ELED 433 LESSON PLAN FORMAT

JMU Elementary Education Program

AllieShoaf
J.Juart,GuyK.StumpElementarySchool
December2nd,2014;9:30A.M.
November20th,2014

A. TITLE/TYPE OF LESSON- Thanksgiving Multi-Step Multiplication and

Measurement Review
B. CONTEXT OF LESSON
For my pre-assessment, I gave the children a survey with the following
two questions the week before teaching my lesson:
Ms. Shoafs family is having 12 guests for Thanksgiving dinner.
Each guest is bringing three side dishes. How many total side
dishes will they have?
Ms. Juart bought a bag of potatoes that weighed 13 pounds and
8 ounces. Ms. Shoaf bought a bag of potatoes that weighed
208 ounces. Which bag of potatoes weighed more?
These questions represent the two types of problems that will be given
during my lesson therefore from the data collected, I was able to place the
students into three groups
which were: concrete, semi-concrete,
and ready for abstract. The students in the concrete
group,
demonstrated the need for manipulatives in solving the two given problems,
and even when given the choice to use manipulatives, struggled to solve the
problems. The
students in the semi-concrete group were able to solve
the problems using drawings
and/or number lines to solve the given
problems. The students in the ready for abstract
group were able to use
derived facts to solve the problems. A large portion of students in
my
classroom, struggled with solving the multi-step, for example, calculating the
correct
answers but then forgetting to combine them.
This lesson is an appropriate activity for my students at this time
because it is a review of what they have been learning all year. Multistep
problems require the students to combine different operations in order
to get the correct answer, this is something that some students may
struggle with and it is always good to review. Measurement is a newer
subject that the students have been working on and struggling with a
lot. Therefore, it is appropriate to review and assess their skills through
my lesson. This lesson directly correlates with SOL 4.4, 4.6, 4.7, and 4.8.
All of which have to do with multistep problems and measurement. In
regards to prior and subsequent grades, this lesson correlates with SOL
3.4, which states the student will estimate solutions to and solve singlestep and multistep problems as well as SOL 3.9, which states, the
student will estimate and use U.S. customary and metric units to
measure: lengthliquidweight Regarding subsequent grade levels,

this lesson directly correlates with SOL 5.6, which states, the student
will solve single-step and multistep practical problems involving addition
and subtraction with fractions and mixed numbers and express answers
in simplest form. The review in my lesson builds upon the mentioned
third grade SOLs and helps the students begin to move towards SOL
5.6. In reference to horizontal planning, this lesson is a review of what
the students have previously learned to check that each child is ready
for the next steps in the mathematical sequence of this school year.
These students started with basic multiplication facts, taking timed tests
and studying flashcards, they have now progressed into multi-digit and
multi-step problems building off the foundation they have formed in
previous grades as well as previously this year. These multi-step
problems are also a good beginning for harder word problems that will
come about in the following math units as well as in following grades.
Van de Walle (2014), states, students often have difficulty with
multistep problems that begin in the grade 4 standards. (Pg. 123).
Therefore this lesson correlates exclusively with the development of my
students, as they need extra practice within this area of mathematics.
This lesson also fits into the Learning Progressions of problem solving,
reasoning and proof, representation, and connections. Along the Levels
of Representation learning progression, the students will be
demonstrating semi-concrete representations while solving these
problems, with the goal of having every student enter the abstract
stage. Along the Levels of Problem Solving learning progression, the
students will demonstrate derived facts while solving the problems,
although some students may still fall back a step and use counting
on/back or skip counting and repeated addition or subtraction. Along the
Levels of Justification learning progression the students will be between
appealing to authority and justification by example, with the hopes that
they can move to the generalizable argument where things are true for
multiple problems, and they can explain this. For the last learning
progression, communication, students should be in the know it will
stage as this is a review of things they have previously worked with and
learned about.
C. STANDARDS - VA SOLs and/or CCSS
4.4 The student will
d) Solve single-step and multistep addition, subtraction, and
multiplication
problems with whole numbers.
4.6 The student will
b) Identify equivalent measurements between units within the
U.S. Customary
system (ounces, pounds, and tons)
and between units within the metric system
(grams and
kilograms).
4.7 The student will
b) Identify equivalent measurements between units within the
U.S. Customary
system (inches and feet; feet and
yards; inches and yards; yards and miles) and between units

