tulsamath.weebly.com€¦ · Web viewIs this the type of work students need to do to drive toward both the daily objective at the right level of rigor, and toward the broader (summer

Writing a Lesson Plan, Part 1: Handouts

Handout 1: The components of a Daily Lesson Vision

KEY POINT #1

● Effective planners are backwards planners who know that vision precedes action. In other words, effective planners don’t start lesson planning with methods – they start with a daily lesson vision that usually includes:o Key Pointso Lesson Assessmento Exemplar Student Response (for the lesson assessment)● This daily lesson vision is both objective-driven and aligned to the broader vision-and-goals for your entire unit and/or course.

Notes, Questions, and Reflections

KEY POINTS

● Key points tell the knowledge and skills students need to master the objective. Strong key points are:o KNOW (the content, concept, or knowledge that students need)?o SAY (what students should be able to say about the concept to show their thinking, including specific

vocabulary)o DO (the processes or strategies that students will use)?o SO WHAT? (have a strong connection to the broader content of the unit)

● All lesson methods should drive toward student mastery of the key points.



Lesson Assessments

● Lesson assessments give us formative data about whether students mastered the objective and, if they didn’t master it, where they stumbled along the way. Strong assessments are:

o Aligned/Rigorous: Does the assessment test the knowledge, skills, and thinking required by the objective at the right level of rigor?

o Scaffolded: Will the assessment tell us both whether students are mastering the objective at the right level of rigor and also if and where their learning is breaking down?

● Lesson assessments inform our method choices, our ongoing checks-for-understanding during class, and where we pick up with our instruction the next day.


Exemplar Student Response

● An exemplar student response for the lesson assessment provides a clear illustration of mastery at the appropriate level of rigor. We should be able to look at the response and answer “yes” to this question:

o Is this the type of work students need to do to drive toward both the daily objective at the right level of rigor, and toward the broader (summer school) vision and goals?

● Exemplar student responses inform how we fine-tune our key points and lesson assessment, the lesson


methods we choose, and how we build a strong culture of achievement with our students.


Handout 2: Daily Lesson Vision Template


Daily Lesson Vision

Lesson Objective

Enduring Understandings:

What will students understand about this concept at the end of the lesson?

How does this big idea connect to the big idea of the summer?

Connection to Our Classroom Vision

Assessment Item from Summative Assessment

Multiple Choice


Performance Task


Multiple Choice and Performance Task


Teacher Created Aligned Assessment Item


Key Points

Knowledge Required to Master the Objective Skill Required to Master the Objective and/or

Problem Solving Strategies You are Prioritizing



Handout 3: A Modeled Daily Lesson Vision: Kindergarten Math

Daily Lesson Vision Lesson Objective

Students will be able to solve Results Unknown subtraction problems, using manipulatives as models to represent values. Students will be able to verbally explain their solution path.

Assessment Item from Unit Plan

Ten butterflies were resting on some flowers. Seven of the butterflies flew away. How many butterflies are still resting on the flowers? Show a model and explain your solution.

Corresponding Exemplar Student Response

A student counts out ten cubes and puts them in the “whole” section of her mat. She counts out seven and pushes them into one “part” of her mat. She touch counts the remaining three cubes and pushes them into the other “part”. She explains, “This group of 10 cubes are the ten butterflies resting on the flowers. I counted out seven of these cubes and pushed them here because seven of the butterflies flew away. Then I counted the cubes that were left because those are the butterflies that are still resting on the flowers. There are three cubes left, so when there are ten butterflies and seven of them fly away, there are three butterflies left.”


There were four flowers in the garden and Maurice picked one for his mom. How many flowers are still in the garden. Show a model and explain your solution.

Corresponding Exemplar Student Response

A student counts out four cubes and puts them in the “whole” section of his mat. Next, he touches one cube and pushes it into a “part”. Then, he counts the remaining three cubes and pushes them into the other “part” section. He explains, “This group of four cubes are the four flowers in the garden. I counted one cube and pushed it away because Maurice picked one of them. Then I counted the cubes that are left because those are the flowers that are still in the garden. There are three cubes left, so when there are four flowers and one of them is picked, there are three flowers left.”

