Instructional Plan Lesson Plan 1: Solving and Writing Multiplication and Division Word Problems

Elements of the Lesson Evidence that Documents the Elements

I. Standard Math
​Common Core State Standards ● 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the
Or Essential Elements total number of objects in 5 groups of 7 objects each. For example,
describe a context in which a total number of objects can be expressed as
5×7
● 3.OA. 2. Interpret whole-number quotients of whole numbers, e.g.,
interpret 56 ÷ 8 as the number of objects in each share when 56 objects
are partitioned equally into 8 shares, or as a number of shares when 56
objects are partitioned into equal shares of 8 objects each. For example,
describe a context in which a number of shares or a number of groups can
be expressed as 56 ÷ 8.
● 3.OA. 3. Use multiplication and division within 100 to solve word
problems in situations involving equal groups, arrays, and measurement
quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
● 3.OA. 6. Understand division as an unknown-factor problem. For example,
find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

II. Objectives/Targets and I can statements ● I can determine whether a word problem is multiplication or division.
​What am I going to teach? ● I can solve multiplication and division word problems using different
What will the students be able to do at the end of the strategies.
lesson? ● I can understand division as an unknown factor problem.
What formative assessments are used to inform instruction? ● I can use the DEAL strategy to solve word problems.
What challenges might students encounter? ● I can write multiplication and division word problems.

At the end of the lessons, students will be able to solve multiplication and division
word problems, explain different ways of solving word problems, and write their
own multiplication and divisions word problems.
 Formative Assessment that will be used to inform instruction are
teacher-students observations by the teacher walking around the classroom
during Guided Practice and Independent Practice, the teacher-made worksheet,
and the Math Talk.

The challenges that students might encounter are technical difficulties (doc
cam/projector issues), reading disabilities/difficulties, student motivation, and
student processing rate.

III. Lesson Management: Focus and Organization Positive Strategies/Techniques/Tools

​What positive strategies, techniques and tools will you see? ● Review Prior Knowledge
What ideas for on task, active and focused student ● Progress Monitoring
behavior? ● Specific Praise and Feedback
● Think Aloud
● Math Talk
● DEAL Strategy
● Math Mountain Strategy

Student Behavior
● Answering teacher questions
● Asking their own questions
● Completing all Guided, Partner, and Independent Work
● Appropriately working as a team/group
● Appropriately working independently

IV. Introduction: Creating Excitement and Focus for the Generate Interest
Lesson Target The teacher will generate interest by referencing the “I Can” statements in the
​What will you do to generate interest? front of the room and telling the students they will be finding different ways of
How will you access prior knowledge? solving word problems and will be writing word problems.
What will you practice/review?
Prior Knowledge
● Solving Word Problem Lessons/Practices
● Writing Word Problem Lessons/Practices
● Multiplying and Dividing Lessons/Practices
 ● Equal Groups Lessons/Practices
● Arrays Lessons/Practices
● DEAL Strategy
● Math Mountain Strategy

Practice/Review
● Solving Word Problems
● Writing Word Problems
● Discussing different ways of solving Word Problems
● DEAL Strategy
● Math Mountain Strategy

V. Input: Setting up the Lesson for Student Success Task Analysis

1. The teacher will put up the teacher-made PowerPoint that has the Word
Task analysis: Problems on it.
● What information does the learner need? If needed, 2. The teacher pass out the corresponding teacher-made word problem
how will it be provided? worksheet while explaining what the students will be practicing today.
● What are the step-by-step procedures of the lesson? 3. The teacher will read the first problem on the PowerPoint/Worksheet.
How is the lesson scaffolded? 4. The teacher will do a Think Aloud on how to determine if it is a
Bloom’s Taxonomy *​Webb’s Depth of Knowledge multiplication or division problem, underlining clue words and numbers,
- Remembering ​- Recall and writing the equation on the board.
- Understanding - Skills/Concept 5. The teacher will remind students to use the DEAL strategy.
- Applying ​- Strategic Thinking 6. The teacher will continue the Think Aloud by making an equal group
- Analyzing - Extended Thinking drawing to find the solution, writing both on the board with the label.
- Evaluating 7. The teacher will ask the second part of the question, which is, “What is
another way to solve this problem?
- Creating
8. The teacher will do a Think Aloud while drawing an array to show
another way to solve the equation.
Accommodations: Differentiating to meet students’ needs
9. The teacher and students will do the next problem together.
● Remediation/Intervention
10. The teacher and students will determine if the problem is multiply or
● Extension/enrichment
divide, then they will draw a picture to find the solution, writing them
Methods, Materials and Integrated Technology with the label.
● Instructional techniques 11. The teacher and students will discuss different ways to solve the problem.
● Engagement strategies
 ● Materials and Integrated Technology list 12. The teacher will then direct the students to the Writing Word Problems
section.
13. The teacher will do a Think Aloud on how to create a Word Problem for
7X9, using the Math Mountain strategy.
14. The teacher and students will work together to create a Word Problem
for 45 ÷ 5, using the Math Mountain strategy.
15. The students will work individually to finish the worksheet while 1 teacher
walks around checking for understanding and the other teacher works
with a small group of students who still need help.
16. After some time of Independent Work, the teacher will choose students
to sample their work for a Math Talk.
17. The students will explain their work, and the other students will discuss
why they agree, disagree, or are unsure about their work.

