FRAMEWORK FOR PLANNING A PROBLEM SOLVING LESSON in MATHEMATICS

Lesson Title: Comparing Longest and Shortest Jumps

Grade Level: 2nd

Important Mathematical Ideas:

During this lesson, we want students to be thinking about how they can use
nonstandard units/methods to measure length. They will then need to think about
how to actually measure those lengths and compare them to each other. We will
encourage them to contemplate the relationship between unit size and the counts
they produce, meaning that the smaller a unit is, the higher the count will be. Lastly,
we will have the students think about how having common units of measurement are
necessary when comparing lengths.

Common Core Standards Addressed:

Here is a link to the Common Core Standards:
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Common Core Math CONTENT Standards Addressed:

2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word
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.
2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and
subtraction.
2.MD.A.1: Measure the length of an object by selecting and using appropriate tools
such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.A.2: Measure the length of an object twice, using length units of different
lengths for the two measurements; describe how the two measurements relate to the
size of the unit chosen.
2.MD.A.4: Measure to determine how much longer one object is than another,
expressing the length difference in terms of a standard length unit.
2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving
lengths that are given in the same units, e.g., by using drawings (such as drawings
of rulers) and equations with a symbol for the unknown number to represent the
problem.

Common Core Math PRACTICE Standards Addressed:

2.MP.1: Make sense of problems and persevere in solving them.

2.MP.2: Reason abstractly and quantitatively.
2.MP.3: Construct viable arguments and critique the reasoning of others.
2.MP.4: Model with mathematics.
2.MP.5: Use appropriate tools strategically.
2.MP.6: Attend to precision.
2.MP.7: Look for and make use of structure.
2.MP.8: Look for and express regularity in repeated reasoning.

TASK(S):

The main thing that the students will work on is comparing the jumps that they
measured the previous day. Prior to this lesson, the students will have measured
three different types of jumps (frog, rabbit, and kid) using three different types of
measurement (shoe lengths, craft sticks, and paper clips) and recorded their data in
their workbooks on page 381. During our lesson, the students will be completing
page 385 in which they answer questions using their data from the day before. The
questions are about what their longest and shortest jump lengths and what was their
measurement in each of the three units. Then, we will record the data from the class
with each student’s longest jump, using a variety of units of measurement. This will
then lead to a discussion about who jumped the farthest, eventually culminating in a
discussion about what we need to do in order to adequately compare the jumps,
specifically get them to realize that they need common units in order to compare
them. The students will then complete page 386 to reinforce this concept.

Vocabulary and Language Objectives

Data: pieces of information that can be used to learn about something

Longest: having the greatest length/biggest measurement of length
Shortest: having the least length/smallest measurement of length
Gaps: spaces
Overlaps: when one thing covers another (partially or completely)
Difference: the amount by which one number differs from another
Units: the standard by which something is measured
Common unit: having the same standard of measurement

Materials & Tools

- The students will be able to reference their data sheets from the previous day
(found on page 381). These sheets will be immensely helpful for them as they
work on the task for this lesson, especially page 385.
- There will be visual representations on the front board of strategies that the
students can use to answer the questions on page 385. We will have drawn a
picture and written equations for a hypothetical set of jumps prior to having
the students work independently, therefore these strategies will be available
 for them as reference tools.
- There will craft sticks and paper clips available for the students to use when
thinking about how the jump lengths compare to one another. This will help
the students to visually see the importance of having common units when
comparing measurements. These visual tools will serve as visual tools during
whole group discussion, as well as manipulatives for individual students to use
if confusion arises during their independent practice.

Expectations for behavior

- Whole group discussion: During whole group discussions, the students will be
expected to raise hands when wishing to contribute to the conversation.
Additionally, they will be expected to not talk while others are speaking,
reserving their comments for when they are called on or when there is a
moment for partner/group talk.
- Group/partner discussions: During group/partner discussions, all students will
be expected to participate in the conversation in some way. They will also be
expected to keep their conversations on task.
- Individual work time: Students will be expected to raise their hand if they
have a question for one of the teachers. They will allowed to talk quietly with
a neighbor if they have a basic question to ask, but these conversations
should be at a whisper and be relatively minimal.
- Material usage: The students will be expected to request materials to use by
raising their hand and having a teacher bring the materials to them. These
materials should be used strictly as tools to help them on their independent
work, not as toys/building materials. Also, the students will be expected to
return all materials at the end of the lesson.

