is short and can be completed in a shorter time segment. Students with ADHD, like Adam, benefit from a change in environment and assignments broken down into shorter segments (Shahidullah ppt., 2012). Adam will be given a schedule of everything we will be doing within the thirty minute span of time. Using individual schedules are beneficial to students with ADHD, allowing them to check off assignments that have been completed (Shahidullah ppt., 2012). The schedule will also communicate the expectations of Adams achievement for the half hour lesson. Student Engagement Adam is very interested in space, which is the sole reason that the entire lesson revolves around space objects. By giving the mathematics instruction value to the struggling student, the instruction will be more meaningful to the student (Allsopp, et all, 2007). Instruction that is anchored in contexts meaningful to the student, result in better learning outcomes for struggling learners (Allsopp et. all, 2007). In other words, by creating story problems that personally interested the student, the student values the assignment much more. The lesson includes interesting manipulatives and pictures that Adam is interested in. As the teacher I plan on sitting in close proximity of Adam as well as removing all other distractions from the surrounding area, allowing him to be focused on the task at hand (Shahidullah ppt., 2012). The lesson is extremely interactive with constant change and excitement keeping Adam and I both engaged. Anticipation of Appropriate Adaptions/ Accommodations Adam is a student with ADHD. As noted in the Assessment project, it is something that severely hinders his learning. Throughout this lesson several accommodations will be set into place Changing environment and activities Visual schedule of the periods expectations of achievement Removing all other distractions (Adam will be the only student in the class) The teacher will be working within close proximity Shorter assignment segments Lesson is based on student interest The listed accommodations were found in week eight of class during the Numbers -How to Teach Struggling Learners & ADHD presented by Ashley Shahidullah Assessment Throughout the entire lesson Adams knowledge of each task will be assessed. Observations of what he is doing, how he is doing it,

and accuracy, will be made with each activity. At the beginning of the lesson Adam will be given 5 review addition and subtraction facts, his accuracy will be observed. In the middle of the lesson Adam will be given a set of story problems that will be answered using concrete level skills. We will then quickly transfer into using the same skills used when using manipulatives, and applying them to solving story problems using pictures. Adams success with the representational story problems will be assessed by observation and result in the amount of support he will get during the final assessment. The final assessment will require Adam to take the strategies and skills learned throughout the lesson and answer the story problems by drawing his own pictures. The assessment is an informal assessment that is curriculum-based. The answers given will be subjective and performance based. The final assessment will be formally graded for a score of achievement. After Lesson Reflection After getting the opportunity to assess a student on some of their math skills, make a personalized lesson plan based on the findings of the assessment, and then teach that lesson plan to the student, there is much to reflect on. I am very proud of both the assessment project and lesson plan that I have completed. Based on the results of the lesson plan it appears that the student has learned from this experience, but I am sure that I have learned just as much, if not more. Lesson Implementation Though the lesson was an overall success, just like most things, there were strengths and weaknesses. Throughout the duration of the lesson I feel that the pacing was appropriate. Within the thirty minute duration of the lesson, each activity was allowed time and effort in order to complete the activities. There was no point in the lesson in which the student, Adam, appeared to feel rushed, hurried, or bored because of the amount of work that was given to him. The visual schedule helped tremendously the pacing of the lesson. This was Adams first experience with the visual schedule and he responded to it very well. After each activity was completed Adam did not question, complain, or express concern about what was going to happen next. This made the lesson run smoothly with no extra time wasted for excess conversation. The methodology behind my lesson was successful and I feel that it was one of the strengths of my lesson. My methodology was proven to be successful by the accuracy the student showed with each activity as well as the achievement of meeting the standards of each goal and objective for the lesson. Each goal and objective was successfully carried out with achievement. Adam was able to distinguish whether the story problem was addition or subtraction based on his prior knowledge it was not something that we needed to address. Though it took Adam time and strategy reminders throughout the lesson, by the end, Adam was able to find success with answering story problems on the representational level. On the lessons final assessment the student scored 100% accuracy with no outside support needed. Adam was made aware of his success at the end of the lesson by receiving one of the lessons very own moon rocks as well as an Alien UFO container to keep them in. Adam received feedback not only at the end, but throughout the entire lesson. At the introduction of the representational problem solving portion of the lesson plan, Adam struggled with knowing what to draw, after he incorrectly answered a problem I made him aware of the incorrect answer and did a think aloud in order to show him the strategy I would use to answer the question. Overall the introduction to representational level problem solving was successful and Adam was made aware of his success through verbal praise. Student Engagement The engagement level of the student was high during the duration of the lesson. Adam responded positively to each activity that was asked of him to perform. This was shown through the smile on his face while working on each activity, and his desire to complete each activity. It has been observed that on previous activities in the classroom, Adam often complains and tries to get out of doing the assignment by gazing off or asking to play a game. Through the duration of this lesson, Adam completed his work without complaint and relatively less gazing off than usual. The schedule given to Adam, visually presenting the activities that he was expected to achieve, was successful. Adam was made aware of what he was expected to achieve during the lesson and actively crossed off each item on his schedule. Adaptations and Accommodations Each accommodation listed on the previous Instructional Planning and Preparation portion of the lesson pl an, were successfully carried through in the duration of the lesson. Providing accommodations to my student is one area of the lesson where I would improve upon. On the Story Problems with Pictures activity, found in the appendix of the lesson plan , Adam was observed to be looking down at the shooting stars on the third problem in the middle of solving the first question. In order to avoid this in the future, I plan on making the worksheet less distracting and visually overwhelming. It is useful to adap t worksheets to avoid extraneous information in order to avoid the student from losing focus (Ashley Shahidullah, 2012) Assessment Through observing the student and his success throughout the lesson, I have learned that he is ready to move on to the abstract level of story problem solving. For the next lesson with this student I would teach the student how to solve story problems not using pictures or manipulatives, but at the abstract level. Based on the CRA model of instructional levels, now that Adam has successfully mastered the concrete and representational levels, he is ready to move to the abstract level of understanding. By having deep knowledge of story problems on all three levels of the CRA continuum, Adam will have the knowledge he needs to successfully master the next unit as well as successfully move on in his math career.

