ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

In reviewing the data from the 2002-2003 ND State Assessment for Math, I found that students scored low in these areas: 1. Standard 1-Number and Operation: Benchmark 4.1.7: Communicate strategies to solve problems: (Our distrcit score was at the 78th percentile.) Standard 3-Data analysis, statistics, probability: Benchmark 4.3.2: Formulate, solve problems that involve data (Our distrcit score was at the 67th percentile.) Because of similar concerns with the students lack of ability to solve problems, my school has adopted problem solving as one of our NCA goals. As well, within my own classroom, I have also observed my students inability to successfully communicate a variety of problem solving strategies. I have also observed that my students have a difficult time formulating story problems to solve. This unit will be designed to enable the students to formulate, write, solve, and communicate a wide variety of mathematical story problems in a meaningful experience.

Understandings & Goals

Enduring Understanding: 1. I want my students to understand how to solve a wide range of story problems using a variety of strategies and how to communicate their mathematical thinking.  2. I also want them to know their basic addition and subtraction facts as well as strategies to use to solve a variety of problems.
Goal(s): 1. To improve the students ability to solve mathematical story problems using a variety of solution strategies. 2. To communicate mathematical thinking to others. 3. To read and write a variety of story problems.

Questions Answered

Essential questions:1. How did you solve the problem? 2. Can you solve the problem another way? 3. Can you communicate your strategy to others? 4. Can you write another problem that you could solve using the same strategy?
Objectives: 1. The students will be able to solve all 14 different types of mathematical story problems using either a direct modeling, counting, derived fact or recall solution strategy with 85% accuracy. 2. The students will be able to communicate their solution strategy for the various story problems in writing and by verbally sharing with their teacher and peers with 85% accuracy. 3. The students will be able to write at least 10 different story problems with 85% accuracy, which the other students will read, solve and share solution strategies for.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer)will provide evidence of understanding? The only test items I plan to use are a pre and post test of the students solution strategies for all 14 story problem types.
What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance)will provide evidence of understanding? I will use several open ended questions to promt my students to show understanding.  I will use the following questions:  1. Can you solve it another way?  2. What would happen if the numbers changed? 3. Can you explain your strategy?  4. Why did you solve the problem that way?  5. Can you write another problem that you would solve that same way?
What performance tasks and projects(e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? 1.  I plan to include all 14 different types of problems for the students to solve using a range of numbers. 2. These problems will be done verbally in large and small groups, as well as, on paper. 3. The students will communicate their thinking and solution strategies verbally and in writing as well. 4. The students will also write a variety of story problems for the other students to solve.  5. The students will read, write, and solve story problems at centers as well. 6. One center will include a CD ROM and internet site for solving problems.  7. Also, a word processing program will be used to write story problems for a class book.
What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?  1. Work samples of written story problems and solution strategies will be collected and put into the students portfolios to show growth over time on different problems. 2. I will use problem type checklists and solution strategies checklists during the observations of the students solution strategies.  3. I will also use rubrics to score their solution strategies on written problems.  4. The students will also be given checklists to self-assess their work.

Instructional Strategies

By using a problem-based teaching approach students are empowered. They soon realize that there is more than one way to solve a problem which in turn enables them to use a strategy that is meaningful to them. Students are then able to scaffold their learning and make meaningful connections to solve new problems. Using a problem-based apprach also provides the students authentic problems to solve especially when using time and money problems. Again allowing them to make connections and make meaning out of the problems they are given. Also, by asking them to explain their thinking and to prove how they got their answer and if they could solve the problem another way using a different strategy promotes higher-order thinking skills.
I guide my students rather than lead. I have found that when you guide, students are learning from each other and from myself, and they are making connections which are meaningful to them, in turn empowering them to be the leader in their own education. Again, creating a higher level of thinking.
In relation to the learning objectives, the students are given a variety of problems to solve. They are then asked to explain and prove their thinking and to try and use multiple strategies to solve a wide variety of problems. The students will then be asked to write a variety of problems that the class will use for the problem solving lessons and as a center activity in small groups. Again these activities not only provide the students with a problem-based math curriculum it allows them to develop higher-level thinking skills by proving and communicating their answer as well as, promoting self-directedness by allowing the students to develop their own stratgies for problem solving.