learning task 3 problem solving

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Task 3- Lesson Plan - Task 3

Mathematics learning and teaching (educ 4315), western governors university.

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Preview text, secondary/middle grades problem-based lesson plan template, (“problem-based instruction” is sometimes referred to as “teaching through problem solving”), general information, lesson title: lets take a swim- geometry in the real world, subject(s): geometry, grade level: 6th grade, prerequisite skills/prior knowledge:, students should have a basic understanding of geometric figures and how to find both the parimiter and area of, those figures., instructional setting:, students will be seated in groups of 4, prior to the activity students will complete a warmup on their, own and then be allowed to work with their table group to complete the remainder of the lesson., after students have completed the lesson they will choose a representative from their table group to, present their findings., standards and objectives, state/national academic standard(s):, 7.g.b solve real-world and mathematical problems involving area, volume and surface area of two-, and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right, learning objective(s):, working in table groups, students will by able to determine both the shape and size of the pool that will properly fit, in the yard with at least 80% accuracy., materials technology, what materials will the teacher and the students need in, order to complete the lesson, -teacher provided handout, -blank paper or dry erase board, -calculator, how will you use technology to enhance teaching and, learning (optional: use the samr model to explain the, technology integration strategies you plan to use.), through out the lesson i will use a smart, presentation to display images that may be, helpful for the students., -manipulatives, language demands, specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate, in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding., language function:, -what shape is the yard, -what is the area of the yard, -considering the area and shape of the yard, how large can the pool be, -what shapes could the pool be (remembering it needs to fit in the yard), students will discuss the above listed questions in their group as the work to figure how how large the pool can be, while still being able to fit in the yard., vocabulary:, discourse and/or syntax:, students will share their solutions to the following questions:, -what shape of pool would best fit in the yard, -how large can the pool be, -does the depth of the pool effect its ability to fit in the given space, -is there more than one option when it comes to pool design, planned language supports:, _-ell students will be in groups that offer them language support if needed., - teacher will provide visuals., - for ell students, teacher will provide a translated copy of the assignment if needed., - teacher will calculate student understanding based on their mathematical calculations, taking, after phase of the lesson: (10-20 minutes), describe how you will promote productive discussion, evaluate student thinking, and summarize the main ideas of the, problem/scenario., - students will choose a member of their table group to represent them., - students will begin by presenting their final answer, once each representative has presented we will go back, around and the representitives will then present the other options for size and shape that they attempted, while working towards their final answer., - once all representitives are finished presenting we will have a class discussion about the processes needed to, find the correct answer and if there is more than 1 correct way to complete this problem. we will also discuss, why problem solving math is a good skill for the real world and how this problem ties in to every day life., differentiated instruction, consider how to accommodate for the needs of each type of student. be sure that you provide content specific, accommodations that help to meet a variety of learning needs., gifted and talented:, challenge students to find different vareations of size and shape that would fit in the yard provided in, the problem., provide students with a translated copy of the handout in their native language as well as making sure, to place them in groups that offer them the most support (ex. placing an ell stident with an english, speaking friend so they can assist their ell classmate if needed), students with other special needs:, students will be given a detailed hangout with added open ended questions to help them explore, deeper. they will also be offered larger manipulatives so they can use the textiles to work through the, problem. as well if a special needs student has a good relationship with an able-bodied student, teacher should put them in the same group so they can have assistance from someone they trust., special needs students will not be required to represent their table group unless they wish to do so., dyslexic students will be allowed to answer questional orally as well as review what they have written, down with their table group and/or the teacher to insure they have written down their answers, assessment:, describe how you will monitor, support, and extend student thinking., observation:, - during the activity, teacher will circulate thet room and observe the table groups as they work through the, problem. teacher will also answer student questions and ask leading questions if he/she notices a table group, struggling., - teacher will remind the table groups that the pool shape and size only matter in relation to making sure it fits in, the yard given., - what is the area of the yard, - what shape is the yard, - do you plan to leave grass in the yard or fill the whole yard with a pool, - does the depth effect the fit of the pool, - what is the relationship to the size and shape of the yard and thte size and shape of the pool, (quizzes, tests, products), students will demonstraight their understanding by answering the following questions:, - what shape did you determine would work for the pool, - what is the area of the pool you designed, - how did you determine what size the pool needed to be in order to fit in the