References Allsopp, D., Kyger, M., & Lovin, L. (2007). Teaching mathematics meaningfully: Solutions for reaching struggling learners. Baltimore Maryland: Paul H. Brooke Publishing Co. Shahidullah, A. (2012). Numbers-how to teach struggling learners and adhd.CEP 802a, Michigan State University. Retrieved from www.angel.msu.edu

Lesson Plan Appendix Period Schedule An Afternoon of Math with Miss Watters Moon Rock Math Concrete Level Story Problems with pictures Moon Rock Math Assessment

An Afternoon of Math with Miss. Watters o UFO Invasion Math o Moon Rock Math o Story Problems with Pictures o Moon Rock Math Assessment

Moon rock Math

Concrete Level 1.) Adam has 13 Moon Rocks but lost 6. How many moon Rocks does Adam have now?

2.) Adam has 7 moon Rocks. Erika Gave him 4 more moon Rocks. How many Moon rocks does he have all together?

3.) Adam has 10 moon rocks. He gave 7 to Miss Watters as a birthday gift. How many moon rocks does Adam have left?

Name:_______________________________________________

Story Problems with Pictures

Count the Spaceships in the two groups how many are in all?

_______________

and ___________ is ______ in all

There were 9 total UFOs on planet Mars. Three UFOs flew away to Planet Saturn. How many UFOs were left on planet Mars?

One night camping, Adam counted eight shooting stars. Erica, his best friend, looked up in the sky and counted five total shooting stars. How many shooting stars did the friends see all together?

Create your own Pictures story problems

1. Adam collected 10 moon rocks. The next day of school he gave his best friend Erika 3 of them. How many moon rocks does Adam have now? Draw a picture in this box that represents this question

Answer________________
Moon rock Math Assessment Draw a picture to solve each problem 1.) Adam has 13 Moon Rocks but lost 6. How many moon Rocks does Adam have now?

2.) Adam has 7 moon Rocks. Erika Gave him 4 more moon Rocks. How many Moon rocks does he have all together?

3.) Adam has 10 moon rocks. He gave 7 to Miss Watters as a birthday gift. How many moon rocks does Adam have left?

4.)

Adam looks up in the sky on Tuesday and sees 8 stars. The next night he looks up and sees 3 more stars. How many stars does he see in all