Elementary Math Learning Methods

EDU 5360-003/6360-003
University of Utah

Opening Curriculum Spaces Planning Template

Your name
Grade level and school
Curriculum
Title/number of lesson
Overview of lesson
Read through the lesson in its
entirety, and provide a short
description (2-3 sentences) of the
lesson.
Overview
Cindy L. Torres
5th Grade
Math
Module 2 Lesson13 Mental Math
The Objective of this Math Lesson is for 5th grade students to use
mental math by reasoning the answers of a equation and not
actually solving the math problems on paper. Students prior Math
Lessons have taught them different strategies that help them add
an subtract unlike fractions.

Teaching date(s) and time(s) December 4, 2018

Estimated time for lesson
Overview of changes to lesson (2-3
sentences)
90 minutes
I structured my lesson plan by removing portions that I knew my
fifth grade students had mastered and focused on certain concept
development problems in the Math Lesson. In addition, I used
independent work as a time for my fifth grade students to work in
small groups which gave them time to collaborate.

Learning Goals

Content Objective/Learning Goals Math Lesson 13

What do I want my students to know and be able Use fraction benchmark numbers to
to do? These goals should address more than just access reasonableness of addition
procedural skill. and subtraction equations.

Connection to Standards Focus Grade Level Standards

What is the CCSS that corresponds with this Example of an “empty” number line
objective? Example of a number line
Example of a rectangular fraction
model

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

Use equivalent fractions as a

strategy to add and subtract
fractions.2

5.NF.1

Add and subtract fractions

with unlike denominators
(including mixed numbers) by
replacing given fractions with
equivalent fractions in such a
way as to produce an
equivalent sum or difference
of fractions with like
denominators. For example,
2/3 + 5/4 = 8/12 + 15/12 =
23/12.

5.NF.2

Solve word problems

involving addition and
subtraction of fractions
referring to the same whole,
including cases of unlike
denominators, e.g., by using
visual fraction models or
equations to represent the
problem. Use benchmark
fractions and number sense
of fractions to estimate
mentally and assess the
reasonableness of answers.
For example, recognize an
incorrect result 2/5 + 1/2 =
3/7, by observing that 3/7 <
1/2.

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

Mathematical practice goals

List at least one goal for students to engage in  Make sense of problems and
specific mathematical practices (e.g. Construct persevere in solving them.
arguments, justify their thinking, and communicate  Reason abstractly and
reasoning to others.)
quantitatively.

Unpacking the Existing Lesson

Solutions to the task(s)

Start by looking at the  Rounding whole numbers

mathematics task(s) that the
children will be working on
during the lesson. Solve the
task(s) yourself. Write a brief
description of what you notice
about the sequence and
complexity of the task(s).
 Estimating a sum
 Front end estimation
 Compatible numbers
 Cluster estimation
Students will be estimating if the equation is more
or less then a certain number without actually
solving it for the exact answer.

Anticipating student ideas

Explain what you think will be
students’ prior knowledge about Students prior lessons have taught them how to
the content. get exact answers to the equations using different
strategies that help them add and subtract unlike
Anticipate potential challenges
students might face or
fractions.
alternative ideas they might
present.
Eliciting student thinking The Concept Development problems in this lesson
elicit the use of Critical Thinking. These problems
What opportunities exist in the
original lesson for students to try allow students to think about the different
out their own strategies and strategies that they have learned in prior lessons.
represent their thinking? If you I will evoke students thinking by drawing tic tack
do not see any opportunities (or toe signs on the smart board to remind them that
insufficient opportunities), they are use to do count bys and tape diagrams.
describe how you will open
spaces to draw out student

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

thinking and representations.

Engaging students in The original Math Lesson offers opportunities to

productive mathematical share thinking with a partner during some of the
discourse
concept development equations. In addition, I
Where in the original lesson are incorporated group work when my 5th grade
there opportunities for students students where working on there Problem Set.
to justify their thinking to others, During this time I walked around the classroom
compare strategies/ helping different groups at they work.
representations, and ask
questions about each other’s
approaches? If you do not see
any opportunities (or insufficient
opportunities), describe how you
will open spaces to engage
students in productive discourse.

Equity and participation In the original lesson plan there are side notes that
give the teacher strategies that will give every
Where in the original lesson do student in the classroom an opportunity to
you see strategies that help all participate and access the material. For example,
students to participate and below grade level students can be given a simpler
access the material? Where do equation to solve and above grade level students
you see attention to supporting will solve more complex equations.
ELs to participate? If you don’t
see any opportunities (or
insufficient opportunities),
describe how you will open
spaces to support all students to
be able to access the material
and participate. Consider how
you might use multiple
representations and/or
manipulatives to support access.

