Reflective Narrative Math- word problems: subtraction

INTASC Principle 5: Motivation and Behavior The teacher uses an understanding individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagements in learning, and self-motivation.

NAEYC Standards: 4b. Using developmentally effective approaches 4d. Building meaningful curriculum

This artifact is a subtraction lesson plan implemented in my primary semester at Hawthorne Elementary in a second grade classroom. In this lesson, the students used problem solving strategies in order to solve subtraction word problems.

The focus of this lesson was to teach the students the necessary problem solving strategies of finding and utilizing the most important information in a word problem.

This artifact lends itself to INTASC principle 5 for the reasons of providing a motivating learning environment. The children found the manipulates and social interaction engaging and enjoyed the student centered instruction. The students were able to learn in a positive social setting by working in partners and sharing knowledge. NAEYC standard 4b. and 4d was integrated by building meaningful curriculum due to its direct alignment with the State Voluntary and the Common Core Curriculum.

Through this lesson, I was able to see the benefits of using engaging instruction to create a motivating learning environment. The student participation was positive and all students were on task due to the exciting nature of the lesson. Including opportunities for the students to work together and share gave students the self-motivation to want to learn.

The students learned the valuable strategies to help them solve subtraction problems. The students gained the concepts of referring back to the text to find important information. The children's interaction provided an experience to collaborate together and enhance their social development.

Denyse Fiero Math Lesson Plan Word Problems - Subtraction September 28, 2012 Standard 1.0 Knowledge of Algebra, Patterns, and Functions Topic A.Indicator 1. Identify, describe, extend, and create numeric patterns Objectives Represent and analyze numeric patterns using skip counting by 2, 5, and 10 starting with any whole number and using whole numbers to 100 Represent and analyze numeric patterns using skip counting backward by 10s starting with any 2-digit whole number Recognize a function table as a relationship between numbers Complete a function table with a given one-operation rule (+, -) using whole numbers

Common Core
DOMAIN: Operations and Algebraic Thinking Cluster Standard Mathematical Practices Represent and solve problems involving addition and subtraction. Standard: 2.OA.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.

Key Concept: The students will learn the strategies to solve subtraction word problems. We will go through our reading strategies to help find important information to solve subtraction word problems.

Planning and Teaching Participants/Grouping: The students range from ages 7-8 years old and are developing at a range of below level to advanced level. This lesson will be taught in a whole group setting of 22 students. The extension portion will be in small groups. Students will be provided time to turn and talk to a peer to express and develop ideas. Differentiation: Some students will use cubes to help add the number sentences depending on their proficiency with addition.

Objective: We will use the problem solving strategy in order to solve word problems. Materials: Elmo and pen Cubes (22 bags) Fact Family Smart pad sheets (22) Fact Family assessment sheets (22) Dry-erase markers (22) Erasers (22)

Engagement: (5 minutes) We will review number words in order to be successful word problem readers. Exploration: (5 minutes) Students will work on a word problem on their own. We will share their thinking. *Make sure you have everyone's attention before continuing. I will say, "Boys and girls, take a moment to look at this challenge and see if you can solve it. Try your best and we will share our thinking after you complete the challenge. I will know when you are done when I see your marker on your nametag tag. I will have one or two students share their strategies. I will evaluate student knowledge to determine the level of instruction. I will share student thinking by using the Elmo to enlarge the student's work. Explanation:

Objective: We will use the problem solving strategy in order to solve subtraction word problems.

I will model how to solve subtraction word problems. 1. I will think aloud to the students to figure out my strategies to solve the word families. 2. First, I will read the reading strategy poster to get ideas on how to find important information to help solve the subtraction word problem. 3. I will underline all the important words that will help solve the word problem. 4. Next, I will create a word problem using manipulatives and write a number sentence. 5. I will solve the number sentence and answer the word problem.

Guided Practice: "Boys and Girls, let's try one together. Let's read the word problem together. (this will be done on the carpet) Let's remember that we need to find the important words to help us solve the problems. We will use manipulatives to make our number sentence. We will solve the number sentence. Partner Practice: *Get everyone's attention before giving the directions. (pencils on nametag, eyes on me) We will use the smart pads for partner practice and on your own. I will say, "Next, we will work in partner to solve the word problems. Your partner will be the student sitting across from you. I will assign you a partner if there isn't anyone sitting across from you. *I will select partners to explain their answer.