within the metric system (millimeters and centimeters;

centimeters and meters; and millimeters and meters).
4.8 The student will
b) Identify equivalent measurements between units within the
U.S. Customary
system (cups, pints, quarts, and
gallons).
4.1 The student will use effective oral communication skills in a
variety of settings.
a. Contribute to group discussions across content area
b. Seek ideas and opinions of others
c. Use evidence to support opinions
d. Communicate new ideas to others
Process Standards:
a. Problem solving
b. Representation
Content Standards:
a. Numbers and Operations
b. Measurement
D. LEARNING OBJECTIVES
Understand what are the
broad
generalizations/concepts the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)
U1. Students will understand
that multistep problems may
require multiple operations
and a specified order of those
operations.

Know what are the

tools, vocabulary,
symbols, etc. the
students will gain through
this lesson? (These
knows must be
assessed in your lesson.)
K1. How to solve multistep problems
K2. 1 pound= 16 ounces
K3. 1 foot= 12 inches
K4.1 yard = 3 feet
K5. 1 gallon= 4 quarts

Do what are the specific

thinking
behaviors/procedures
students will be able to do
through this lesson? (These
will also be assessed in your
lesson.)
D1. Solve multistep
problems using appropriate
modeling
D2. Students will effectively
communicate how they
solved the given problems.

E. ASSESSING LEARNING
How will you assess student learning of the objectives? What type
of assessment will you use and why?
Remember every objective must be assessed for every student!
Objective

U1. Students will

understand that multistep
problems may require
multiple operations and a

AssessmentTool
What documentation will you have
for each student?

Students will answer the

given questions correctly.

DataCollected
What will your students do and
say, specifically, that indicate
each student has achieved your
objectives?

Students worksheets will

have the correct answers. I
will also take anecdotal
notes as we do problems as

specified order of those

operations.

K1. How to solve multi-step

problems

Students will demonstrate

the knowledge of key words
by solving the questions
correctly and using the
correct operation as needed.

K2. 1 pound= 16 ounces

K3. 1 foot= 12 inches
K4.1 yard = 3 feet
K5. 1 gallon= 4 quarts

Students will answer the

questions correctly and label
the correct unit for each
problem.

D1. Solve multistep

problems using appropriate
modeling

Students will correctly

answer the given questions.

F. MATERIALS NEEDED
Double-sided Thanksgiving worksheet (me)
Scrap paper (me)
White board (in classroom)
Expo markers (in classroom)

a class noting which

students are having trouble
with ordering and
distinguishing which
operation should be used.
Students should be able to
explain their reasoning
behind the order in which
they solved the problems
and how they got their
answer.
Students worksheets will
have the correct answers. I
will also take anecdotal
notes as we do problems as
a class noting which
students are having trouble
with ordering and
distinguishing which
operation should be used,
as well as notes about
questions that arise as we
complete this lesson.
Students worksheets will
have the correct answers. I
will also take anecdotal
notes as we do problems as
a class noting which
students are having trouble
with different measurement
types.
Students worksheets will
have the correct answers. I
will also take anecdotal
notes as we do problems as
a class noting which
students are having trouble
with ordering and
distinguishing which
operation should be used,
as well as notes about
questions that arise as we
complete this lesson.