Key Points

Knowledge Required to Master the Objective Skill Required to Master the Objective

● When I subtract, I am taking some away from a group.● I can use counters to help me solve a problem or show my thinking about numbers and subtraction. When I use counters to show a number, it’s called a “model” (e.g. “When I say ‘3’ I can show a model of three blocks” or “When I hear

● To solve Result Unknown subtraction problems with manipulatives, students must use the following three steps:

o Make a model of the start value in the “whole” section of your mat.

o Think about which part was taken away, and put that value in one “part” section of your


a subtraction story, I can make models to show the numbers I hear in the story.”)

mat.o Count how many are left (students can push

this group into the other “part” section of their mat, but that is not a required step to solve this kind of problem).

● This objective requires two additional pre-requisite skills: students must be able to count aloud to 10 by 1s, and they must be able to count groups of up to 10 objects.


Handout 3 cont’d:

Example Vision #1: 1st Grade Math (*Note: Portions of this vision are written in student voice to help this teacher remain student-focused. This can be a helpful strategy)


Students will be able to solve Results Unknown subtraction problems, using manipulatives and drawings to represent values and an equation. Students will be able to verbally explain their solution path using multiple representations.




When I subtract, I separate a whole into parts or compare two groups. I can use multiple strategies to show my thinking and solve subtraction problems.

This summer I’m learning all about subtraction and addition strategies which is going to prepare me to solve may real-world problems.


By choosing and using my own strategy, I’m showing my leadership as a student by making my own choices and trying new solutions.


Multiple Choice (may not apply to all subjects)


Performance Task (may not apply to all subjects)

Justin baked 10 cookies. He shared 3 with his sister, Ashley. How many cookies does Justin have now?

Show two models. Explain your answer. Write an equation.



Students may draw or use manipulatives to show their responses to this problem. Students should begin with a group of 10 objects or drawings, move or mark 3 to represent the cookies shared with Ashley and count 7 cookies that Justin has left. They should write their answer as 10 – 3 = 7. Below are examples of student work and talk with manipulatives and drawings.

Manipulatives:

Students who solve the problem with manipulatives should use a part-part whole graphic organizer. They can start by putting 10 counters into the whole and moving 3 into one part. Then, they can move the remaining counters to the other


part and count.

__10___ - ___3__ = ___7__

Students may say: “I started with 10 cookies. Then, Justin gave 3 to Ashley, so I moved 3 away. Then, I counted that he had 7 left.”

Drawings:

Students who draw pictures will start with 10 pictures of cookies. Then, they can cross off or mark 3 and label how many are left. It will be easier for students to use known groups of 10, such as two 5s.

7 cookies left

OOOOO

OOOOO 10 – 3 = 7

Students may say: “I drew 10 cookies and then crossed out 3 because Justin gave 3 to Ashley. Then, I counted 7 left.”


Equation:

“When I write a number sentence for subtraction problems I know I write the whole first, so I wrote 10 here. Then I write a minus sign to show that I’m taking away, and since Justin gave away 3 cookies I wrote 10 – 3. I wrote an equal sign and then write 7 because that’s the part that Ashley has left.”


Samuel had 9 cookies. He ate 2 how many cookies does he have now? Show 1 model and write an equation.


Students use 9 counters to represent Samuel’s 9 cookies. They place these 9 counters in the whole section. They move 2 counters into one of the parts. Then, they count the remaining counters by moving them into the other part one at a time. They count 7.

Students draw 9 circles and label these Samuel’s cookies. They cross out two cookies and label these “eaten.” Then, they count the remaining circles and identify that there are 7 cookies left.

Students write: 9 – 2 = 7.

Students explain: “I knew that Samuel had 9 cookies, so I counted out 9 counters to show them. Then, he ate 2, so two of the cookies were gone. I took 2 away. I knew that I had to count the counters left over to figure out how many cookies were left. 1,2,3,4,5,6,7. I wrote 9 – 2 = 7 because Samuel started with 9, took away 2 and had 7 in the end.”

Key Points



● Know: When I subtract, I separate a whole into parts or compare two groups

● Do: I can use manipulatives to help me solve the problem

● Do: I can write an equation to represent the way I solved the problem with manipulatives

● Know / Say: A - symbol means “minus” in my number sentences.

● Know / Say: A = symbol means “makes” or “the same as” in my number sentences.