yard, any observations or, trials when it comes to, pool size and shape., limited observations or, trials supporting pool, size and shape., detailed observation, and trials that detail, their work to come to a, conclustion on both, 5. group participation student did not, participate with his/her, table group., student had limited, communication with, his/her table group., student helped to lead, group communication, and assist the group to, complete the, assignment., total ________/, lets take a swim- geometry in the real world, materials: pencil, blank paper (or dry erase board), manipulative blocks., problem: sallys mom agreed to get a pool in the backyard. but, she told sally that she must determine, what size and shape the pool need to be in order to fit in their backyard. sallys mom has also requested, a 50sqft garden space to be left in the glass. what size and shape does the pool need to be in order to, fit in sallys yard show all work, in order to properly answer the questions below please remember to take in to account the pool can, only be placed on the yard (green area) and can not be placed on the patio (brown area), 1. using your calculator, measure the area of the yard. (remember: the patio does not count as, part of the yard its self), 2. determine what shape of pool you would like to put in the yard., 3. how long (length) can the pool be, 4. how wide (width) can the pool be, 5. record your observation and any trials you do to determine proper pool size., pools that will not fit pools that will fit, 6. do you believe that there is more than one pool shape and size that will fit in sallys yard, basic geometry questions as well as going over the different area formulas., 1. find the area of a square with 5in sides., 2. find the area of a rectange with 6in length and 9in height., 3. how do you find the length of a figure when only vigen the area and height, 4. write all of thte area formulas that you know from memory., by answering the above questions, students will be able to activate their priuor geometry, knowledge as well as refresh their brain as to how to solve these problems. at this point students have a, basic understanding of geometry and how to solve for the area of different shapes. this will also give, students the time they need to ask any questions pertaining to solving for the area of different shapes, including questions about the different formulas and how to work through the in different ways., students should already have a goose baseline on how to work through area probles but using this, warm-up to help students get in to the grometry mindframe and dust off their skills will help to set the, up for success., 2. justify how the during phase integrates one of the following using relevant, specifit examples from, your lesson plan: (observing students’ mathematical thinking, providing appropriate support, or, providing worthwhile extensions), during the table group activity i (the teacher) will be up and walking around to both listen to, students as they work through the problem but also to answer any questions they may have. this allows, me to not only asses students ability to work in a group but it also allows me to obserbe their problem, solving skills in action. because this problem can have more than one proper answer it is important that i, am able to walk around and listen to how students come to their final answer. because students are, required to present one final answer i will be able to observe them all they bring their minds togetether, in their table group to deside on a select shape and size of pool for sallys backyard. this is also, important because each group couls possibly come up with a different solution to the problem, this cuts, out the possibility for cheating because the correct answer is not a set shape and size, the “correct”, answer is a shape and size of pool that will fit in sallys yard. as an educator it is important to listen and, take notes when students are working together in table groups, often times students will express, questions to their classmates that they may be afraid to ask a teacher. walking the room allows me to, pop in to the table groups and answer those questions when i hear them or follow up with a leading, question if i feel that will suit the student better., 3. justify how the after phase integrates one of the following using relevant, specifit examples from, your lesson plan: (prooting a community of learners, providing listening without evaluating, or, summarizing the main ideas of the problem and identifying future problems), by presenting students with a problem that can have more than one correct answer i am able to, promote a community of learners once the table group representitives come up to present their, findings. students can use this time to compare their findings with the findings of other table groups., this also gives students an opertunity to open the way that they approached the problem and note, things that they may have done differently taking in to account how their peers answered the question., by taking time to discuss the different possibilities this problem holdes it also gives me as a teacher the, time to explain to students that in both math and real world problems there can sometimes be more, than one correct approach to solving the problem., c. justify how the differentiation in your lesson plan from part a helps gifted and talented students, experience the benefits of teaching through problem solving while still meeting the stated learning, objective. use a relevant example from the lesson plan to support your justification., by challenging gifted and talented students to find more than one correct answer to the, problem i am able to nurture their problem solving skills by helping to teach them that not all problems, only have one solution. this also allows them time to brainstorm how many different variations they, believe this problem has. because the objective of the assignment is to find a pool that will fit in the, mathematics standards. mathematics standards | common core state standards initiative., (n.). thecorestandards/math/.

• Multiple Choice

Course : Mathematics Learning and Teaching (EDUC 4315)

University : western governors university, this is a preview.

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