Teaching Strategy: Direct Instruction
Time Required: 60 minutes
Grade Level: 5th
I. Subject Content Area: Mathematics/Review of place value, rounding, factoring, three-digit multiplication, and algebra.
II. Alabama Course of Study Correlation – Grade 5: (1) Demonstrate number sense by comparing, ordering, rounding, and expanding whole numbers through millions and decimals to thousandths. (6) Demonstrate the commutative, associative, and identity properties of addition and multiplication of whole numbers.
III. Concepts:
· Factor numbers using a factor tree.
· Round numbers to the nearest tens, or hundredths place.
· Identifying the place value of four digit numbers.
· Multiply three-digit numbers.
· Solve for the unknown in an algebra equation.
IV. Behavioral Objective – The student will be able to:
· Demonstrate their knowledge of the material by participating in the online math game play as a class.
· Write their own math problem using the concepts listed in section II.
· Answer the math problems their peers created, that are factoring, rounding, place value, multiplying, or algebra.
V. Evaluation – Notice and mark down the students who incorrectly answer the questions during the online math game, to make sure I specifically help them with their struggles. I will walk around the class when they are authoring their math problem and make sure they are following instructions by authoring the correct problem? I will also check and make sure they are working the problem correctly and help them if they need it. When they have completed the assignment, they will turn it in, and I will make sure they understand the material. If they do not, I will help them one on one after the lesson has been completed.
VI. Materials -
· Smart Board
· Index cards (5 for each category of math problems)
· Basket or bucket
· Colorful copy paper (1 piece for each child, extras for mistakes)
· Pens or pencils
VII. Teaching/Learning Procedures –
A. Motivation – Begin class by telling them we are going to play a math game on the smart board. I will use online math games from http://www.softschools.com/math/games/. We will work on place value, rounding, and algebra during the game. This will be a fun way to refresh the students with math problems from the past. I will then tell them we are going to do something exciting today in math. They are going to author their very own math problems, and then they are going to get to work each other’s problems they created.
1. I will first play the online math games with the students for about 15 minutes. It will take about this long for them all to be able to answer a question once.
2. Next, I will explain to the students what they are about to do. I will do some example problems on the board, such as the higher order questions, to show them how to write their own problems and answer their peers’ problems. I will ask them if anyone has any questions, and I will answer their questions thoroughly so they will be confident when beginning to write their problem.
3. I will then have the students, one at a time, draw an index card from the bucket. The index card will have the type of math problem they are to author, the type of problems are listed in section II. I will then give them a sheet of color copy paper.
4. They will be instructed to write and solve their problem on their copy paper once they get their index card.
5. When everyone is finished creating their problems, they will then pass their papers to someone else in the classroom. If anyone has a question about the problem, they will be instructed to raise their hand and I will give them permission to ask the person who created the problem what they meant. After everyone has answered their peer’s math problems, I will collect them and see if they are done correctly. This will help determine which students are struggling with certain material we reviewed.
· 5 higher order questions that I will ask students during the examples I will work:
o A number has been rounded off to 790, what might the number be?
o What place value is the third number from the right in the following number?
o 15 tens X 10 =? (Using place value behind the 15 will encourage them to think deeper)
o I have 15 video games, and my mom brings home 20 times that amount. How many video games do I have now?
o S + 46 = 170. Solve for the unknown. (An “S” is something they usually do not use in class)
C. Closure – Each student will be allowed to share the problem they received from their peer and answered. We will then ask the author of the problem to tell the class why they chose to write the problem like they did. Everyone will get a chance to share with the class. I will then hole punch all of the problems and create a math book that I will create a title page for and place in the reading center. The students will be proud of their work and will want to see their friends work too! This will help the students review the math concepts they have learned already this year.
VIII. Supplemental Activities – When the students are finished with their problem, and if some are not ready to share yet, they will be instructed to read their AR book, as this is the policy in this classroom.
Math Assessment
The student I am working with in math is Zaquiria. When I interviewed her, I found out that she likes math a little, but thinks it’s confusing. She was excited to tell me she knows all of her multiplication facts. I was also told that her mom helps her with math at home, and she loves dance and wants to be a dancer when she grows up. She also wants to own her own hair salon. I asked her a couple of questions unrelated to math just to see her interests. Science is her favorite subject and she likes to help people. I was assigned to observe/help her with math as well as helping her to speak and communicate better. Neither my cooperating teacher nor me can understand her when she speaks. We have to ask her multiple times what she is saying because she mumbles.
