Updated 4/12/189:11 PM

Two Step Word Problems

Name: Celeste Macedo Date: 4-17-18 Subject: Math Grade

Level:3

Interdisciplinary Connections:
Math
Literacy

Lesson Duration: 45 minutes

Relevance/Rationale:
Why do you think knowing how to work two step problems is important?
Turn and talk to a partner.
Share.

Examples
We need to know how to work two step problems because there are many things in life that require us to use those skills.
Such as having to bake 200 cookies and one student already baked 40 and the other baked 60. We would need to find
out how many cookies are left to bake.

Outcomes/Objectives:
The students will be able to identify two step problems.
The students will be able to solve two-step problems.

TEKS:
111. 4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using
strategies based on place value, properties of operations, and the relationship between addition and subtraction

ELPS:
3D Speak using grade-level content area vocabulary in context to internalize new English words and build academic
language proficiency.

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Use of Formative Assessment to Inform Planning:

Before the lesson begins I will state the objective. I will have the students rate how they feel with two step problems.
Smiley face if it is easy
Hand over mouth if it is OK they can handle it.
Mad face if it is too confusing or hard.

During stations I will do another self-assessment. How does the activity feel? Show me with your fingers.
1 it is easy
2 not to bad I can do this
3 I am frustrated

My final assessment will be in my closure.

I will have an exit ticket. I will have the students complete it independently.
I will also ask the students to draw a circle on how they felt working independently.
Green circle it was easy
Yellow circle it was ok they managed
Red circle it was way too hard

Class Information:
Jocelyn is a special ed student. She is very behind in the class when participating I ask Jocelyn questions that are of her
level. I also cut her work down for her. She is in a group with my highest student.
Syrus is an autistic student who does not get along very well with others. He knows to ignore and will be handed a stress
ball if things get out of hand. He might have to be sent to another class as well.
Jherryn is a behavior problem he might have to be sent to another class if he gets too disruptive.

Technologies and Other Materials /Resources:

Dry erase boards, dry erase markers, manipulatives, elmo, promethean board, station buckets, offices, red pens, exit
ticket, markers, and YouTube.

Academic Vocabulary:
Two step problems, working backwards, addition words, subtraction words.

Lesson Procedures:

Hook:

I will give the students a two-step problem and they will have to solve it on their white boards. We will then solve it together as a
class.

I will give them a second problem and we will solve it and have them go girls vs boys. We will then solve the problems together.

Higher Level Questions:

Can you develop your own two step problem?

Can someone explain how to solve this two-step problem to me? Explain the steps?

Can you tell me to what level of thinking I pushed you guys? Blooms Taxonomy

Guided Practice:

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We will work the problems together as a class. I will also have a small group where we will be working on star questions.

Independent Practice:

The students will work independently in stations. They will also work independently to develop their own two-step problem.

Station one task cards with two-step problems.

Station two task cards with two-step problems.

Station three STAR practices with offices up.

Station four Think Through Math

Station five 12 two-step problems.

Closure:

The student will develop their own two step problem on the exit ticket. They will hand it to me on their way out.

Differentiation:
The students have been strategically placed in groups according to district checkpoints and STAR scores.

My lower level students have been sent to Foshee, and Foshee’s lower level students are coming to me. A different voice
might help them learn.

Assessment Criteria for Success: I will review my exit tickets and all of my self-assessment to redirect the lesson or to reteach it.

Anticipated Difficulties: The students might still confuse subtraction and addition words therefor we will go over them if I
have to somewhere in the lesson if needed.