Problem 2 Let's try another problem. I will select a partner to share their strategy. On Your Own Let's try another problem. This time you will try it on your own. Remember, not to talk when you are completing this problem. I just want to see how much you have learned today. * During this time, I will walk around with a clipboard and evaluate my student's learning. I will see if anyone will need re-teaching or more challenging work.

Extension Differentiate Practice: I will call the re-teach group to work with me on the carpet. I will then call the next group of names to work with Mrs. Cronauer. Mrs. Cronauer will extend the learning to the students who are secure in this strategy. I will ask......(student's names) to bring their dry erase boards, cubes and eraser with you. Struggling: The struggling will use manipulatives to solve the word problems. Advances: The advance student will use abstract math

Assessment: Clear all materials to prepare for the secret problem. Discuss rules and behavior of the completing a secret problem. Formative: I will take anecdotal notes on students working in whole group and partner work to assess their knowledge and how the students learn the best. Summative: (10 minutes) I will distribute the secret problem to each student. Students will be provided manipulatives. I will observe students to see what strategy or difficulty for students. I will take anecdotal notes for each student. I will also assess the students results to see their proficiency. Closure: Boys and girls, what did we learn in this lesson?

Assessment Analysis- The purpose of the lesson to understand how solve word problems by reading the text and using word problem strategies to solve the question.

Differentiation: The students were informally assessed during the instruction and guided practice of this lesson. I used anecdotal notes to see who needed more instruction.

1. The first group was the students showed proficiency was able to work independently on the word problem. This group was able to extend their learning by making up a word problem to see if they could solve each other's word problems. This group was able to get both word problems correct using the appropriate strategy.

2. The second group showed proficiency during the independent practice. was the students showed proficiency was able to work independently on the word problem. 3. The third group was the struggling students whom I worked with to understand the concept further. This group varied on the disconnect from not outlining the most important information to not understanding the concept at all.

Formative Assessment: I took anecdotal notes about each student's progress during instruction to see student strategies and knowledge of the objective. I used the data to regroup the students to differentiate instruction. Summative Assessment: I gave entire class two word problems to complete independently for an assessment. Today we learned about solving subtraction word problem by using problem solving strategies.

Pre-assessment-Exploration

Formative (whole group and partners) Word problemsubtraction

Summative (solve two subtraction word problems)

1. Blake 2. Nicholas 3. Danny* 4. Nyah 5. Alyssa 6. Kaylee 7. Jakalya 8. Shamar

Not evident Yes Not evident Not evident Not evident No evident Not evident Yes

Yes Yes Not evident Not evident Yes Yes Yes Yes

50% 100% 50% 50% 100% 50% 100% 100%

9. Robert 10. Elijah* 11. Joshua 12. Skylar* 13. Kaliah 14. Haley 15. Malachi* 16. Samuel 17. Cherish* 18. Kennisha 19. Ricardo* 20. Willow* 21. Ameico* 22. DaNaya*

Not evident Not evident Not evident Not evident Not evident Not evident Not evident Not evident Not evident Not evident Not evident Not evident Not evident Not evident Class Percentage correct (pre-assessment) 2/22=9%

Not evident Not evident Yes Not evident Yes Yes Not evident Yes Not evident Yes Yes Not evident Not evident Not evident Class Percentage correct (final check) 12/22=54%

50% 100% 100% 50% 100% 100% 50% 100% 0% 100% 50% 0% 50% 50% Class Percentage correct:84% Small Group Total: 61%

Reflection:

This lesson proved to be a challenge for my students. The overall scores improved from the exploration to final assessment. However, the improvement is not up to a proficient level. I will need to reflect upon my teaching and try new strategies.

The engagement for this lesson was to go over written number words to help the students become successful word problem readers. I feel that this helped but I needed to go further in vocabulary that they should know. I used a strategy poster to help organize the students thinking and we circled important words. I verbally told what the words meant. I will add more vocabulary to the strategy poster. I feel that I only did two partner problems. I think that I should have done four partner problems. Student collaboration could have helped in understanding the concept. I also used the model for expressions where the function was provided. I did this up to partner work. I realized my mistake at that point and corrected it. However, five students solved the problem correctly on the assessment but neglected to put the addition function on their number sentence. Looking at the data, I believe that my regrouping was effective since the small group scores went up slightly from the Exploration assessment. The students with a star next to their name were pulled for small group. I will re-teach this skill with my new adaptions. I will also pull groups for struggling students and I will have extension problems for students who have mastered this skill and are ready to progress.