ERM3 — ERM3 TASK 3: TEACHING THROUGH PROBLEM SOLVING LESSON PLAN

MATHEMATICS LEARNING AND TEACHING — C284

PRFA — ERM3

TASK OVERVIEW SUBMISSIONS EVALUATION REPORT

COMPETENCIES
662.1.1 : Learning Activities to Teach for Understanding
The graduate integrates principles and models of teaching for understanding into learning activities.

662.1.2 : Teaching Through Problem Solving

The graduate integrates problem solving into learning activities to build conceptual understanding.

662.1.3 : Teaching Strategies

The graduate evaluates teaching tools and strategies for the purpose of planning learning activities.

662.1.5 : Standards and Best Practices in Teaching and Learning

The graduate incorporates standards and best practices for the teaching and learning of mathematics for all students into instructional practice.

662.1.7 : Differentiated Instruction

The graduate accommodates the needs and abilities of diverse students in the planning of learning activities.

INTRODUCTION
Teaching through problem-solving is an exciting, effective strategy. This approach is advocated by the National Council of Teachers of Mathematics
(NCTM) and is used by many mathematics teachers.

Problem-based lessons that teach through problem solving that demonstrates teaching through problem-solving are student-directed, with the
teacher taking on the role of a facilitator. They are also challenging and interesting based on the mathematics involved and require a productive
struggle in order for students to develop a meaningful conceptual understanding of the chosen mathematical concepts.

In this task, you will create an original problem-based lesson plan that demonstrates teaching through problem-solving for a secondary-level topic of
 your choosing. You will complete the “PBL Template” found in the Web Links section, considering how the components of the template will need to
accommodate the requirements of teaching through problem-solving. You will also provide a separate response to explain some of the components.

REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one
individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you
submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each
requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the
course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All
other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

A.  Create an original problem-based lesson plan that demonstrates teaching through problem solving for a secondary-level mathematics topic using
the “PBL Template” found in the Web Links section. All components within the template should align.
 
Note: Rewatch the video “Teaching Math: Staircase Problem” from Task 1 as an example of a problem-based algebra lesson.
 
Note: An assessment plan that aligns with a measurable objective must be provided in the template.
 
B.  Explain how your lesson plan uses the three-phase lesson format to promote teaching through problem solving by doing the following:
1.  Justify how the Before phase integrates one of the following using a relevant, specific example from your lesson plan:
•  activating prior knowledge
•  clarifying the problem
•  establishing clear expectations
2.  Justify how the During phase integrates one of the following using a relevant, specific example from your lesson plan:
•  observing students’ mathematical thinking
•  providing appropriate support
•  providing worthwhile extensions
3.  Justify how the After phase integrates one of the following using a relevant, specific example from your lesson plan:
•  promoting a community of learners
•  providing active listening without evaluating
 •  summarizing the main ideas of the problem and identifying future problems
 
C.  Justify how the differentiation in your lesson plan from part A helps gifted and talented students experience the benefits of teaching through
problem solving while still meeting the stated learning objective. Use a relevant example from the lesson plan to support your justification.
 
D.  Justify how the differentiation in your lesson plan from part A helps English learner students experience the benefits of teaching through problem
solving while still meeting the stated learning objective. Use a relevant example from the lesson plan to support your justification.
 
E.  Justify how the differentiation in your lesson plan from part A helps students with other special needs different from those in part C and part D
experience the benefits of teaching through problem solving while still meeting the stated learning objective. Use a relevant example from the
lesson plan to support your justification.
 
F.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
 
G.  Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png,
zip, rar, tar, 7z

RUBRIC

SOE PROFESSIONAL DISPOSITIONS AND ETHICS:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

The submission demonstrates consistently The submission demonstrates behavior or The submission demonstrates behavior and
unprofessional or unethical behavior or dis- disposition that conflicts with the profes- disposition that align with the professional
position as outlined in the SOE Professional sional and ethical standards outlined in the and ethical standards outlined in the SOE
Dispositions and Ethics. SOE Professional Dispositions and Ethics. Professional Dispositions and Ethics.
A. PROBLEM-BASED LESSON PLAN:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

A lesson plan is not provided, or the lesson The problem-based lesson plan is original and The problem-based lesson plan is original and
plan is not original, not problem-based, or not appropriate for a secondary-level mathemat- appropriate for a secondary-level mathemat-
appropriate for a secondary-level mathemat- ics topic, but the lesson plan does not include ics topic. The lesson plan demonstrates teach-
ics topic. all required components. Or the lesson plan ing through problem solving and includes all
does not demonstrate teaching through prob- required components, which are accurately
lem solving. Or the components are inaccu- aligned within the “Secondary/Middle Grades
rately aligned within the “Secondary/Middle Problem-Based Lesson Plan Template.”
Grades Problem-Based Lesson Plan
Template.”

