Critical Element Template

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School

Des Moines Area Community College *

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114

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Mathematics

Date

Feb 20, 2024

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docx

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Uploaded by KidFreedomOyster34

Name: Jessica Berk Class: 2 nd Grade Math Lesson: Solving Word Problems Critical Element Assessment Plan Outcomes Type of Assessment Description of Assessment Differentiate Assessment for Diverse Learners Learning Outcome 1: The students will be able to solve one and two-step word problems. (Before Section or Launch Section) Pre: (Any part from the lesson) Formative Assessment: (Summary Section) Post: Students solve a one-step word problem independently, then discuss their findings as a class. The teacher asks students to show if they agree with a thumbs up or thumbs down to the group problem. The teacher is walking and observing groups during partner work. Each group works to solve three two- step word problems using a digital manipulative or physical manipulative option. Each student will complete an Exit Ticket that contains a two-step math problem. Students will turn their Exit Ticket in for the teacher to review. Students can solve the problem using any strategy that they would like. Those students who need additional support can ask a friend for help. Students have the option to use a digital program that uses base ten blocks, uses a physical set of base ten blocks or manipulatives, or can draw their word problem out, whichever method works best for them. Students can use any strategy to complete the Exit Ticket. If they are unsure, they can raise their hand for assistance from the teacher. Learning Outcome (Before Section or Students will share The teacher will initiate the

2: The students will understand how to find an unknown value. Launch Section) Pre: (Any part from the lesson) Formative Assessment: (Summary Section) Post: multiple strategies during the before section of the lesson. Suppose students do not share an unknown strategy. In that case, the teacher will guide the problem by asking students, “what if I set up my word problem like this” (26=15+?) and allowing students to lead the discussion (review) from there. During partner work, the teacher is walking between groups to assess and answer questions. The teacher will see students using manipulatives in their preferred form to represent and solve unknowns. Students will be solving a two-step problem to find an unknown value on their Exit Ticket. The teacher will assess students based on their responses and work shown on Exit Tickets. unknown problem, asking students questions to find the unknown value. During the independent work portion, students who need additional support can talk with a neighbor for help. Students can use a manipulative that best fits their learning style. They can use digital base ten blocks on the Chrome book, physical base ten blocks, manipulatives, or draw the problems out in their math notebook. Students who need additional support can ask for help from the teacher or a peer to complete the Exit Ticket. The teacher will note the Exit Ticket was completed with assistance and work with the student independently or in a small group to help build confidence in the task.

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