Teacher Candidate Name:

Juanita McKay

Grade Level:

4th grade

Date:

March 30, 2021

Unit/Subject:

Using four operations with whole numbers to solve problems

Instructional Plan Title:

Operations and Algebraic Thinking

Lesson Summary and Focus:

The focus of the session will be on choosing the proper operation to utilize when answering word problems. Students will seek for important terms to help them figure out which operation to use to solve the issue.

Classroom and Student Factors/Grouping:

There are 12 students in the class. All 12 learners in the classroom have IEPs. The math aptitude levels of the students range from first to third grade.

National/State Learning Standards:

4.OA.A Use the four operations with whole numbers to solve problems. 4.OA.A.3 Solve multistep word problems involving the four operations, including issues requiring the interpretation of remainders. Recognize how the divisor is a fraction of the remainder. Represent the issues. Using equations in which the unknown number is represented by a letter

Specific Learning Target(s)/Objectives:

Students will be able to recognize and answer word problems at the end of this course by using essential terms in word problems. Key phrases such as total, spent, deleted, and split up between will be used by students.

Academic Language

Divide

Add

Multiply

Subtract

Context clue

Resources, Materials, Equipment, and Technology:

Personal whiteboards

Dry erase marker

Pencil

Pearson Envisions workbook

Projector

Anticipatory Set

"Could somebody offer me a term that indicates that I need to add?" says the teacher. "All combined, how much in total, syndicate…"  the students. "Today, we'll look at word problems and figure out what the words mean; the words will tell us whether we need to add, subtract, divide, or multiply." Teacher "Let's look at a few examples," the teacher says.

Time Needed

5 Minutes

Multiple Means of Representation.

· During the anticipatory set, a projector will be utilized to provide instances.

· Students will utilize individual whiteboards to show me their troubleshooting procedures and answers.

· The dry erase boards will be utilized with dry-erase markers. It makes erasing and composing numbers more convenient.

· Students will utilize the Envisions workbook for solo practice and assignments.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL):

ELL students will be given written and spoken instructions.

When necessary, ELL students will receive instructions in Spanish.

The English and Spanish words for common classroom prompts will be represented on cards.

· Students with special needs:

Students will be assigned assignments that correspond to their current learning level.

Students will get homework and classwork based on their academic level.

Manipulative will be used to aid students in solving challenges.

If necessary, students will be given more time.

· Students with gifted abilities:

Tasks will be assigned to talented students that will stretch their thinking and understanding.

They will be given assignments that are appropriate for their level of skill.

Learners will serve as peer mentors in the classroom, assisting challenging students with operations.

· Early finishers (those students who finish early and may need additional resources/support):

Students who finish early will be given exercises to help them apply what they've learned to more challenging subjects.

Color sheets with operations to create an image are one example.

Students who require further support will receive one-on-one instruction from the teacher at the back table.

Time Needed

40 Minutes

Multiple Means of Engagement

· I'll utilize a math card exercise in which students must locate a partner who has the right operation on the card in order to answer the issue.

· On the whiteboard, I will model many examples of solving problems and recognizing the proper procedures.

· I'll have students work through the processes with me and solve selected solutions on their own whiteboards.

Explain how you will differentiate activities for each of the following groups:

These exercises will be completed in a group setting. This part does not require any differentiation.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL): I will turn the captions on the videos

· Students with special needs: To assist them in understanding what to do, use a math card.

· Students with gifted abilities: It will be demonstrated how to employ repeated addition with both a single digit and a double-digit number.

· Early finishers (those students who finish early and may need additional resources/support): Solve questions on their whiteboards

Time Needed

10 minutes

Multiple Means of Expression

Students may demonstrate their knowledge in more summative ways multimedia presentation, through a short answer or multiple-choice test, , video, speech to text, website, written sentence, paragraph, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit.

Students may also demonstrate their knowledge in more formative ways. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand-raising.

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization, and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

Operation cards will be provided to ELL students, which will include both graphics and words to identify operations.

· Students with special needs:

Assessments will be made depending on the student's capacity to learn. For instance, a student in the second grade will solely study on addition and subtraction.

· Students with gifted abilities:

Students with exceptional talents will be evaluated on more difficult math. The learners will do extra division and multiplication.

· Early finishers (those students who finish early and may need additional resources/support):

Students who finish early will be given exercises to help them apply what they've learned to more challenging subjects.

Color sheets with operations to create an image as an example.

Time Needed

Extension Activity and/or Homework

The Pearson Envisions workbook will contain 5-word problems for students to solve. The learner will read the problem and determine which operation it involves. They will fix the problem by employing the indicated operation.

Time Needed

15 minutes