lesson_number_story

=Names:= Janny Diaz

Standards:

 * [Wow! Are these New York State only, or do they include NYC standards? What about national standards?] **

__**New York State Standards**__ 1.CM.5 Formulate mathematically relevant questions. 1.CN.8 Recognize and apply mathematics to solve problems. 1.RP.2 Recognize that mathematical ideas need to be supported by evidence. 1.PS.2 Interpret information correctly, identify the problem, and generate possible solutions. 1.PS.9 Use drawings/pictures to model the action in problems. 1.PS.10 Explain to others how a problem was solved, giving strategies and justifications. 1.R.7 Use multiple representations including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations. 1.N.14 Read the number words one, two, three…ten. 1.N.23 Use and understand verbal ordinal terms, first to twentieth. 1.N.25 Represent addition and subtraction word problems and their solutions as number sentences.

__**New York City Standards**__

1.PS.6 Experience teacher-directed questioning process to understand problems. 1.PS.7 Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking. 1.PS.9 Use drawings/pictures to model the action in problems. 1.RP.2 Recognize that mathematical ideas need to be supported by evidence. 1.CM.3 Share mathematical ideas through the manipulation of objects, drawings, pictures, charts, and symbols in both written and verbal explanations. 1.CM.5 Formulate mathematically relevant questions. 1.CM.6 Use appropriate mathematical terms, vocabulary, and language. 1.CN.5 Understand meanings of operations and how they relate to one another. 1.R.1 Use multiple representations including verbal and written language, acting out or modeling a situation, drawings, and/or symbols as representations. 1.R.2 Share mental images of mathematical ideas and understandings. 1.N.14 Read the number words one, two, three...ten. 1.N.24 Develop and use strategies to solve addition and subtraction word problems. 1.N.26 Create problem situations that represent a given number sentence.

> http://teachers.yale.edu/curriculum/search/viewer.php?skin=h-print&page=main&id=initiative_07.06.04_u
 * APA Citation:**
 * 1) Maikos-Diegnan J. (2000). Mathematical word problem comprehension. ERIC Document Service Reproduction No. 451 481). Retrieved October 29, 2009 from EBSCOHost ERIC Database.
 * 2) Ediger M. (2002). Reading, mathematics, and thought. (ERIC Document Service Reproduction No. 471 838). Retrieved October 29, 2009 from EBSCOHost ERIC Database.
 * 3) McGowen, K. (2004). Word problems in picture books: Literature as a source of math problems; Yale national initiative to strengthen teaching in public schools. Retrieved November 2, 2009 from
 * 1) Fetrow J. (2009). Word problems. (ERIC Document Service Reproduction No. 506 237). Retrieved October 29, 2009 from EBSCOHost ERIC Database.
 * 2) Goularte R. (2003). Giant story problems: Reading comprehension through math problem solving. MarcoPolo Education Foundation, National Council of Teachers of English, Urban, IL; International Reading Association, Newark, DE. (ERIC Document Reproduction Service No. ED 481 423). Retrieved October 29, 2009 from EBSCOHost ERIC Database.

__**How the ERIC articles aided me in creating my lesson**__ The Aim for my lesson is “When do Words Add up to Numbers?” Answer: When you write an addition number story. I have always thought that reading is an essential part of mathematical problem solving meaning, in order to solve a problem you must understand what is being asked and how to pullout all the pertinent information. The topic of my lesson came to me after doing my hours of student observation. In the class that I was observing the teacher did a lesson on number sentences and I thought that it would be good to take that notion a step further and have the children create number stories, extract the number sentences from their corresponding stories, and illustrate the operation taking place in their stories. The Eric articles that I found discussed the significance of Language Arts and language comprehension in the development of mathematics problem solving skills. One of the articles contended that math and reading are the most tested subjects and that reading is an intrinsic part of mathematical equations yet despite the interdisciplinary aspects of Language Arts it is taught as a separate skill from reading. While math has a unique vocabulary it also incorporates vocabulary that cuts across subject matter. The Eric articles served to support my overall assumption and helped me in deciding to make the lesson a group activity in addition the articles made me look into incorporating a book with a math theme as an introduction to the overall lesson. __** Lesson Plans: **__ 1.[]
 * Summary:** The above lesson plan from educationworld.com integrates technology and math stories. In this lesson plan students create number stories containing two sets of objects that they add to or subtract from. The children write out the stories, create illustrations and write out a number sentence that corresponds with the story. Each students work is approved by the teacher and then entered into a PowerPoint presentation slide show which is shared with the students, faculty, and parents.

