Direct Instruction Lesson Preparation Worksheet

(Thinking about the lesson)

Teacher Candidate: Kristin Foster
Title of Lesson: Word Problems
Grade Level: 3rd
Teaching Setting: PLEX Intervention pull out
Content Area: Math
1. Lesson Topic
Main Objective of Instruction: What do you want the student(s) to learn? How does this lesson
relate to real-life?
Students will be able to read a math word problem, find the key words to
determine if it is addition or subtraction, and solve it. This relates to real-life because their are many key
words that can give us hints about the emotions, needs or wants of a social situation.
Supporting Objectives: What other skills will your students achieve (i.e. sub-skills, working in
groups, cooperating, learning how to use the library, etc.)?
Students will practice following
steps, as well as maintain their addition and subtraction skills. Tabby will practice expressing her
thoughts through written language by explaining herself through written language.
What Content Standards(s) and/or EEOs will this lesson address?
Standard: 1. Number Sense, Properties, and Operations
Are fluent with basic numerical and
symbolic facts and algorithms, and are able to select and use appropriate (mental math, paper and pencil, and
technology) methods based on an understanding of their efficiency, precision, and transparency 3.
Multiplication and division are inverse operations and can be modeled in a variety of ways
d.
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
How does this relate to what students are currently learning in general education? Yes, in general
education they are working on identifying arithmetic patterns, as well as using mathematical language.
Are there IEP goals to consider? Identify them. : Ellis will solve word problems involving simple
addition and subtraction methods with 75% accuracy.

2. Planning for individual differences:

Consider the potential learning range of your students. What UDL strategies could you include in
your lesson?
I will be teaching each student a separate skill used to solve mathematical word
problems.
What background knowledge do the students have? What do they need to know prior to your
lesson?
One student, from our baseline, has demonstrated that she can identify and solve
mixed addition and subtraction word problems. We are still testing her baseline knowledge as well as
pushing her to express how she knows it is addition or subtraction. The other student has lower
pragmatic language, so he needs explicit instruction on how to identify addition and subtraction
problems.
What management and grouping strategies need to be considered?
DILP/Bal/Spr15

I will be instructing each student on different skills revolving mathematical word problems.
Therefore I have structured the lesson so that each will work independently while I am helping the other
student.

3. Materials and Resources

What materials and resources do you need to teach the lesson?
I will need
o Word Problem Check list
o Addition word problems
o Addition/Subtraction word problems
o Addition/Subtraction math problems
o Key Word list
o Schedules

4. Reflection In and On Action:

How will you assess students knowledge and learning pre, during and post? (KWL chart,
anticipation guides, etc.). I tested the students prior knowledge by doing an assessment without any
instruction at the beginning of the week. I wanted to see what the students already knew. During guided
practice I will assess their knowledge through observation. The end product will assess their knowledge
by completion of a word problem work sheet.

DILP/Bal/Spr15

Direct Instruction Lesson Plan

(What will actually be completed)
Lesson Title: ___Word Problems__________________________________________
Main Objective of this lesson:____Students will identify key words used to determine
addition or subtraction word problems.
Anticipatory Set:
How will you get the student(s) attention? Relate lesson to prior learning.
We will read the objective and sing whole body listening.
We will review the addition and subtraction signs. Which one makes the product bigger? Which
one makes the product smaller?

Teaching:
Introduce and model new knowledge: What and how will you teach (list step-by-step instructions
for the lesson).
First I will review the addition key words.
Then I will model the steps
How to Complete Word Problems
1.
2.
3.
4.
5.
6.

Read the entire problem.

Circle the numbers.
Underline the addition or subtraction words.
Write the equation.
Solve the equation.
Write the answer with the units and circle it.

What additional strategies and accommodations/modifications will you need to

teach/implement?
One student will have the word problem written next to the step and the other will have the steps
on a separate piece of paper. They will both have a list of the key words.

Guided Practice:
What strategies will you use to ensure the students are actively participating and are engaged in
the lesson?
I will use my energy to keep the students actively engaged. I will hold them to the
standards of whole body listening.

Check for Understanding:

How will you determine if the student(s) understand the lesson? What questions will you ask
your students? (Use Blooms Taxonomy: Creating, evaluating, analyzing, applying, understanding, &
remembering)
I can ask questions to Ellis, such as what step comes before you solve the
problem? What do you need to do after you read the whole problem? Does this word mean bigger or
smaller? If I am taking away, does the number get bigger or smaller.
For Tabby I
can ask questions such as, can you draw a picture to represent this problem? Can you write your own
addition problem? What tells you this is an addition problem?
How will you adjust your teaching if the students are not understanding/learning the content?
DILP/Bal/Spr15

I revert and demonstrate explicitly. I will think aloud and have Ellis repeat the important steps
and/or trains of thought that I am using.

Independent Practice:
What will this look like? Is it homework? Completion of a product independently?
For Ellis, he will complete a word problem that is not combined in the t-chart with the steps. For
Tabby, this will be her solving one problem independently with an verbal or written explanation for why
she solved it that way.

How/where will students be able to integrate (generalize) this learning in the future?
For Tabby: Expressing her thoughts through verbal and written language will help her cognitive
pathways access her ability to use multiple types of expressive language. Ellis will have the skills to follow
multiple steps as well as connect words to actions.

Closure and Evaluation:

How will you evaluate student learning from this lesson? How will you know that your main
objective was met?
How will you formally END the lesson (how will student(s) summarize or demonstrate learning
of the lesson)? This should be tied to the main objective.
I will have the students act out addition on subtraction words by using MnMs to display a word
problem.

DILP/Bal/Spr15