Objective: Transform a word problem into an algebraic equation using a symbol to represent the unknown they are solving for.
by Micah Jang
1. Standard: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem
2. Student 1: Judy
2.1. Learning Profile: Judy is a very visual learner in 1st grade. During oral instruction, she tends to space out and becomes easily distracted by the things around her rather than focusing on the teacher. However, when there are pictures, diagrams, and films presented on the board, her eyes are glued on them. When the teacher tells the class orally what to do, she is often lost and asking her classmates what she needs to be doing.
2.2. Interests: Judy is very interested in reading books, especially ones that are accompanied by lots of pictures. She especially loves reading about animals, probably because she has a dog at home. In addition to reading, she also loves to play with her dog at the local park.
2.3. Levels of Readiness: Judy is a very capable student that has no problem completing tasks and activities when focused. However, some tasks can seem overwhelming and she has trouble starting an activity.
2.4. Strategy #1: Because she is a visually oriented student, I want to provide clear instructions for in-class assignments to her and anyone else that would benefit from visually seeing instructions. I can achieve this by writing step by step instructions on the board to transform a word problem into an equation. I can also leave a sample problem that is solved on the board for reference that includes visuals of how to reach the equation. In different sample problems, I can incorporate various student interests including dogs that Judy likes to make the problems feel more relevant.
2.5. Strategy #2: Visual learners have a better time performing a new task after watching someone else do it first, and to accommodate for this I can pair Judy up with a partner, preferably one that is kinesthetic oriented because they tend to jump right into activities without much instruction. I feel that these two students would balance each other out. The other student would start off the assignment with some trial and error equations, and with the process started of trying to figure out how to transform a word problem, Judy would feel more comfortable jumping in.
3. Student 2: Garrett
3.1. Learning Profile: Garrett is a hands on student and loves learning through doing. He’s not thrilled with reading assignments or math repetition worksheets, but loves playing with learning computer programs and other hands on activities.
3.2. Interests: Garrett is really into sports. Soccer in particular is his favorite sport and he can spend the whole day on the soccer field with this friends if he had the chance.
3.3. Levels of Readiness: Garrett has a mild form of ADHD which causes him to be distracted or be the distractor if he’s not currently doing something.
3.4. Strategy #1: Because Garrett is easily distracted if not directly participating in the lesson, I can use him along with a couple of other students to model a real life example of a math equation. By involving him in front of the class and having him help demonstrate giving items to another student or taking them away (to illustrate addition and subtraction within a word problem) he’ll hopefully stay engaged throughout the rest of the lesson.
3.5. Strategy #2: 2 Again I love partnering students because I love the collaboration that it brings and because it teaches students to work together. I would definitely want to partner Garrett with a model student who has no difficulty focusing on the work. I would not partner him with someone that he feels more comfortable with because he’ll be less likely to concentrate and more likely to want to converse and goof off. In addition, I would also let Garrett use the manipulatives early (even though it’s part of the next lesson) because visually seeing the objects and being able to organize them with this hands would help him understand more what the equation should look like. This site has great visual manipulatives. http://www.abcya.com/first_grade_word_problems_add_subtract.htm
