Math+Lesson+(differentiated+framework)

1. Addition and Subtraction Equations 2. Problem-Solving Strategy: Guess and Check

1.

Problem-Solving Strategy: Guess and Check

Math, Grade 5

Objective: Students will use guess and check methods to solve equations.

INTASC Standards: #2, #5, #8

NCTM Standards: Problem Solving: Apply and adapt a variety of appropriate strategies to solve problems.

Materials: Warm-up Problem of the Day transparency, 4.6 Practice page, 4.6 HW & PS page, 4.6 Enrichment page, appropriate Re-Teach pages

Activities: Math Workshop format: group discussion, 1 on 1, silent reading, etc.

1. 1:15-1:25: Warm-up Problem of the Day Transparency. As a warm-up, students will work independently to solve the Problem of the Day and Quick Review displayed on an overhead transparency.

2. 1:25-1:40: Direct Instruction
 * When we study math, we are always finding different problem solving strategies. As mathematicians we are going to be presented with many types of problems, so it is up to us to learn several different problem-solving strategies. Today, we are going to use Guess and Check strategies to solve problems.
 * Let’s open our books to page 98. Read through word problem on page 98 and slowly re-read the problem to extract important information.
 * What do you know? Can you use a Guess-and-Check strategy to solve the problem? Use what you know to organize your guesses into a table.
 * Model #1
 * Guided Practice #2 & 3

3. 1:40-2:00: Independent Practice
 * 4.6 Practice page
 * Those who are comfortable enough to try the practice page may work independently or with a partner. Anyone who thinks they may need a little more support, meet on the rug or at the front table to engage in a small group with a teacher.

4. Assessment
 * How does using a table help you guess and check? How do you decide if your guess is correct?

5. 2:00-2:30: Small group instruction/Differentiation
 * Those who have a grip on the lesson may work on 4.6 Enrichment page or 4.5 Practice/Review page.
 * Those who need more help will discuss practice page in small groups with an instructor.
 * Those who need more guidance on previous lessons will do a Re-Teach page with an instructor in a small group

. 2.

Addition and Subtraction Equations Lesson 2.5

Math, Grade 5

Objective: Students will use mental math to solve addition and subtraction equations.

INTASC Standards: #2, #5, #8

NCTM Standards: Algebra: Express mathematical relationships using equations.

Materials: Warm-up Problem of the Day transparency, 2.5 Practice page, 2.5 HW & PS page, 2.5 Enrichment page, appropriate Re-Teach pages

Activities: Math Workshop format: group discussion, 1 on 1, silent reading, etc.
 * 1:10-1:15: Review HW from last night as a class
 * 1:15-1:25: Warm-up Problem of the Day Transparency 2.5. As a warm-up, students will work independently to solve the Problem of the Day and Quick Review displayed on an overhead transparency.
 * 1:25-1:40: Direct Instruction
 * In the past few lessons, we have been discussing how to write expressions with variables. Expressions look like this: n + 5. There’s an unknown variable, a sign and a number. With this much information, we cannot find out what our unknown variable is. However, when we have a number that this expression is equal to, it becomes an equation that we can evaluate. All those words sound crazy confusing, so let me give you an example. Student A + Student B picked 15 pumpkins altogether. We know that Student A picked 5 pumpkins. How many pumpkins must Student B have picked?
 * I can show that problem by writing it n+5=15. What did we say n was? 10. Someone tell me how you figured that out using mental math. *State objective*
 * Relate: Remember in younger grades you may have seen a problem that looked like 5 + __ This is the same as 5 + n. We’re 5th graders now, and learning tougher stuff. But it’s really the same simple stuff, just viewed through a different lens.
 * Open books to page 40. Read through Learn About It. Discuss the different methods the textbook provides for students.
 * Model #1 &2
 * Guided Practice #3, 4, 5, 6
 * Something I noticed when looking at this lesson is that if I’m stuck, I can use the opposite sign to work backwards.
 * n + 4 = 9, 5 = 4 – 9 using my mental math
 * Independent Practice #7-16
 * 1:40-2:00: Independent Practice
 * 1) 2.5 Practice page
 * 2) Assessment
 * 3) Check for understanding by reading through answers. Keep hand raised if got more than 5 correct, more than 10 correct, etc.
 * 4) 2:00-2:30: Small group instruction/Differentiation
 * Those who have a grip on the lesson may work on 2.5 Enrichment page
 * Those who need more help will discuss practice page in small groups with an instructor
 * Those who need more guidance on previous lessons will do a Re-Teach page with an instructor in a small group