2.[]
 * Summary:** In the above lesson pairs of students collaborate to create addition and subtraction number stories utilizing sea graphic handouts. The students develop conceptual to concrete understanding via written stories that exemplify “joining, separating, and comparing sets of objects; and applying signs (+ and -) to the actions of joining and separating sets”.

3.[]
 * Summary:** In the above lesson children utilize a cup with the number 8 and 8 double-sided red and white disks to compose and decompose numbers as well as configure different color possible color combinations. The children then create their own story boards from the teacher’s model demonstrating composition, decomposition, and color combinations.

4.[]
 * Summary:** In the above lesson children participate in group problem solving activities implementing words, equations, and drawings to model solutions to number story problems.

5. [] **Summary:** In the above lesson children create addition or subtraction number stories from concrete to symbolic. The lesson has the children draw out their individual number story problems, write out the corresponding number sentence, and then write the story itself utilizing key mathematical terminology

__**Online Collaborative Writing Assignment**__


 * Group Definition of blogs:**

A blog is an online journal that allows its creator to post material and obtain feedback from readers via postings. Blogs can center around a plethora of topics such as: news events, education, fashion, music etc. Blog content is updaated by the individuals who create the blogs and at each person's own discretion.


 * Group Definition of wikis:**

Wikis are social softwares that enable people to work together on a host of projects via collaborative writing and postings. Educational wikis can be used to support exchange of knowledge among educators thus promoting professional growth. Wikis can be used as a tool by educators to give homework assignments, students projects, exchange information and make corrections or commentaries of a student's work. Students can use a wiki to complete school work exchange information with fellow classmates and both edit and post comments for group members or fellow students. Overall wikis students life skills such as self-management and group work.


 * How could Wikis and/or Weblogs be used in your lesson plan?**

Wikis and blogs can be used in the classroom to create a collaborative educational climate, enhance lessons, individualize instruction, and grant both students and teachers immediate access to both educational material and each other. Wikis and Webblogs allow students and teachers to maintain connected thus instilling a sense of communal learning. Educators can utilize blogs to post relivent lesson content, videos, assignments, links to additional resources and all purpose classroom information. Wikis can also be utilized to post assignments and links


 * Lesson Plan**


 * [Please copy and paste your lesson plan into my [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://terminus.wikispaces.com/file/view/lesson_plan_template.dot"]] [|lesson_plan_template.dot] or one of your own, if you like] **


 * Test Questions: Third Grade March 2-6 2009​ Regents Exam Question 6 [reformatted for first grade according to firts grade standards] **


 * [Please copy and paste your assessment questions into [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="http://terminus.wikispaces.com/file/view/test_item_template.doc"]] [|test_item_template.doc]] **

** A ** 3 ** B ** 6 ** C ** 10 ** D ** 11
 * 1** On his trip to the playground Jace saw three squirrels, four chipmunks, and three birds. How many animals did Jace see altogether?

 ** Test Questions: Third Grade March 2-6 2009 Regents Exam Question 7 [reformatted for first grade according to firts grade standards] ** **2** Dana baked the eighteen cupcakes shown below and then she ate three. How many cupcakes does Dana have left? ** A ** 18 ** B ** 15 ** C ** 3 ** D ** 12

**[Excellent! Which Regents Exam did this question come from?]**

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