Accommodations
● Some students may need more Guided Practice than others.
● Some students may need 1-on-1 teacher support during Independent
Practice.
○ One teacher will be walking around during Independent Practice
to provide extra guidance.
○ Another teacher will be working with a smaller group who need
more individualized guidance with Block Manipulatives.

Methods/Materials/Integrated Technology
● Teacher-Made Word Problem Worksheet
● Teachers-Made PowerPoint
● Projector

VI. Modeling: I Do 1. The teacher will put up the teacher-made PowerPoint that has the Word
​SHOW/TELL (Visual/Verbal Input) Problems on it.
2. The teacher pass out the corresponding teacher-made word problem
HOW/WHAT (Questioning and Redirecting) worksheet while explaining what the students will be practicing today.
3. The teacher will read the first problem on the PowerPoint/Worksheet.
 4. The teacher will do a Think Aloud on how to determine if it is a
multiplication or division problem, underlining clue words and numbers,
and writing the equation on the board.
5. The teacher will remind students to use the DEAL strategy.
6. The teacher will continue the Think Aloud by making an equal group
drawing to find the solution, writing both on the board with the label.
7. The teacher will ask the second part of the question, which is, “What is
another way to solve this problem?
8. The teacher will do a Think Aloud while drawing an array to show
another way to solve the equation.

9. The teacher will then direct the students to the Writing Word Problems
section.
10. The teacher will do a Think Aloud on how to create a Word Problem for
7X9, using the Math Mountain strategy.

VII. Checking for Understanding ● “How do we know this is multiplication or division?”

Samples of questions to be asked ● “When we write a division equation, where do we put the Total?”
Ways in which students will respond and be engaged ● “If we drew equal groups, what is another way we could solve this
Formative assessment strategies to be implemented problem?”

Students will respond and be engaged by answering questions, following along in

the Modeling and Guided Practice, completing the Independent Practice, and
asking questions.

Formative Assessment that will be used to inform instruction are

teacher-students observations by the teacher walking around the classroom
during Guided Practice and Independent Practice, the teacher-made worksheet,
and the Math Talk.

VII. Guided Practice: We Do 1. The teacher and students will do the next word problem together.
​What do the teacher and student do together? 2. The teacher and students will determine if the problem is multiply or
How will a gradual release of responsibility be divide, then they will draw a picture to find the solution, writing them
accomplished? with the label.
 3. The teacher and students will discuss different ways to solve the problem.

4. The teacher and students will work together to create a Word Problem
for 45 ÷ 5, using the Math Mountain strategy.

5. One teacher will work with a small group of students who are still
struggling, while the other walks around the room to help/check for
understanding.

IX. Collaborative (You Do Together) and/or Independent 1. The students will work individually to finish the worksheet while 1 teacher
Practice (You Do) walks around checking for understanding and the other teacher works
​What practices will be demonstrated/modeled? with a small group of students who still need help.
2. After some time of Independent Work, the teacher will choose students
to sample their work for a Math Talk.
3. The students will explain their work, and the other students will discuss
why they agree, disagree, or are unsure about their work.

X. Closure The “I Can” statements will be reviewed at the end of the lesson through the
​How will the ‘I can’ statement(s) be reviewed? Math Talk and the teacher telling the students that they can now solve and write
How will students be involved? word problems, as well as determine different ways of solving problems.
What connections to future learning will occur?
Students will be involved by answering questions, following along in the Modeling
and Guided Practice, completing the Independent Practice, and asking questions.