B1. BEFORE PHASE:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

A justification is not provided, or it does not The justification does not use a relevant, spe- The justification uses a relevant, specific ex-
address how the Before phase integrates 1 of cific example from the lesson plan from part A ample from the lesson plan from part A to
the given elements. to show how the Before phase integrates 1 of show how the Before phase integrates 1 of the
the given elements. given elements.

B2. DURING PHASE:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

A justification is not provided, or it does not The justification does not use a relevant, spe- The justification uses a relevant, specific ex-
address how the During phase integrates 1 of cific example from the lesson plan from part A ample from the lesson plan from part A to
the given elements. to show how the During phase integrates 1 of show how the During phase integrates 1 of the
the given elements. given elements.
B3. AFTER PHASE:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

A justification is not provided, or it does not The justification does not use a relevant, spe- The justification uses a relevant, specific ex-
address how the After phase integrates 1 of cific example from the lesson plan from part A ample from the lesson plan from part A to
the given elements. to show how the After phase integrates 1 of show how the After phase integrates 1 of the
the given elements. given elements.

C. DIFFERENTIATED INSTRUCTION FOR GIFTED AND TALENTED STUDENTS:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

A justification is not provided. The justification does not logically address The justification logically addresses how the
how the differentiation in the lesson plan differentiation in the lesson plan from part A
from part A helps gifted and talented stu- helps gifted and talented students experience
dents experience the benefits of teaching the benefits of teaching through problem solv-
through problem solving while still meeting ing while still meeting the stated learning ob-
the stated learning objective. Or the example jective. The example is relevant and supports
is not relevant, does not support the explana- the explanation.
tion, or is not provided.

D. DIFFERENTIATED INSTRUCTION FOR ENGLISH LEARNERS:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

A justification is not provided. The justification does not logically address The justification logically addresses how the
how the differentiation in the lesson plan differentiation in the lesson plan from part A
from part A helps English learner students ex- helps English learner students experience the
perience the benefits of teaching through benefits of teaching through problem solving
problem solving while still meeting the stated while still meeting the stated learning objec-
learning objective. Or the example is not rele- tive. The example is relevant and supports the
vant, does not support the explanation, or is explanation.
not provided.
E. DIFFERENTIATED INSTRUCTION FOR STUDENTS WITH OTHER SPECIAL NEEDS:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

A justification is not provided. The justification does not logically address The justification logically addresses how the
how the differentiation in the lesson plan differentiation in the lesson plan from part A
from part A helps students with other special helps students with other special needs expe-
needs experience the benefits of teaching rience the benefits of teaching through prob-
through problem solving while still meeting lem solving while still meeting the stated
the stated learning objective. Or the special learning objective. The special needs identified
needs identified are the same as those in part are different from those in part C and part D.
C or part D. Or the example is not relevant or The example is relevant and support the
do not support the explanation. explanation.

F. SOURCES:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

The submission does not include both in-text The submission includes in-text citations for The submission includes in-text citations for
citations and a reference list for sources that sources that are quoted, paraphrased, or sources that are properly quoted, para-
are quoted, paraphrased, or summarized. summarized and a reference list; however, phrased, or summarized and a reference list
the citations or reference list is incomplete or that accurately identifies the author, date, ti-
inaccurate. tle, and source location as available.

G. PROFESSIONAL COMMUNICATION:

NOT EVIDENT APPROACHING COMPETENCE COMPETENT

Content is unstructured, is disjointed, or con- Content is poorly organized, is difficult to fol- Content reflects attention to detail, is orga-
tains pervasive errors in mechanics, usage, or low, or contains errors in mechanics, usage, or nized, and focuses on the main ideas as pre-
grammar. Vocabulary or tone is unprofes- grammar that cause confusion. Terminology is scribed in the task or chosen by the candidate.
sional or distracts from the topic. misused or ineffective. Terminology is pertinent, is used correctly, and
effectively conveys the intended meaning.
Mechanics, usage, and grammar promote ac-
curate interpretation and understanding.
WEB LINKS
Teaching Math: Staircase Problem

PBL Template

PBL Guide