Lesson Plan

INTRODUCE THE TASK: This task will be introduced with a short activity that
involves sheets of stickers that resemble base ten blocks. The students will be shown
a visual amount of stickers and then told to discuss with their partner how many
stickers they saw and how they figured that out. The number of stickers is then
written on the board for the students to see in three ways, meaning 234,
200+30+4=234, and two hundred and thirty-four. The connections between these
three notations will be discussed and then the students will be shown two more sets
of stickers. One set will have added an additional 100 stickers and the other set will
have gained 10 stickers. The class will discuss what happened to the three notations
when these stickers were added.
GET THE STUDENTS READY: Prior to the activity that they will be completing
independently in their workbooks, there will be a whole group discussion. This will
involve the modelling of a hypothetical set of measurements on the board. A
discussion will then unfold that will get the students talking in pairs and then as a
whole group about which of the two jumps is longer, by how much, and how do they
know? This should serve as practice for the students that will prepare them to
answer the same types of questions on their own and to use a variety of strategies
when solving them.
POSE THE TASK: We will show a picture of the workbook page that they will be
completing and run through the directions. There will be a time for the students to
ask any clarifying questions prior to beginning their task.
QUESTIONS: During the hypothetical model we will ask:
- How long was the longest jump?
- How long was the shortest jump?
- How many more shoe lengths was the longest jump compared to the shortest
jump?
- How do you know?
- What strategies did you use to solve this problem?
- What do you notice about this drawing? (discuss no gaps or overlaps)
- What do notice about these addition and subtraction problems?
- How do you see these equations in the drawing?
PLAN:
- The students will be expected to raise their hands when wishing to participate
and to collaborate with other nearby students when a partner/group question
is posed. This is important because this will serve as the building blocks for
the rest of the lesson, meaning that if they become confused during the
teacher instruction/modelling and group discussions then they need to be
engaged to be able to ask clarifying questions, thus increasing their chances
of being successful on their independent work.
- The teachers will be instructing the entire class as they model the hypothetical
scenario/strategies. This is necessary for the teachers to do because this is
will serve as the base upon which the students will build their understanding
while working independently. Without appropriate modelling, the students’
focus will be directed at understanding the directions, rather than
understanding the new mathematical concepts.

FIND OUT STUDENTS’ THINKING: We will be listening for students using the terms
“longest” and “shortest” as well as discussing the difference between the two jumps. This
will show us that they are thinking about the comparisons between the two jumps. We will
be looking for a variety of strategies, specifically drawings of the two jumps represented
by the units that were used, as well as addition and subtraction problems.
SUPPORT STUDENTS’ THINKING: While the students work on these tasks, we can offer
hints and suggestions in regards to the strategies they could use to solve the problem,
such as using a picture or equation or manipulatives, if necessary. We could also asking
probing questions about what are other ways they could solve the problem and what they
think is important about units and common units.
ENCOURAGE STUDENTS TO TEST OUT THEIR OWN IDEAS: We can support their own
strategies and have them think about how their strategies connect with either the ones on
the board or the ones that a neighboring student used. Perhaps we could have them try
the strategy of another student.
SUPPORT DIVERSE GROUPS OF LEARNERS: There are some ELL students in the classroom
and to support them, as well as the students that are below grade level in math/have
IEPs, we can provide visual examples and manipulatives. It may also be beneficial to let
some of these students work with their neighbor, to encourage collaborative learning that
may support their individual work simultaneously.
POSE QUESTIONS TO EXTEND THEIR THINKING: We can ask questions about the
different strategies they used and what other strategies they can think of, as well as ask
them to consider the relationships between these strategies. There is also great potential
in this lesson for questions related to what is important when comparing measurements of
length and what they find important to understand about units.
SPECIFIC QUESTIONS:
- How did you use that strategy to solve the problem?
- Is there another strategy that you could use to solve the problem?
- What patterns do you notice between all three of the units of measurement?
- How are the strategies related to one another?
- What is did you think about when you were completing this problem?
- What do you think is important to remember when you are comparing different
lengths?
- What advice would you give to another student that was working on this problem?
- What is important to remember when working with units of measurement?
PLAN:
- The students will work on their workbook pages individually, unless a partnership
or brief partner conversation is more appropriate. This will be the expectation
because the gradual release model of instruction will be at the individual stage
during this part of the lesson, for there will already have been whole group
work/modelling (I do) and partner/group discussion (we do), so lastly is
independent work (you do).
- The teachers will be walking around the classroom, so as to monitor the work of
every student and be readily available to answer any questions, ask the students
extension questions, and bring materials/manipulatives to students that may find
them useful. It is important for the teachers to circulate throughout the entire
classroom so as to ensure that the students are on task, challenged in their
thinking, and to help keep the emphasis of the activity on independent work time,
rather than transitioning into off task conversations amongst students.