Opening Spaces in the Lesson

(Drake et al, 2015)

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah
Rearrange lesson
components
Describe how, if at all, you
will rearrange lesson
components to frontload
problem-solving and/or
reduce or omit direct
instruction.
Adapt tasks
Describe how, if at all, you
will adapt existing tasks to
open spaces for children’s
multiple mathematical
knowledge bases by adjusting
numbers, offering choices,
and/or encouraging multiple
representations and
strategies.
Make authentic
connections
Describe how, if at all, you
will adapt existing tasks or
include new tasks to make
the mathematics more
meaningful and authentic to
your students? Be sure to
explain why the new contexts
will be more relevant for your
students.
Formative Assessment
I reduced direct instruction while I was teaching the
Concept Development equations. In the original
Math Lesson students are asked to work out an
equation with a partner. I took it a step further be
asking students to come up to the smart board and
write out their equations and what strategy they
used to solve it. This gave students the opportunity
to see other strategies that they may want to use
while solving the following equations we worked on
during this Math Lesson.
While working on Concept Development equations as
a whole group I wrote two different equations which
allowed my 5th grade students to choose from the
smart board. This gave students the opportunity to
choose the correct equation that corresponded with
there level of knowledge. I also encouraged them to
use the strategies they have learned in any previous
lesson. In addition, I wrote down number of
strategies that they could use on the smart board.
Strategies
 Fraction strips
 Number line
 Rectangular fraction model
 Tape diagrams
I made this Math Lesson relevant to my students by
describing real life experiences that involves us to
use estimations on a daily basis. I asked, “How many
of you have gone to the grocery store with your adult
to buy food?” Then I would begin to explain that
your adult is doing mental math while shopping in
order to estimate how much the total cost will be for
the groceries. Another example, when you are
buying movie tickets for your family or a group of
friends to need to quickly estimate how much money
it will take to cover the cost for everyone. Rarely will
know the exact amount thusly getting a more or less
is extremely valuable.
Assessments
Exit Ticket ( Mental Math)
Grading the Exit Ticket will help me assess if
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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

What will your formative students where able to grasp the concepts of the
assessment focus on? How Math Lesson.
will you assess more than skill
with procedures?

Learning Goals
Connection Students will be tested on estimating the answers to the equations as
we have be learning throughout the Math lesson.
How does your assessment
connect to your learning
goals? How will it help you
determine whether your
students have learned and
met the objective(s) of the
lesson?

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

Snapshot of the Adapted Lesson

Provide a brief agenda for your lesson below. Highlight the places where you made changes to the lesson
and opened spaces for eliciting, building on, and connecting to children’s multiple mathematical
knowledge bases.

Suggested Lesson Structure

 Fluency Practice (11 minutes)
 Application Problem (7 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Math Lesson Modified

 Fluency Practice (11 minutes)
 Concept Development (35 minutes)
 Student Debrief ( 7 minutes)
 Problem Set ( 22 minutes)
 Exit Ticket (15 minutes)
Total Time (90 minutes)

I began my Math Lesson Plan, by explaining the Objective. Then, as a

whole class we

worked on Fluency Practice. The Concept Development portion of the lesson

is worked on as a

whole class activity, then moves on to group work, and finial as a whole
group. I randomly

choose students from each group to write down a certain equation on the
white board which keep

the class engaged. During the Student Debrief I make real world connections
that make the

lesson plan relevant to my students. After that, Problem Set is worked in

small groups as I

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

walked around the classroom helping each group with any challenges.
Lastly, I assessed my 5th

grade students with an Exit Ticket which will give me a better understanding
of how I can better

help my students in future lessons.

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

Changed

I divided the
students into five
groups rather
then just working
with their elbow
partner.

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

Omitted

Application
Problem

Added

Had some
students
write their
equations on
the
smartboard.
This
strategies
encouraged
student
participation
which keep
them
engaged.

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

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EDU 5360-003/6360-003
University of Utah

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EDU 5360-003/6360-003
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EDU 5360-003/6360-003
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EDU 5360-003/6360-003
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EDU 5360-003/6360-003
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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

Reflection

I choose to revise a Eureka Math Lesson as my finial project. I was

immensely intrigued

with the lesson that I decided to teach my 5th grade class. It was so different
from all the other

Eureka Math Lessons I had taught the class. I was hoping that teaching this
lesson would help

my students understand that we do not always need to find exact answers to

equations. I learned

that once I gave my 5th grade students real world examples they were more
open to the concept

being taught. Teaching this lesson helped me comprehend the impact of

revising a lesson can

have on students learning. As a teacher we will need to adjust lesson plans

that may have

worked in the past with other students in order to help a new group
understand the concept. Next

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Elementary Math Learning Methods
EDU 5360-003/6360-003
University of Utah

time I might create my own Exit Ticket. I did not do that this time because
the site teacher

educator did not want me to therefore I use the Exit Ticket from the lesson
plan. Based on what

I have learned I will definitely continue to mortify my lesson plans according

to my students

needs. In closing, the Eureka Math Lesson Plan was certainly a success in
my opinion since my

students were engaged throughout the lesson.

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