Word Problem 1:

Problem: Emily has 24 apples. She decides to give away some to her friends and keep the rest. If she gives eight apples to 2 friends equally, how many apples does she have left?

Task Analysis:

Mathematical Concepts:

Addition and subtraction

Division (distributing evenly)

Multi-step problem-solving

Understanding remainders and final quantities

Lesson Plan for Problem 1:

Objectives:

The student will be able to perform basic addition and subtraction.

The student will understand how to divide equally among a group.

Materials:

24 manipulatives (e.g., counters or blocks to represent apples)

Whiteboard and markers

Worksheets for practice

Procedure/Agenda:

Advanced Organizer: Begin with a discussion about apples: Where do they come from? What can we do with them?

Instruction:

Explain the problem using manipulatives for visual learning.

Direct Instruction: Model how to subtract the number of apples given away and how to divide the apples equally among friends.

Ask questions: "How many apples does Emily have after giving them away?" and "How many does each friend get?"

Guided Practice: Have the student use manipulatives to solve a similar problem in pairs.

Strategies, Modifications, and Accommodations:

If the student needs extra help, provide number lines or counting charts to support their learning.

Allow extended time for tasks.

Provide verbal prompts during guided practice.

Word Problem 2:

Problem: A toy shop has 150 toys. If they sold 45 toys on Monday and 35 toys on Tuesday, how many toys do they have left?

Task Analysis:

Mathematical Concepts:

Addition and subtraction

Multi-step calculation

Understanding total reduction

Place value comprehension

Lesson Plan for Problem 2:

Objectives:

The student will apply subtraction strategies to determine remaining quantities.

Students will learn to tackle multi-step problems.

Materials:

Visual aids (pictures of toys)

Subtraction worksheets

Whiteboard and markers

Procedure/Agenda:

Advanced Organizer: Use toys to engage students: Discuss different kinds of toys.

Instruction:

Present the problem and use visual aids to illustrate the number of toys sold.

Direct Instruction: Walk the student through the first subtraction, and then the second one.

Use prompting questions: "How do we find out how many are left?"

Guided Practice: Allow the student to work out another toy-related problem.

Strategies, Modifications, and Accommodations:

Use visual models for those struggling with abstract concepts.

Provide written instructions along with verbal explanations.

Word Problem 3:

Problem: At a fundraiser, each cupcake costs $3. If Sarah buys five cupcakes and Maria buys 4, how much do they spend in total?

Task Analysis:

Mathematical Concepts:

Multiplication

Addition

Multi-step operations

Understanding the concept of total cost

Lesson Plan for Problem 3:

Objectives:

The student will learn multiplication as a form of repeated addition.

Students will apply addition to find total expenditures.

Materials:

Cupcake counters or images

Worksheets with similar problems

Whiteboard

Procedure/Agenda:

Advanced Organizer: Discuss the purpose of a fundraiser and what fundraising entails.

Instruction:

Introduce the problem using counters to visualize the cupcakes being purchased.

Direct Instruction: Show how to multiply the cost of cupcakes by the quantity purchased and then add the results.

Prompt with questions: "What is the cost of Sarah's cupcakes?" and "What about Maria's?"

Guided Practice: Have students calculate the cost of cupcakes for different quantities.

Strategies, Modifications, and Accommodations:

If the student needs extra assistance, pair him with a buddy for support.

Ensure clear and straightforward instructions are provided in writing.

Use colored markers to highlight necessary steps in calculations.

Restate the objective of the lesson

Discuss why this objective was or was not met.

What mathematical concepts were addressed within the lesson?

What learning behaviors the student exhibited.

How the student performed on the lesson assessment.

How this assessment informed your future lessons with this student.

How you may or may not change the lesson in the future.

Discuss how your assessment, lesson planning, and execution of the lessons were related. Explain in several paragraphs how we as teachers use information gleaned from assessment to develop lesson plans and then assess student learning. This is done by utilizing all the information you have gathered about your student throughout this process as well as how you developed your lessons for this student and how they performed. It is a more in-depth reflection then you provided in the above section.

Some questions that may be answered:

What did you learn about the cycle of assessment, lesson planning, and evaluation?

What type of learning environment needed to be set up for your student to learn

mathematical concepts?

What supports does the student still need to assist them in learning mathematical

concepts?

What technologies can be utilized to assist your student in learning mathematical

concepts?

What learning strategies or interventions are appropriate for your student to learn

mathematical concepts?