ASSESSMENT
- There is a provided Assessment Checklist for this lesson that carries over from
the previous day. This checklist is rooted in teacher observations, for we will
 record each student’s name and make notes in the following three columns:
1) Uses math tools to measure, 2) Choses math tools appropriate to the task,
and 3) Uses math tools in ways that minimize error. This assessment checklist
may already be completed prior to our lesson for it focuses on the activity that
the children should have completed the day before, but it could still serve as a
good resource and spot to write any notes.
- Through individual questioning and observations, we will be noting how the
students find the difference between their shortest and longest jumps. This is
will a time to observe their strategies that are described on their workbook
pages and to ask clarifying questions about how they solved the problem. We
will be looking for how they compared the jumps, if they used pictures and/or
equations, and if/how they used counting.
- Another form of assessment will be checking to ensure that the students
accurately found the difference between their longest and shortest jumps.
Despite what strategy they used, their ability to correctly find the difference
will show if they understand the overarching concept of comparing these
measurements or not.

ACCOMMODATIONS

There are two ELL students in this classroom, therefore we need to make
accommodations that will support their learning. To do this, we will be providing
visual representations/models that will remain on the board throughout the entirety
of the lesson. This is to help them connect the directions on the page and discussions
led by the teachers to the pictures, hopefully supporting their understanding of the
concepts. Additionally, there will be physical manipulatives available so as to provide
one-on-one with physical/visual aids during independent work time.

STATUS INTERVENTIONS

One status problem that habitually exists in this classroom is with a student that
under-participates. Usually, this students sits in the corner of the classroom, refusing
to engage in any activity or complete any work. It is understood that part of this
under-participation stems from the student being far below grade level, making most
of the material relatively inaccessible to her. In order to address that status issue
with this lesson, we can focus on working with this student during independent work
time, scaffolding the activity as appropriate based on what the student understood
from the modelling and discussions. Then, during the closing of the lesson, we can
either call on that student or ask them (depending on the student’s level of
confidence and current attitude) whether they would like to share. By working with
the student privately during independent work time, we can make sure that the
student has something correct and constructive to share with their classmates, thus
raising this student’s status if/when they contribute to the end of the lesson. We just
need to be very conscious of not making this student feel targeted or uncomfortable,
so that will need to be evaluated prior to trying to raise this student’s status.

EXTENSIONS UP AND DOWN

Extensions down: For students that struggle with mathematics, we could ensure that
they have their measurements already written in whole numbers, so as to eliminate
the confusion of partial units. Also, for students that are struggling to come up with a
strategy, we can direct them to the model that is up on the board, or help them draw
the first measurement and then have them draw the second measurement. This will
give them an example to base their own drawing after.
Extensions up: For students that are ready for an additional challenge, we can ask
them to try a different strategy, especially one that is not either a drawing or a basic
addition/subtraction problem.