The interview questions asked to Zaquiria and her responses:
1. Do you like math? Kind of.
2. What do you dislike about math? It’s confusing.
3. Do you like addition, subtraction, multiplication, or division better? Multiplication, because I know my facts.
4. Does your family help you with math at home? My mom does.
5. Do you know how to tell time on a dial clock? Yes!
6. Do you know the difference between a quarter, nickel, penny, and dime? Yes!
7. What are some of your hobbies and interests? Dance. I’ve been in dance for a year. I also like doing hair.
8. What is your favorite subject in school? Science because it is very interesting.
9. What do you want to be when you grow up? I want to be a dancer, own a hair salon, and be an artist.
10. Tell me something interesting about yourself. I have one sister and two brothers. I like to help people; I help my mom with our house. I also have a dog!
I created a math assessment to see the concepts Zaquiria knows and see what she is struggling with. I have watched her closely in class, but wanted to have an assessment I constructed for her to answer. I chose problems for the assessment based on what they have learned in class. I had a couple of algebra problems and she got both of them wrong. She also does not know how to factor using a factor tree, or write a number sentence. She does know her multiplication facts, which is fantastic, but does not know how to add and subtract with unlike denominators.
The math inventory she completed:
1. P-5 = 12
12-5 = 13
P=13 Wrong
2. 2,345
+3,891
6,236 Correct
3. R+14 + 64
64+14=78
R=78 Wrong
4. Write a number sentence:
a. 20 less than a number
20
-50
150 Wrong
b. The product of 12 and C
C X 4 Wrong
5. 9 – 3 =
10 10
6/10 Correct
6. 17 – 9 =
18 18
26/18 Wrong
7. 9 – 6 =
10 5
1 5/4 Wrong
8. Factor using a factor tree:
a. 18 Wrong (didn’t attempt)
b. 60 Wrong (didn’t attempt)
9. Multiply:
a. 6X3= 18
b. 5X10=50
c. 8X2=16
d. 4X3=12
e. 9X4=36
f. 3X4=12
g. 2X3=6
h. 7X3=21
i. 5X3=15
j. 5X5=25
All correct!
10. 1 + 5 =
2 2
6/2 Correct
I choose to analyze the concept of adding and subtracting fractions with Zaquiria. Fractions encompass everything from common denominators, unlike denominators, multiples, and the operation in the problem. I have watched her throughout this semester when working fractions, and I am convinced that her problem is that she simply does not pay attention to what she is suppose to be doing. She knows her multiplication facts, so she should be able to find common denominators, but she can’t. This is evident not only in math, but also in everything else we do in school. She is rarely on task, and the teacher and I constantly have to remind her to pay attention and get on task. It seems like every time I look at her she is gazing off in another world.
Zaquiria’s strength is that knows how to add, subtract, and multiply numbers, so that is not what she is struggling with, it’s that she does not understand how to change unlike denominators to like denominators. This is strange to me because she knows how to multiply, and knows the multiples of numbers. I am really convinced that she is just really never paying attention. I have fully believe that if she paid very close attention to what she was doing, that she could get adding and subtracting fractions correct every time. She is an intelligent little girl, and could do really well if she tried and focused.
Based on what I have observed throughout this semester, and learned from speaking with my teacher, it is evident that Zaquiria is a little girl who is growing up in a house where things such as having her hair and nails done (in 5th grade) are more important than studying math. She appears clueless so often, and it is very distracting and discouraging to have a child who does not pay attention in class, then doesn’t understand the material presented. What I would recommend for Zaquiria is more one on one intervention. If someone could work more one on one with her, she would be forced to focus on the material presented to her. I definitely think this would benefit her greatly, not only in math, but in all other subjects as well. If the teacher could set just a few minutes a day to go directly to her and encourage her to explain what she is suppose to be doing in math, and keep her on topic, I am confident she would greatly improve. I have learned so much this semester observing and working with Zaquiria, and I hope I was able to benefit her some in the progress.
