Name:

Marci Concotelli
Grade: 3


Lesson# 5
Gardner


Bloom




_____ Visual

_____ Knowledge



_____ Kinesthetic

X Comprehension



X Verbal

_____ Application



_____ Logical

_____ Analysis



_____ Rhythmic

_____ Synthesis



_____ Interpersonal
_____ Evaluation



_____ Intrapersonal



_____ Naturalist


STRATEGY:
Cooperative Learning

SUBJECT AREA:
Mathematics

TEACHER PERFORMANCE EXPECTATION ADDRESSED:
TPE 3 Interpretation and Use of Assessments

STATE CONTENT STANDARD (Know):
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results
2.4 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.

COMMON CORE STANDARD:
3.OA 8 (page 23)
Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.

PERSONNEL:
Teachers aid to assist with differentiated learning activities.

INSTRUCTIONAL MATERIALS (Technology):
Worksheet containing four word problems (attached), paper, pencils, erasers, Smart
Board for final presentation of word problems.

LESSON LENGTH:
One class (approximately 50 minutes)

PREPARATION:
Create word problems for 4-person groups (see attached)
Arrange classroom to facilitate group work place desks into 4-person pods
so students can face each other
Prepare peer assessment and homework
Assign students into properly arranged groups

ROLES:
Reader, recorder, summarizer, presenter

GROUP COMPOSITION:
Best classroom management dynamic

ROOM ARRANGEMENT:
Door shut
Move all items and desks away from walls
4 desks pushed together to make pods. All desks face each other for positive
interaction.

GROUP SIZE:
4 students per group (6 groups)

STANDARDS:
Use quiet voices during group work
Be respectful and courteous to peer students; all views are valued and
appreciated
Students should ask questions if they do not understand
Participate in the group work by sharing and brainstorming students
should own their personal role in each group; each student is the expert in
her/his role and need to share her/his evidence with entire group.


ANTICIPATORY SET:

CONTENT OBJETIVE (OUTCOME OF LESSON):
To be able to solve mathematic word problems involving more than
one operation
To be able to identify an explain patterns within mathematics
To be able to assess the reasonableness of answers using mental
computation and estimation strategies

BEHAVIORAL OBJECTIVE (SUBJECT MATTER TASK / GROUP ROLES):
The reader will read the word problems out loud

The recorder will write out the steps and evidence that is required to
solve word problems
The summarizer will verbally walk through the steps taken to solve
the problems with the group members
The presenter will then take all materials from other classmates and
present the word problems (including equations, evidence, and
responses) to entire class using the smart board

TRANSFER (LEARNING THEORY / REVELANCE):
Planning a trip means understanding how far one must travel over a
certain number of days. These word problems help students utilize
time-management skills as they incorporate multiplication, division,
subtraction, and addition into daily mileage goals. The students will
find that utilizing all four operations is not only informative but
incredibly fun (and RELEVANT) within our daily lives.

MOTIVATION (TEACHER CREATED):

Before the cooperative work, each individual will receive a pre-
assessment worksheet containing one mathematic word problem.
These scores will be noted. After the group works together to solve
four mathematic word problems, the same assessment worksheet will
be administered as homework and the individual scores will be a 50%
of the individual student scores. Lastly, 50% of the individual scores
will be based on average score and feedback received from team
members.

The group score will represent the accuracy and evidence of the four
word problems as well as the final presentation at the Smart Board.

METHODOLOGY (TEACHING):
Lecture on four operations within mathematics: addition, subtraction,
multiplication, and division prior to this cooperative learning experience.
Lecture on estimation and mental mathematics prior to this cooperative
learning experience.

HOMEWORK ASSIGNMENT ON:
After the group finishes the four word problems in class, students will take
home the same exact word problem given as pre-assessment
Students will fill out peer-assessment

INPUT:
To make the lesson fun, include a map of the United States and say We and
some other families are going on a trip theoretically, of course and we are
helping these folks find out how much mileage they will travel each day!
Explain to the students the following:
o Groups

o
o
o
o

Group roles
Which tables they are assigned
Hand out four word problems and extra scratch paper
Give instructions on what the goal of the project is

MODEL:
Model one mathematical word problem after the pre-assessment but before
the groups begin their four word problems


GUIDED PRACTICE (CHECKING FOR UNDERSTANDING) - GROUP:
Even though there is only one official recorder role, all students must
individually solve each word problem. Each member will share with the
group how he/she solved each problem, including evidence (showing work).

INDEPENDENT PRACTICE (MONITOR/ADJUST) INDIVIDUAL:
I will assign the pre-assessment word problem as homework and I will be
able to see if each individual student understands her/his computations and
can show this evidence in order to solve the problem.

CLOSURE:
Each groups presenter will go to the Smart Board and present how they solved
each word problem. The student will include all calculations, evidence, and verbally
walk us through their entire process. After all groups are done presenting, I will
hand out the pre-assessment problem as homework and will ask for them to be
taken home, completed, and turned in the next day.


DIFFERENTIATED LEARNING ACTIVITIES (Learning centers, manipulatives,
special needs, etc.):

Learning Center: A map placed at the learning center showing sets of cities
(i.e. Phoenix and Boston, Chicago and Miami, Honolulu and Tulsa, Anchorage
and Washington, D.C.) and the students will be able to visualize how far apart
these cities are from each other.

Gate: The GATE students can use the computer to look up distances between
the cities listed above (and with map in Learning Center). They can take one
particular pair of cities and discuss how long it would take to travel from one
city to the other using any method of transportation; however, evidence will
be required when explaining how the timeframe was created.

Learning Difficulties (Attention Deficit Hyperactivity Disorder): The
Teachers Aid can work one on one with student(s) to verbally speak through
each word problem. They can then draw / write each step of the calculations

and the student can verbally explain to the Teachers Aid why she/he came to
these conclusions.
SDAIE Techniques:
o Slower speech rate
o Use props, maps, visuals to explain mileage and calculations
o Implement comprehension checks each step of the calculations

ASSESSMENT:
GROUP: I will view the teams final product by watching the presenter. The
groups calculations, evidence, and final responses will reveal if the word
problems were done correctly. The scoring will be number correct out of 4.
The group can get 0-4 points depending on how many correct word
problems the team presents. This portion will be 34% of each individuals
grade.

PEER: I will hand out peer assessment forms to take home and fill out
individually. No names are necessary on the forms (to remain anonymous)
but I will collect the forms from each student to make sure they completed
the task.

The students will be required to fill in each team members name and rate
each category on a scale from 1-5 in the following areas:
Participation
Attitude
Information / Helpful Contributor
Encouragement
Effort / Work Ethic

The average of all the scores from all team members will be 33% of this
project grade.

INDIVIDUAL: I will hand out the same pre-assessment worksheet that was
administered prior to the project. This will be each individual students
homework and the worksheet will be 33% of the project grade.

MCC.3.OA.8
Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity.
Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.

For each word problem, solve for the following (and show work / show evidence):
1. Write an equation and find the solution (example: 235 5 + m = 1,500).
2. Use estimation strategies.
3. Check estimate to check for reasonableness.



WORD PROBLEM #1
On a family vacation, the Lopez family drives 235 miles a day. Their goal is to drive
1,500 miles. After 5 days, how many miles does the Lopez family have left to drive in
order to meet their goal?















WORD PROBLEM #2
During your family vacation, your family drives 343 miles on the first day, 279 miles
on the second day and 167 miles on the third day. How many total miles did your
family drive?

WORD PROBLEM #3
The Lee family takes a four-day Hawaiian cruise that totals 430 miles. On day one,
they cruise 136 miles. Their day two cruise mileage is 125 miles. On day three, they
do not cruise since the ocean liner stays in port and shop all day. How many total
miles did the Lees cruise on day four?

















WORD PROBLEM #4
Part 1: The Williams family is driving from Los Angeles to New York City. The
mileage is 2800 miles. If the family wants to take less than 5 days to drive, how
many miles should they drive on average, each day?
Part 2: If the family drives 400 miles on day one and still wants to be in New York
City in three days, how many miles do they have to drive, on average, per day to
make their goal?