Problem+Solving-Drawing+a+Diagram+Lesson+Plan

= Problem Solving-Drawing a Diagram Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 29 11:35 pm || Math |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students will solve problems by drawing a diagram. || Students complete a skills practice worksheet that will be turned in for a grade. ||
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 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

**<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Madison and Clara need more one on one instruction. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">I will work with these students as I walk around and they are working on the problems assigned to them. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Diversity / Multicultural Factors **
 * <  |||| Students will be drawing diagrams to help solve a variety of different word problems. Students will present how they solved the problem, each students picture being different based on their own perspective. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; margin: 0in 0in 0pt;">Students will be introduced to the strategy of drawing diagrams to solve a problem. I will demonstrate several problems and then break the class up into partners. Each partner will be given a problem to solve using a diagram. They will draw the picture on white paper so they can present their problem and solution to the class. After students have presented they will work on problems indenpendently that they will turn in for a grade.

= <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // = = = Students had a good understanding of how to draw a diagram to solve a word problem. The students who did not do as well did not read the problem carefully enough. I noticed that because these students have math minds, they do not like drawing diagrams to solve a problem they want to do it in their head. I showed them problems that would be rather hard to try and just solve mentally. For students who struggle with math or are visual learners, drawing a diagram of a problem to help solve it would be very beneficial.