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Name of Lesson: Problem-Solving: Math, Episode 2

URL of Lesson Plan:
3 Florida Standards Addressed:
1. Measurements and Data (for drawing pictures)
2. Understand properties of multiplication and the relationship
between multiplication and division. (Different situations or
3. Geometric measurement: recognize perimeter as an attribute of
plane figures and distinguish between linear and area measures.
4. MAFS.4.OA.1: Use the four operations with whole numbers to solve
5. MAFS.4.OA.1.2: Multiply or divide to solve word problems involving
multiplication comparison, by using drawings and equations with a
symbol for the unknown number to represent the distinguishing
multiplicative comparison from additive comparison.
6. MAFS.4.NBT.2.5: Multiply a whole number of up to four digits by a
one-digit whole number, and multiply two two-digit numbers, using
strategies based on place value and the properties of operations.
7. MAFS.4.NBT.2.6: Find whole-number quotients and remainders
with up to four-digit dividends and one-digit divisors, using
strategies based on place value, the properties of operations,
and/or the relationship between multiplication and division.
*I feel as though all of these Standards can be addressed in this Lesson
Plan, and can be used throughout learning in this math episode.
*I used this website to find the Florida Standards:


A= Analyze your Learners
As best you can tell, describe the learners for whom this lesson is intended.
What else do you think you would need to know about them?

This lesson is most intended for elementary school, K-5. I know this specifically
because I searched the website looking for lesson plans that fit this specific
category, and the procedures are quite simple, and meant for younger children. \


S = State your Objectives
Carefully review the lesson plan. Identify the objectives. If the lesson plan has
learning objectives that do NOT meet the ABCD criteria, rewrite them. You
should have at least 3 learning objectives that meet the ABCD formula.
Remember, think Action Verbs!
A=Audience; B=Behavior; C=Condition and D=Degree.
1. Students will explore different ways to find solutions to problems or
situations at different difficulty levels and different questions types,
including word problems and spatial problems.
2. Students will draw a picture or write out the steps that represents a
problem-solving strategy when it is applicable. This may be used for the
word problems or the spatial problems.
Behavior is explained: What is expected to be done is to find different solutions
to problems or situations at different difficulty levels.
Condition is explained: How this will be done is by drawing a picture to represent
a problem-solving strategy or using the step by step directions provided in the
Students will be analyzing problems and will be applying the notes provided to
work out math problems. (Blooms Taxonomy)


S = Select Media and Materials
In this section, make a list of what materials are needed for this lesson plan. If
they don't specify any technology, think of how you might do that! Try to think of
two different things you or your students could do with technology. Maybe you
can find a good multimedia site to use in this lesson? How about using word
processing instead of writing? You might be able to use a spreadsheet or

1. Problem-Solving: Math, Episode 2 video
2. Drawing paper
3. Lined paper
4. Crayons
5. Pencils
These are the materials needed for the lesson, and technology is already
included. The students will be watching a video: Problem-Solving: Math, Episode
2. I think this is a great way to integrate technology into the classroom. I also

know that quite a few students really do benefit from drawing things out or writing
every step out and doing things, instead of just listening to the teacher talk or
doing it in their head.


U = Utilize Media and Materials
How are the materials used?

The materials are used in different ways.
The video is used to actually teach the lesson to the students, while the drawing
paper, crayons, and pencils are used to draw a picture that represents a problem
solving strategy.
None of the materials are use-less.


R = Require Learner Participation
Explain what the students are doing. How will they use technology in this lesson?

The students are going to figure out different ways to find solutions to problems
or situations, and they will be doing this through different strategies they have
learned. They will draw a picture of a strategy and apply it to their situation or
problem. Or they will write out step by step how they will solve the problem.
The children on the second day will be discussing how they did their problems
the previous day and show their partner how they solved their problem. As a
class we will discuss the different ways of showing the steps; either by writing it
out or by drawing it.
Technology will be used in the beginning of the lesson on the first day. The
lesson will actually be taught using a video, and so the lesson starts out using
technology. The second day is when students will discuss their solutions and
how they got there.

E = Evaluate and Revise
How do you assess student learning?


Use the following three-point rubric to evaluate students' work during this lesson.
 Three points: Students were highly engaged in class discussions;
demonstrated a clear understanding of different problem-solving
strategies; and drew colorful, unique pictures that clearly identified a
problem and a solution.
 Two points: Students participated in class discussions; demonstrated a
general understanding of different problem-solving strategies; and drew
somewhat colorful and unique pictures that mostly identified a problem
and a possible solution.
 One point: Students participated minimally in class discussions; were
unable to demonstrate a basic understanding of different problemsolving strategies; and drew incomplete or inaccurate pictures that did
not clearly identify a problem or drew a solution that did not fit the
This is the evaluation system given by the person who created the lesson plan,
and I think it works out very well.