Hayley Barringer E334 Dr.

Kathy Essex This year in the fourth grade, we are doing a grade wide philanthropy project. We teachers would like each child to partake in a minimum of 30 hours of community service throughout the year. However, in order to keep up your grades and to keep your schedules fairly clear, we are only going to allow 2 and a half hours of community service per week. How many weeks is it going to take for each child to complete the minimum 30 hours of community service if they complete 2 and a half hours per week? How long will it take if a student only completes one hour per week? Mathematics Lesson Plan Template Mathematical Concept(s):

Using multiplication and/or repeated addition to solve a time-based problem. Common Core State Standard(s): 3.MD.1- Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram
Mathematical Task: The mathematical task at hand is to use different problem solving strategies, i.e. , diagrams, tables, multiplication, repeated addition, etc. to conclude how many weeks it will take to complete the 30 hours of community service if students are only allotted a maximum amount of 2 hours per week.

Possible Student Ideas, Strategies, and Misconceptions: 1. Students will perhaps not make the connection that two and a half hours can also be written as the decimal 2.5. 2. Students may possibly not know where to put the decimal point after using their chosen strategy. 3. Possible student strategies may be repeated addition, division, multiplication, graphs and/or tables or a student-invented strategy.
Launch (Before): This year in the fourth grade, we are doing a grade wide philanthropy project. We teachers would like each child to partake in a minimum of 30 hours of community service throughout the year. However, in order to keep up your grades and to keep your schedules fairly clear, we are only going to allow 2 and a half hours of community service per week. How many weeks is it going to take for each child to complete the minimum 30 hours of community service if they complete 2 and a half hours per week? How long will it take if a student only completes one hour per week?

Hayley Barringer E334 Dr. Kathy Essex I would use the highlighted portion of the word problem to explain the real-life issue and explain the process of the grade wide philanthropy project. I would then explain what philanthropy was and give them possible examples of community service: helping a neighbor, volunteering in a nursing home, raking a yard, volunteering at an animal shelter, participating in a can food drive, etc.

Exploration (During): During this time I will allow children to work with a pre-planned partner(s) depending on how many students are in the class. I will give each pair/group a sheet of chart paper and a few markers to use to make their strategy presentation for the class. I will not provide the students with calculators because it is likely that at least one student will abuse the power of the calculator and use it to check their work and then correct it before we come to the congress. The congress will be the time of student sharing of ideas and strategies and the correction of incorrect work.

Math Congress (After): After the students have had about 45 minutes to work on the problem in pairs, I will call them all back together to share each groups findings. We will discuss the different strategies that each group used. What were the similarities and differences in strategies? Which strategy was the most efficient after seeing all of them together? Was there an easier solution that the students could have done? I will try to pick a group that had a solid idea but not the most efficient one. This way, after we see their strategy, the class can brainstorm together more efficient ideas.

Assessment Plan:

During student exploration I would be walking around the room monitoring student progress with a clipboard. I would be using the assessment template on p. 31 of the Teaching Student-Centered Mathematics textbook by John A. Van de Walle. I would have the students names on the list and be looking for their understanding of repeated addition and/or multiplication within the task at hand. I would place a checkmark under the appropriate description and write additional comments if I saw the need. They would be placed under one of these three columns: Not There Yet, On Target, or Above and Beyond.

Gearing Up/Gearing Down Plan:

Hayley Barringer E334 Dr. Kathy Essex

1. Gearing up If this question is a little too easy or not as cognitively demanding, I would either make the number of totally community service hours larger, make the number of community service hours per week larger, or both depending on the need of the students. I could also perhaps make the number of community service hours a week a less pretty number. Instead of using 2 , maybe use 2 hours, etc. 2. Gearing down To gear this lesson down and make it less difficult, I would probably not use an uneven number such as 2 and I would make the number of total community service hours smaller in order to facilitate easier computation.
Materials Needed:

Chart paper markers

References: Van de Walle, J. (2013). Teaching student-centered mathematics. (Second Ed. ed., Vol. II, p. 31). Pearson.

Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010