bridge
Transforming Teacher Learning to Student Learning
Sue Lampkin - Mountain View, California - Kenneth E. Slater Elementary School
What first grade math teachers need to know

Addition and Subtraction
Problem Solving
Applying math knowledge to teaching practice

Looking closely at student learning

Faculty learning in collaboration

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Sue Lampkin and Slater School

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Case Development:
The Carnegie Foundation for the Advancement of Teaching

Samples of a Word Problem Unit
Sue Lampkin's First Grade
May, 2005

In this series of four lessons, I had two main objectives:

A) for students to develop a more thorough understanding of the five steps emphasized in solving a word problem and;

B) for students to recognize and solve basic two-step problems using a variation of this approach.

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track three students' progess closely

 
Lesson #1

Sue Lampkin - student working on Lesson 1

 

Basic QDPA√ lesson with review of terms. Review of student generated example from prior lesson. Whole class working of a problem, individual and/or paired work.

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Lesson #2

Sue Lampkin - student working on Lesson 2

 

Revisited previous lesson's 2-step problem. Modified QDPA√ sheet to incorporate previously determined data. Students worked Individually.

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Lesson #3

Sue Lampkin - student working on Lesson 3

 

Continued with two step problems, but used more complex and varied forms of addition and subtraction as steps.

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Lesson #4

Sue Lampkin - student working on Lesson 4

 

Used "less than" and focused on a visual representation of comparison while staying with two-step problems.

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Sue reflects on her own teaching...

Sue Lampkin
 

This reflection follows a review of Lesson 4 with the students. Sue raises questions the effectiveness of her teaching for particular students and is eager to make changes for upcoming lessons.

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