● ALTERNATIVE WORDING: A = symbol tells me to find out how many are left

To solve a Result Unknown subtraction problem using manipulatives and drawings to represent values and an equation, students must be able to follow these sequenced steps:

Do:

● Make a model of the whole

● Push away/cross out the number that was taken away

● Count the remaining part (the difference)

● Write an equation

o Write the whole


o Write a minus sign

o Write the number that was taken away

o Write an equal sign

o Write how many are left (the difference)

Additional things I’m thinking about for this problem with my students:

Ongoing Skills to Develop

● Visualize the problem

● Retell the problem and identify the unknown

● Articulate an explanation of the methods used to solve a problem and the reasoning behind them.

● Count on from a number 0 – 10.

Pre-requisite Skills

● Count numbers 0 – 20 by ones aloud

● Count groups of up to 20 objects with one to one correspondence

● Recognize and write numbers 0 – 20

Handout 3, Continued:

Example Vision #2: 2nd Grade Math (*Note: Portions of this vision are written in student voice to help this teacher remain student-focused. This can be a helpful strategy)


SWBAT solve a variety of addition problems with sums to 100 by applying place value concepts, using drawings as models. Students will explain their solution paths verbally and in writing.





When I add, I join two or more groups. When I learn about two parts that are being joined together in a problem, I am solving to find the total or unknown result.

Today’s objective connects to the unit overall as students are spending the entire summer building their skills in solving addition and subtraction problems and their ability to use several different strategies to solve those problems.


By choosing and using my own strategy, I’m showing my leadership as a student by making my own choices and trying new solutions.


Multiple Choice (may only apply to some subjects)


Performance Task (may only apply to some subjects)

Solve this problem. 21 + 32 = ___

Explain your answer with drawings and 1-3 sentences.



Students write: 21 + 32 = 53. They may also represent the tens and ones in separate number sentences 20 + 30 = 50, 1 +2 = 3 50 + 3 = 53.

Students draw the work they did to solve, which includes building 21 and 32 by drawing tens rods and ones, circling the tens and counting these and then counting the remaining ones.

21 32

Students write and say: “I knew that 21 + 32 = 53. First, I added 2 tens and 3 tens to make 50. Then, I added 1 + 2 to make 3. 50 and 3 more is 53.”


Solve this problem:


34 + 35 = __

Explain your answer with drawings and 1-3 sentences.


Students write: 34 + 35 = 69. They may also represent the tens and ones in separate number sentences 30 + 30 = 60, 4 +5 = 9, 60 + 9 = 69.

Students draw the work they did to solve, which includes building 34 and 35 by drawing tens rods and ones, circling the tens and counting these and then counting the remaining ones.

(Imagine a drawing like the one from the ISAT assessment above – could not be included because of formatting issues.)

34 35

Students write and say: “I knew that 34+ 35 = 69. First, I added 3 tens and 3 tens to make 60. Then, I added 4 + 5 to make 9. 60 and 9 more is 69.”

Key Points



KNOW

● Know: When I add, I join two or more groups

● Know: When I learn about two parts that are being joined together in a problem, I am solving to find the total or unknown result

DO

● Make a model of the first addend using tens and ones

● Make a model of the second addend using tens and ones

● Count the sum correctly by counting tens and then ones.

● Write an equationo Write the numeral of the first addendo Write a plus signo Write the numeral of the second


addendo Write an equal signo Write the sum

Handout 4: Resources to Help You Understand Your Objective – Entering 4th Grade Math

General Context: This is a 3rd grade math objective, but is included in the Entering 4th grade ISAT. The intention is to help ensure students’ conceptual understanding of multiplication as they transition to multiplying

larger numbers in 4th grade.

Objective: Students will solve word problems to demonstrate an understanding of division as partitioning a


whole number into a certain number of equal groups (using drawings).

Students will explain in writing how they solving using drawings.

Notes, Reflections, and Questions

Resource #1: “Big Idea” for Grades K-5 Elementary Mathematics

Note: This “big idea” is provided in some ISATs. It was generated by experienced teachers who were attempting to concisely summarize the overarching purpose of math instruction at the elementary level.

Questions for Discussion

● How does this big idea relate to your objective?

● How does this help you understand where this single objective fits in the broader context of elementary math instruction?

● “Big Idea” from Entering 4th Grade ISAT: Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.



Handout 4 cont’d

Resource #2: Original Common Core Standard and OKPASS Standard


● How was this language from the Common Core simplified into the ISAT objective below?

● How will it need to be further simplified for students while maintain rigor?