Connections to future learning will occur by providing students with real-world

problem solving skills that they can demonstrate through the Math Talk, which
will also provide them with public speaking skills.

XI. Assessment The Math Talk and the teacher-made Word Problem worksheet will be evidence
​What evidence supports that the objective(s) were met? supporting that the objectives were met.
What do my students know, understand and are able to do?
What formative assessments will be used to inform At the end of the lessons, students will be able to solve multiplication and division
instruction? word problems, explain different ways of solving word problems, and write their
own multiplication and divisions word problems.
 Formative Assessment that will be used to inform instruction are
teacher-students observations by the teacher walking around the classroom
during Guided Practice and Independent Practice, the teacher-made worksheet,
and the Math Talk.

XII. Reflection (Questions to consider…) Based on my Pre-Assessment Data, students struggled greatly with writing and
​How do I know that the objective(s)/target(s) were met? solving the 4 Word Problems, as well as determining a different way to solve a
What is my evidence? problem. Out of my 23 students, 20 of them completed all 4 solving word
Based on the data gathered, what will I do next? problems (2 students completed 3 of the word problems and 1 student
How well did the students perform/respond? How did completed 2), 22 completed the different way question, and 20 completed writing
students show they were engaged? the 2 word problems.
What evidence do I have? For the 4 word problems to solve, 3 students got everything correct, 7 missed
What aspect of the lesson was particularly challenging for drawings, 16 missed equations (either did not write an equation, wrote the wrong
students? What will I do to help the student(s) who symbol, or had the division equation flipped), 3 had the incorrect answer, and 6
struggled?
forgot to write the labels.
What will I do to extend the learning for those students who
Using this data, I determined that we will quickly review the DEAL strategy with
met target?
Were there any surprises? What would I do if I taught this the 4 word problems on the worksheet and PowerPoint, because many students
lesson again? missed solving word problems, but it was mostly just 1 or 2 errors for each
student.
For the different way of solving problem, only 1 of my students did not attempt it,
while 6 of my students did it incorrectly. 1 student tried doing it with complete
different numbers (which did not equal the total needed), 1 student drew the
array described in the word problem, 1 treated it as a regular solving word
problem, and 3 tried it as a divide problem (which did not go with what the
question asked).
Using this data, I determined that when we do the 4 word problems, we would
focus a little more on the different ways of solving them.
For the 2 questions dealing with writing word problems, only 3 students did not
attempt them while 10 students got 1 or both incorrect. Of the 10 students, 3 got
the multiplication word problem incorrect and 9 had the division one incorrect.
Based on this data, I determined there needs to be a bigger focus on how to write
multiplication and division word problems, which is why I have 6 word problems,
2 of which deal with the Identity Property, which is what made some students
struggle on the solving word problems section.

I know the objectives were met based on the completed worksheet that students
worked on together.

Many of the students responded as if they were tired of doing word problem
work, which caused many of them to try to go ahead or not take the lesson
seriously. This is an understandable reaction, but once we started to talk about
the different ways of solving word problems, they became more engaged in
thinking of new ways to solve the problems.

Due to transitioning between WIN Groups and Math, we did start Math late, so
we did not do a Math Talk, which did slightly increase the Independent Work
time. This led to some students getting off task during Independent/Partner
Work. If I did this lesson again, I would pull students who were not ready for
Independent work into a small group and let the students who were ready to
work Independently. This way, students who are struggling can receive more
1-on-1 time with one of the teachers. This may have also allowed for time to do a
Math Talk for the students who met the target to extend the lesson for them.

Based off of the formative assessments of observations and the worksheet, 7 of

my students showed understanding of everything related to word problems.
3 of my students did not complete the solving and different way section of the
worksheet, and 1 student did not finish the writing section, so I will need to do
further assessing with them to determine if they need assistance in these areas.
Every student who completed the solving section used the DEAL strategy and got
100% on solving the word problems.
For the different way of solving parts, 4 students need help with drawing a
different way, 3 need more support in how to draw Fast Arrays, and 3 need help
with showing Fast Arrays for multiplication word problems.
4 students need more support in writing word problems, and 4 need help
specifically with writing division word problems.
This data will help me determine groups for the Stations lesson on Thursday.
(Edited by Elementary Team, 2014)
Revised July 2016
(Revised 9/17)