STEM 433/533 Lesson Planning Template

Name: Ally Williams Grade: 4th Topic: Solve Word Problems

Brief Lesson Description:
This lesson is a supplementary lesson that is focused on the “solve” portion of standard 4.4d. It is designed to help students recognize the
functions within word problems so they can identify the correct method of going about them and start off on the right track. This lesson
plan will address strategies to do so, as well as a “helpful hints” poster to cement this strategy even more. Students will also learn how to
identify if a problem is single or multistep. This lesson is a continuation of previous lessons and is not the first time these concepts have
been introduced so some strategies will already be familiar to students.
Specific Learning Outcomes:
Students will be able to identify the number of steps within word problems (i.e. single or multistep)
Students will be able to identify what function a word problem is using (i.e. addition, subtraction, multiplication, or division)
Students will be able to identify single and multistep problems involving whole numbers
Students will be able to use the context in which a practical problem is situated to interpret the quotient and remainder
Students will be able to recall the order of operations and the properties of operations
Students will be able to solve single-step and multistep practical problems involving addition, subtraction, and multiplication
Students will be able to solve single-step practical problems involving division with whole numbers
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies?
This supplementary lesson focuses on strategies to use when solving single/multistep word problems. The goal of this lesson is achieved
through the incorporation of pictures, technology, direct and individual instruction, as well as student names and interests to engage all
learners from a variety of backgrounds. Visual representations are displayed for students who are ELLs through a word wall that all students
can use as well as adaptive techniques such as using iPads for students who need assistive technology when creating their digital posters.
Being inclusive to all students is important and vital in promoting a culturally responsive and equitable classroom. Tweaking scenarios in
word problems to reflect my classroom, whether it is including my students’ favorite shows, characters, brands, or their own names, are
simple changes that will engage students who may be harder to reach when using traditional “boring” word problems.
Narrative / Background Information
Prior Student Knowledge:
- Students will know how to solve basic addition, subtraction, multiplication, and division problems.
- Students will know how to read word problems.
- Number sense and number relationships
-
Math VA SOL: Visual Arts VA SOL: NCTM Standard:

Computation and Estimation Innovation in the Arts Numbers & Operations: Computation

4.4d) students will create and solve single- 4.10 The student will use contemporary develop fluency with basic number
step and multistep practical problems media, which may include digital media, to combinations for multiplication and division
involving addition, subtraction, and create works of art individually or and use these combinations to mentally
multiplication, and single-step practical collaboratively. compute related problems, such as 30 × 50;
problems involving division with whole
develop fluency in adding, subtracting,
numbers.
multiplying, and dividing whole numbers;

develop and use strategies to estimate the

results of whole-number computations and
to judge the reasonableness of such results;

select appropriate methods and tools for

computing with whole numbers from
among mental computation, estimation,
calculators, and paper and pencil according
to the context and nature of the
computation and use the selected method
or tools.
Specific Problem-Solving Strategy being used:
- Identifying key words (highlight/underline/circle)
- Break down the problem into organized categories
- Partition Strategy
- Manipulatives
 - Picture Methods
Possible Preconceptions/Misconceptions: The JIT is referenced here
- Some students may not know how to approach the problem
- Some students may not identify the numbers as correct parts (i.e. quotient, remainder, dividend, product, sum, etc.)
- Some students may not quite grasp the concept of the function (i.e. think a multiplication problem means addition instead; vice
versa for subtraction and division problems, mixing the two functions with each other)
- Some students may focus on the key words more than they do the thinking and reasoning (process is key)
- Some students may not represent their remainder in a contextual way (i.e. you can not have “half” of a person)

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:

Students have already been introduced to solving word problems. After initial data collection, an emphasis on vocabulary and reading was
chosen to bridge gaps in computation and comprehension issues related to the single and multistep word problems.

Students start with a fun music video parody of “Ice, Ice, Baby” that focuses on vocabulary/key words to help solve word problems.

Guiding Questions:
What did you notice about the video?
How can we tell what function to use? Does the vocabulary give us a clue?
Does anyone know a key word/phrase for addition problems? Subtraction? Multiplication? Division?

Students talk with their seat partners before discussion is opened to the whole class led by the teacher with those same guiding questions.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Probing Question: How do we solve a word problem? (First, we look at the function, then we go from there!)

Clarifying Question:
How do you identify the function?
What words go with which functions?
How can you tell a problem is asking you to add? Subtract? Multiply? Divide?
(Key words or phrases, clues, hints, numbers, etc.)

Students will use their resources (partners, textbooks, posters around the room, prior knowledge, and the internet) to find out more
information on functions within word problems.
While looking for these concepts, they will fill out a graphic organizer to help organize their thoughts and findings. (Graphic organizer is
attached that students would use to guide their research and digital creation)

Filled out example is linked here Empty graphic organizer is linked here

Students will use their graphic organizer (which should include key words, phrases, signs, symbols, and examples) to create an individual
digital poster (visual arts 4.10) that will help them when tackling word problems for each method (addition, subtraction, multiplication, and
division). This will serve as a “helpful hint” guide for them to reference if they are stuck on a word problem. Each student will have the
opportunity to use Word to add pictures, phrases, and tricks that help them identify certain functions within word problems. Sharing ideas
with partners and tablemates is encouraged, but each student has to complete their own poster. Teacher will walk around facilitating and
guiding if needed.
EXPLAIN: Concepts Explained and Vocabulary Defined:

The teacher will then bring everyone back to the front and create an anchor chart using the helpful hints from students. This will look
similar to the digital poster students have just made. The teacher can have students go up to the board or just take suggestions to create
one in front of the students. It is important to include the function’s symbol, key words/phrases, and a possible example for each.