● How does the Common Core standard compare with the Oklahoma PASS standard(s)?

COMMON CORE

OKPASS

MAJOR CONCEPT: Develop an understanding of multiplication and division and acquire strategies for basic multiplication facts and related division facts (fact families).


ii. Demonstrate fluency (memorize and apply) with basic multiplication facts up to 10 x 10 and the associated division facts (e.g., 5 x 6 = 30 and 30 ÷ 6 = 5).

Resource #2: Example Question from a popular curriculum

Note: The question below is taken from the exit ticket (end-of-lesson quiz) from a very commonly used curriculum available online called engageny.org (“Engage New York”).


● How similar is the question from EngageNY to the one from the ISAT (in the next resource)? How is it different?

Handout 4 cont’d

Resource #3: ISAT Assessment Item and Sample Response



● What does the assessment item and sample student response reveal about the content and focus of the objective?

Assessment Item:

8

Angel bought a box of dog treats. The box had 24 treats. If Angel needs the box to last exactly 6 days, how many treats can he give his dog each day?

Draw a picture.

What is the whole? Explain how you know.

What is the number of equal groups? Explain how you know.

What is the number in each group/size of each group? Explain how you know.

Write an equation to explain your picture.

Culminating Objective

[U1B1]

SW solve word problems to demonstrate an understanding of division as partitioning a whole number into a certain number of equal groups (using drawings).

SW explain in writing how they solved using drawings.

Exemplar Response

I know 24 is the whole because that is the total number of treats Angel had.

The number of groups in the problem is 6 because that is how many days he wants the treats to last.

The number in each group is 4. I counted out 24 counters and put 1 in each of the six piles until I ran out. Each pile had 4 in it. 24/6=4 That’s 4 treats per day.

Addition Task B Scoring Rubric

Assessment Skill Score

Shares the correct whole and explains correctly about the total number __ /2

Shares the correct number of group and connects it to the number of days __ /2

Shares the correct number in each group and how they got that number __ /2

Writes correct equation and gets correct answer __ /2


Total __ / 8



Handout 6: Exemplar Daily Lesson Vision for CMsDaily Lesson

VisionISAT Lesson Objective

Students will solve word problems to demonstrate an understanding of division as partitioning a whole number into a certain number of equal groups (using drawings).

Students will explain in writing how they solving using a drawing




● Division takes a whole number and splits it into equal parts.● A conceptual understanding of division is essential to build fluency and understanding the

relationship between multiplication and division.● Students will build on real-world understandings of the math around them and their ability to

interpret and make meaning of it


Division shows us how we can live out the core value of “respect.” Sharing can be an important way of showing respect, and division is how we share using math!


Multiple Choice


Performance Task

Angel bought a box of dog treats. The box had 24 treats. If Angel needs the box to last exactly 6 days, how many treats can he give his dogs each day?



I know 24 is the whole because that is the total number of treats Angel had. The number of groups in the problem is 6 because that is how many days he wants the treats to last. The number in each group is 4. I counted 24 counters and put 1 in each of the six piles until I ran out. Each pile had 4 in it. That’s 4 treats per day.


Ms. Oliver bought a 20 pack of cookies to share with her small group of 4 students. How many cookies will each student get with none left over?


A picture configuration showing 4 groups with 5 items in each group.


a) The whole is 20 because that is the total number of cookies.b) The number of groups in the problem is 4 because that is the number of studentsc) The number in each group is 5 because that is the number of cookies each student gets. I counted

by 2 first and put 2 in each group but that only used up 8 of my total pieces so with 12 more left I knew I needed more to put more than 2 in each group so I tried putting 3 more in each group and that used up all my pieces.

Key Points



Know:

The whole represents the total number of something.

Groups are how many equal sets the whole has been split into.

Division splits a whole into equal groups

Do:

1.) Figure out number of equal groups.

2.) Figure out the whole and split it equally until it’s gone.

3.) Count the number in each group.

4.) Write an equation to show your answer.

Say/Write:

Students need to be able to describe their reasoning using pictures and words.

The whole is ______ because _____

I know the number of groups in the problem is ____ because ___________.

I know the number in each group is _____ because _____________. I found this by _______


Documents

tulsamath.weebly.com€¦ · Web viewIs this the type of work students need to do to drive toward both the daily objective at the right level of rigor, and toward the broader (summer