Alejandra Lesson Plan

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

of contexts, checking their answers in different ways, moving on to using more formal methods of working and recording when they are developmentally ready. They explore, estimate and solve real-life problems in both the indoor and outdoor

In supporting the various ways students learn, educators need to introduce and share ideas that are relevant and understandable. Problem solving is generally the most challenging for students who experience difficulties in Math. Garguilo and Metcalf (2013) discuss the need for considerable scaffolding and direct instruction when it comes to real-life problem in mathematics. The student may be able to add and subtract to a satisfactory standard, but cannot apply skills in problem solving methods. These types of difficulties are usually seen in students with ADHD. (Garguilo & Metcalf, 2013, p. 360) Studies suggest using a combination of formal and informal assessment in identifying both group and individual strengths and learning by means of representing the problem in different modes; see and hear, touch,

Students will develop understanding and strategies to solve addition and subtraction word problems with 20.

The students will be able to gather the information in the story, solving the word problem using their tools provide by the teacher.

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

[As a result of the step by step direction in the reengagement lesson, I want students to be able fully grasp the concept of addition; and how the knowledge of addition can be used to provide answers to expressions that require the decomposition of numbers totaling 8, 9, 10. The state standard that I am addressing in this reengagement lesson is 1.OA.1 Common Core State standards; use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

She has difficulty time with the concept of subtracting larger numbers, for example, 20-4. She, also, struggled in understanding word problems and keywords in the word problem to understand if the math problem is addition or subtraction.

Wendy correctly computes triple digit addition problems with 100% accuracy. She is able to complete quadruple digit addition problems as well as addition problems with decimals. When Wendy is asked to complete triple digit subtraction problems, she is able to complete the task with 85% accuracy. After direct instruction about place values, Wendy was able to state the correct place value with greater than 80% accuracy. When Wendy was asked to skip count she was able to complete the task, but when numbers were greater than 100 she had to be reminded what number came next, and then she was able to keep going. Skip counting by 2’s is the most difficult for Wendy. When presented with addition and subtraction word problems, Wendy was able to

Essay: Part I: discussion: how children with eal can be included in the daily mathematics lesson..

This assessment demonstrates my approach and ability to solving mathematical problems. I will be working with six questions taken from a year nine sample paper, from the National Assessment Program – Literacy and Numeracy [NAPLAN] (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012). NAPLAN is an essential assessment, performed annually, to measure a students competnance in numeracy and literacy (National Assessment Program, n.d.).

The vast majority of incoming and current 4th grade students in this school haven’t yet mastered the state standard for problem solving (Standard 4.OA.A.3). Specific standards are set by the Common Core State Standards (CCSS) and adopted by Washington State (Common Core State Standards Initiative, (n.d.)), and require students to be able to solve multi-step word problems in all four operations. Incoming fourth grade students struggle with solving these word problems accurately. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Their score on this assessment will determine their placement in grade 5 at the district’s middle school. Students have difficulty with word problems mostly based on lack of strategies and poor language interpretation. While fact fluency may be present, the ability to interpret vocabulary to guide computation leaves many students unable to construct mathematical models to interpret or solve problems. Students have difficulty in analyzing

The researcher will use action research to collect both quantitative and qualitative data. The main objective of this research is to positively affect students ability to solve word-problems effectively and efficiently. Therefore, the quantitative data will measure their growth from before and after intervention. The qualitative data will gather students’ responses regarding the benefits of using/reusing taught methods. In addressing the first research question (How effective are language-focused techniques at improving 4th grade students’ understanding of math word problems?), empirical data will serve as evidence. To answer the second research question (What are the perceived benefits in 4th grade students using a graphic organizer/visual support as a strategy in solving math word problems?), students will submit an anonymous survey which