After that is complete, the teacher will go over the chart and lead into direct instruction going over the basis of solving word problems. This
will involve going back over reading strategies like underlining or highlighting key words/phases (which students can reference their digital
poster they just made or the anchor chart just created as a class located at the front of the room next to the math word wall) as well as
circling the different components/numbers within the problem to be better organized. It is important for the teacher to remind students
physical numbers can be shown or written out, so do not read too fast!

PPT: Once reading strategies are revisited, solving strategies will be reintroduced, including the partition strategy, which breaks down larger
numbers into smaller, separate ones so they are easier to calculate (i.e. 245 x 5 = 200 x 5, 40 x 5, and 5 x 5). (Video of strategy and
presentation linked here). Other similar strategies (like reading carefully) can be gone over at this time to give students a wide array of
methods in solving these word problems. These methods are briefly revisited since this is not the first time they are seeing these strategies!
After that, a slide reminding students that their answers need to make sense will be shown (particularly division). Writing answers in correct
form and context is vital. (On the slide, an example could read: Here’s a tip! Try saying it out loud! Does it make sense? For example, you
cannot have 2½ people as an answer. You also can’t have 10 cat, its plural! Make sure you check your work! 😊)

Vocabulary:
Difference, Dividend, Divisor, Factor, Multistep, Product, Quotient, Remainder, Single-step, Sum, Whole number
ELABORATE: Applications and Extensions:

This stage will involve stations that challenge different parts of the word problem solving process. Because it was determined that a focus
on breaking down word problems and searching for key words was needed, the whole class will go through the multiple stations in small
groups. Students will be encouraged to use their poster during the stations if they think it will help them. Stations would last about 7-10
minutes and students would rotate, most likely with their table groups.

Station 1: Online Games

This station will be independent practice for students to work on their most needed areas. This could be recognizing the function by looking
for key words, repetition with simple problems (any function), practicing various strategies, writing correct notation, etc.

Station 2: Worksheet
This station is simply more practice for students to complete word problems. This can be completed independently or with partners, up to
the teacher’s discretion.

Station 3: Teacher-Led Instruction

The teacher-led small group section will serve as a formative assessment and focus on the whole process of solving the word problem. The
teacher will have white boards for all the students and show them a word problem for them to solve.

Station 4: Student Choice

This station can be completed independently or with a partner. This station would include some card games, matching activities, riddles,
specific practice, and other fun things related to solving word problems. (Specific example for multiplication/division practice linked here,
example coloring page is linked here)
EVALUATE:

Formative Monitoring (Questioning / Discussion):

- Kahoot on identifying the method and/or steps ONLY within word problems (no answers, focused on the process for this)
- Verbal conversations with students, walking around asking them their thought processes, checking to see what function
- “Baby quiz” with 1-2 word problems on it probing students to answer (focused on the process/strategy and correct answers)

Summative Assessment (Quiz / Project / Report) (Include a rubric):

- Quiz on identifying functions within word problems, identifying if a problem is single or multistep, and solving the actual
problems. This quiz would be no more than 10 questions and cover an array of addition, subtraction, multiplication, and division
problems for the students to work through. Showing their work is vital in the problems where they must get the correct answer. I
will be looking for strategies given and general though processes students exhibit through their work.

This rubric will be used to grade the quiz on solving word problems. The quiz is composed of 10 questions while the rubric has a total of 40
possible points. Students can earn partial credit for showing their work and attempting problems. A student can earn points in different
categories across the board.
Plan for differentiation:

During the engage phases, students will create a digital poster to use as a “helpful hints” guide. Students with physical disabilities are
welcomed to use assistive technology such as iPads to create the project and other processing tools besides Word that may word better for
their case. Students with high-incidence disabilities can also use assistive technology if deemed appropriate. Fidgets and physical
representations/manipulatives can be added when creating the poster, during group instruction, and throughout independent practice to
keep students on task and engaged.

ELL students will reference the teacher’s example and be encouraged to use words and pictures when focusing on unfamiliar vocabulary.
These word/picture examples will be found on a math word wall located next to the board for easy reference.

For the poster, gifted students can add a word problem example that they find or create under each of their 4 sections to go along with
each function. They can also go on to practice the second half of the standard, which focuses on creating word problems. A worksheet
would be provided with sentence starters to guide students in creating problems located in the “finished early” bin at the front of the class.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
I will evaluate my practice by student surveys at the end of the unit and reviewing how well my students did on the summative assessment.
 Where might/did learners struggle in the lesson?
Self-monitoring is an advanced skill that takes a while to master. 4 th graders will be frequently challenged to work independently and in
pairs/small groups during the lesson so staying on task while having fun will be a struggle for some. To combat this, I would have a fidget
station or bin accessible to students where they could have an aid/toy to help them stay on task throughout the stations or teacher-led
instruction. This would be determined and managed by the teacher and only given to students who truly need the help with focus and
staying on task.
 How can the lesson be strengthened for improved student learning?
More variation for both ends of the spectrum so all students are supported and challenged at their level the entire lesson.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
This lesson reflects culture in small ways as the word problems pertain to the student population in the current classroom. Student names,
interests, and cultural aspects are used to entice students, keep attention, and represent the classroom as well.