Lesson Plan Format

 

Name: Katie Kolkmeier       Date: December 8, 2004       Age/Grade Level: 2^nd Grade­   

 Subject: Mathematics     # of Students: 20      # of IEP Students:  2

 Major content: Numbers and Operations   Unit Title:  Math In Everyday Life

 

 Goals and Objectives-

~Discuss how to solve word problems involving time and money
~Work as a class to solve word problems focusing on addition, subtraction,
multiplication, and simple fractions
~Work with a partner to make up their own word problems

 Connections-

MA-E-1.1.1                 The operations of addition, subtraction, multiplication, and division

                        - Students will be able to add the cent and dollar amounts, as well as subtract minutes from hours in trying to figure out the clock problems.  Multiplication will be used in the homework problem to be assessed, in figuring out the total amount of money made when working for a certain amount of money per hour.    

MA-E-1.1.2                 Multiple representations of numbers (e.g., drawings, manipulative, symbols)

                             - Students will be using the fake coins and dollars as manipulatives in the money problems, and will be using the clocks for the time problems to
help them discover what time they are attempting to find as a solution to the problem.

MA-E-1.3.1                 How the base 10 number system relates to place value (e.g., ten tens make one hundred, ten hundredths make one-tenth)

                             - Students will be using the base ten system when using the money to count up how much they will need to spend on supplies.  They will need to realize how once you reach the 99 cents mark that they are to start over again with a new dollar.  With the clocks, they will be on a base 12

system where once they reach 12 a.m. or p.m., they are required to start the hours over again at 1.

 

 

Context-

Students have been taking their basic multiplication tests, and have been working on adding number together.  They have been spending quite a bit of time on this, and so this lesson should be able to have them master it, and show their new abilities to add.  Part of the lesson that they have not had as much work on is adding in cents or minutes.  This part of the lesson could be more difficult, but should be a way to get them to understand the concepts clearer.

This lesson relates to the broad goal as teacher because it is allowing students to work with all mathematical applications.  This includes multiplication, addition, subtraction, and division can be used as well.  Basic skills used in life are also being taught in this lesson along with the mathematical concepts.  Learning how to tell time, both in the present, past, and future, is a skill that all students will need, as well, as being able to count up and to count back money with other people.  These skills are ones that are socially to be mastered, but also the math involved, is to be educationally mastered.

After this lesson, students should be able to add, subtract, and multiply along with the levels that they are to reach by the third grade.  The worksheet that is to follow this lesson, that is available through the class’ Web Page, is one that should be able to be completely with ease after working on this lesson.

 Resources-

The class will need:
            An overhead projector with transparencies and pens
            Fake coins and dollars to be used as manipulatives by the students
            Paper cut outs of clocks to be used by each student to understand the concept at hand

This lesson, along with the homework assignments assessed, were taken from http://school.discovery.com/lessonplans/programs/everydaymath/
The assessment/rubric used in accordance with this lesson was made using Rubistar

 Procedures-

1.	Begin the lesson by asking students to think about how time and money are used in their daily lives. Students may suggest the following: Amount of time it takes to get to soccer practice Amount of time they are supposed to practice their musical instrument The times school starts and ends How much money they earn for allowance or receive as gifts How much money they need to save to buy a new toy
2.	Explain to students that they use math every time they figure out how much time or money they have, spend, or need. During this lesson, students will be working together to apply the math skills they already know (addition, subtraction, multiplication, and fractions) to solve real-life problems about money and time. They will begin by working as a class to solve word problems about money and time. After practicing, students will work with partners to apply the same writing and math skills as they prepare their own word problems involving either time or money.
3.	Begin by giving each student 5 one dollar bills, 5 quarters, 5 dimes, and 5 nickels.  Write the following problem on the board or on an overhead transparency: Your teacher told you to buy a notebook, a ruler, a pencil, and an eraser for math class. The notebook costs $3.00, the ruler $1.50, the pencil $.20, and the eraser $.40. What is the total amount of money you need to buy these items? Ask students how they would solve this problem. First, discuss which operation they should use. Point out that the words “the total amount” usually indicate that addition is called for. Go through the following steps with your students to solve this problem: To find out how much money you need, add up the following: $3.00 $1.50 $0.20 +$0.40 ______ $5.10 ·           You would need to take $5.10 to the store to have enough money to buy the supplies. Ask students how they would solve the problem if the teacher asked them to get three pencils and three erasers. Explain that when they hear the word each, they know that they will likely have to multiply. To find out how much money you would need now, begin by multiplying: $.20 × 3 = $.60 $.40 × 3 = $1.20 Then add those totals to the other expenses for single items: $3.00 $1.50 $0.60 +$1.20 ______ $6.30
4.	Now work on this problem with the class and give each student a paper cut out of the clocks that were made beforehand: Sophie has soccer practice at 3:45 p.m. If it takes one hour to drive there, plus an additional 15 minutes during rush hour, what time do she and her mother leave to get there on time? Discuss the way to solve the problem with the class. What operation must they use? Have them identify the need to use subtraction to determine that one hour earlier than 3:45 would be 2:45. Subtracting another 15 minutes would bring the time to 2:30. To get to practice on time, Sophie and her mom must leave at 2:30. Ask students how they would figure out how much total time Sophie would be gone from home, including travel time to and from practice and actual practice time (which is 1 hour and 30 minutes). Tell them to try to use fractions in solving this problem. In this case, they would need to determine that 1 hour and 15 minutes is the same as 1¼ hours and that 1 hour and 30 minutes is the same as 1½ hours. Then they would add the travel time to the practice time and the travel time home: 1 ¼ hours 1 ½ hours +1 ¼ hours _________ 4 hours You may want to use a circle graph like this one to illustrate this information. The quarter of the pie missing represents 15 minutes, or one-quarter of an hour.

 

 Student Assessment-

Assessment will be taken by asking students to do different work problems each night, and by asking them to visit different websites and take part of activities at the websites.  Students should be able to answer the following questions when asked:

1.	Which words in a word problem usually mean that addition is the correct operation to use? Which words usually indicate that subtraction should be used?
2.	Give two examples of problems about money or time that came up in your everyday life. Were you able to solve them?
3.	Take one of the problems presented by your classmates and add a sentence to it that requires using another mathematical operation to find the solution. (They might ask them to figure out how much time is needed each week, if the activity was only for one day. Or, they might ask how much change they would get back for their purchase, if they gave the cashier a $20 bill for a smaller amount.)

A rubric will be made to grade the project that will be completed at the end of the week, following the grocery store project discussed in the Curriculum page.  This assessment will be of correct use of mathematical concepts, completion of work, etc.  The grocery store project is a further use and discussion of the purpose of this lesson itself. 

   

REFINEMENT- Prepared after the lesson and the post observation conference.

IMPACT—Prepared after the lesson and post-observation conference

 Reflection/Analysis of Teaching and Learning-

Discuss student progress in relation to the sated objectives (i.e., what they learning with indicators of achievement.)  Discuss success of instruction as it relates to assessment of student progress.  Include three student samples (high, average, low) and an analysis of their performance based on assessment results.

 

REFINEMENT—Prepared after the lesson and post-observation conference

 Lesson Extension/Follow up: 

Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress