Vocabulary Mini-Lessons

Mini Lesson 1: Supply and Demand

Learning Objective(s): Students will be able to explain the meaning of the terms “supply” and “demand” and use them in context.

Target Learner Population: Mixed grade class of 3rd and 4th grade students.

There are a handful of learning differences in the class to be mindful of. Two students have been diagnosed with ADHD. One student has diagnosed autism as well as dyslexia. One student is in the process of getting a neuro-psych evaluation done, with a suspected processing disorder and/or ADHD. There are three additional students who have never had an evaluation, but who show many indicators of ADHD. (Total of 6 students with diagnosed or suspected learning differences.)

In the class we have students reading at F&P levels ranging from K to V. Most students have fairly good literal comprehension, but have more difficulty making inferences. A handful of students (including students in the speech emergent stage as well as my dyslexic student) are still building their reading fluency, and benefit from time to read a text multiple times, or to read with a partner.

Lesson/Activity: Reteaching the terms “supply” and “demand”

• Distribute two index cards to each student, and show them how to draw a vertical and a horizontal line to divide the index cards into four sections. Ask them to write “supply” in the upper right corner of one card and set the other card to the side. 

• Tell a short story that illustrates the concept of supply, such as a story that describes someone who has an abundant supply of something. Say: “This story describes having a high supply of something.” Ask students to turn and tell their neighbor what they think “supply” means. Listen in and share out with the group a couple of good student-created definitions.
• Give students 1 minute to draw a drawing that illustrates “supply” in the upper left corner. Give 1-2 minutes to write at least one synonym for “supply” in the upper right corner. Give 2-3 minutes to write a sentence that includes the word “supply” in the lower left. Then finally project the dictionary definition and have students copy it in the lower right.
• Repeat the process for the word “demand.”
• Then have students find a partner and distribute themselves around the room. Give prompts and have them role play or act out that scenario. For example, say something like “You’re selling at the market and you have a high supply of oranges,” or “you’re at the grocery store and there is a low supply of toilet paper.” Alternative if that seems like too much to manage on a given day: Have students come to the front of the class in groups of 2-3 and act out the scenario in front of the class.
• Exit ticket: Without looking at their index cards, have students write a scenario that demonstrates low supply, and a scenario that demonstrates low demand.

Means of Assessment: Exit ticket to check if students have integrated the meaning of the terms “supply” and “demand.”

Mini Lesson 2: Standard Algorithm

Learning Objective(s): Students will create their own definition of the term “standard algorithm.”

→ Connected to the larger objective: Students will be able to explain the mathematics behind the US standard algorithm for subtraction and apply the steps with accuracy.

Target Learner Population: 4th grade students

My 4th grade math class consists of 9 students. One student has suspected ADHD, which presents  in math as difficulty interpreting story problems, lack of consistency following steps of a given mathematical strategy/benefitting from frequent prompting about next steps in a process, difficulty reviewing and reflecting on their work, difficulty sustaining attention during whole group lessons, and frequent distractions by nearby people and objects. Of the nine students, a total of four are new to the school this year, and they represent a variety of pandemic learning experiences including exclusively online all year, switching to in-person last spring, learning in school (in person) all year, and learning in a small “learning pod” with a privately hired tutor.

Lesson/Activity: Reviewing the US standard algorithm for subtraction

• Write the words “Standard Algorithm for Subtraction” on the white board. Underline “standard” and “algorithm.”
• Ask: What do you know about these words? Invite volunteers to share what they know about each word in turn, and record their ideas.
• Read the dictionary definition of “standard” and “algorithm” aloud, and jot brief notes from these definitions on the board as well. (Definitions sourced from Oxford Languages)
  • Standard: “used or accepted as normal or average”
  • Algorithm: “a process or set of rules to be followed in calculations or other problem-solving operations”
• Ask: Given what we’ve learned about the meaning of the words “standard” and “algorithm,” what does it mean when we say “Standard Algorithm for Subtraction?” Have students write it on their white board, then share by holding it up so everyone can compare definitions.
• Invite students to tell what they know about the process or set of rules we must follow when we use the standard algorithm for subtraction and record their tips on the board. 
  • Make sure the differentiate between the steps we must take (e.g. start in the ones place, subtract the bottom number from the top number) and the steps where we have some choice (e.g. crossing out the number in the ones place vs just adding the new ten next to the existing number in the ones place).

Means of Assessment: Check students definitions written on their white board. (Note: Follow up with students who seem confused or uncertain about the term during independent work time later in the lesson.)