G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE

TASK(S) POSED IN THE PROCEDURE PORTION OF THE LESSON
Task 1- Pre-assessment:
o Ms. Shoafs family is having 12 guests for Thanksgiving
dinner. Each guest is bringing three side dishes. How
many total side dishes will they have?
Strategies:
Students will use the standard algorithm, 12
x 3 =, to solve the problem.
Students will use concrete or semi-concrete
models, such as: three groups of 12 and
counting them or 12 groups of 3 and
counting them
Mistakes:
Miscalculating the correct answer using the
standard algorithm
Miscounting the semi-concrete
representation of the problem.
o Ms. Juart bought a bag of potatoes that weighed 13
pounds and 8 ounces. Ms. Shoaf bought a bag of potatoes
that weighed 208 ounces. Which bag of potatoes weighed
more?
Strategies:
Simply comparing the two given numbers
Semi-concrete or concretely representing: 13
groups of 16, to represent the 13 pounds and
that each pound is 16 ounces.
Mistakes:
Comparing the two numbers without
changing the pounds into ounces
Misrepresenting the problem or miscounting
the representation in their model
Task 2- Multistep Thanksgiving Math side of the worksheet:
1. Joyce is making pies for her neighbors. She is making 3
pies each for her favorite 14 neighbors and 1 pie each for
20 more neighbors. How many pies will she make in all?
a. Strategies:
i. Semi-concretely or concretely representing
the entire problem.
ii. Using the standard algorithm and using the
given numbers: 14 neighbors times the 3
pies for each PLUS the 1 pie for the
remaining 20 neighbors
iii. Multiplying/adding all the numbers using the
standard algorithm and ignoring the context
of the problem
b. Mistakes:

i. Misdrawing/miscounting the drawing once

completed
ii. Forgetting to add the 14 x 3 with the 20 x 1
or miscalculating the initial problems.
iii. Not realizing the order of the operations
needed or recognizing that there is more
than one operation being called for.
2. Marvins family is having 20 people in all for Thanksgiving
dinner. They plan on making a placement that has 7
ribbons for each guest. They also need 125 ribbons for a
turkey centerpiece they are making. How many ribbons
do they need in all?
a. Strategies:
i. Semi-concretely or concretely representing
the entire problem.
ii. Using the standard algorithm and using the
given numbers: 20 guest times the 7 ribbons
plus the 125 for the centerpiece
iii. Multiplying/adding all the numbers using the
standard algorithm and ignoring the context
of the problem
b. Mistakes:
i. Misdrawing/miscounting the drawing once
completed
ii. Forgetting to add the centerpiece or
miscalculating the 20 x 7 equation.
iii. Not realizing the order of the operations
needed or recognizing that there is more
than one operation being called for.
3. Jane is making turkey soup with her left over turkey. She
needs to put 8 cups of broth to start the soup. Then she
needs to add 3 more cups of broth for each pound of
turkey. If she adds 9 pounds of turkey. How many cups of
broth does she need in all?
a. Strategies:
i. Semi-concretely or concretely representing
the entire problem.
ii. Using the standard algorithm and using the
given numbers: 9 pounds times 3 cups per
pound, plus the initial 8 cups
iii. Multiplying/adding all the numbers using the
standard algorithm and ignoring the context
of the problem
b. Mistakes:
i. Misdrawing/miscounting the drawing once
completed
ii. Miscalculating the 9 x 3 or forgetting to add
the initial cups

iii. Not realizing the order of the operations

needed or recognizing that there is more
than one operation being called for.
4. A 20-pound turkey has to bake for 15 minutes per pound
and then cool for 25 minutes. How many minutes will it
take to bake and cool the turkey?
a. Strategies:
i. Semi-concretely or concretely representing
the entire problem.
ii. Using the standard algorithm and using the
given numbers: Adding 15 plus 25
b. Mistakes:
i. Misdrawing/miscounting the drawing once
completed
ii. Not realizing that it says 15 minute per
pound and just simply adding 15 minutes
plus 25 minutes.
5. Mary and her family are making 5 dozen cookies. Marys
aunt is bringing another 45 cookies. How many cookies
will they have in all? (1 dozen= 12)
a. Strategies:
i. Semi-concretely or concretely representing
the entire problem.
ii. Using the standard algorithm and using the
given numbers: 5x45 (but ignoring the given
context)
iii. Using the standard algorithm and using the
given numbers: 12+45 (but ignoring the
given context)
iv. Using the standard algorithm and using the
given numbers: 12x5 + 45
b. Mistakes:
i. Misdrawing/miscounting the drawing once
completed
ii. Not recognizing the dozen next to the five
and simply multiplying 5 and 45.
iii. Forgetting to times the five by 12 to get your
first number and then adding the extra 45.
iv. Forgetting to add the 45 at the end of the
five dozen.
6. The Marsh Family is going shopping the day after
Thanksgiving. They are going to buy 3 presents for each
of their 8 cousins and 1 present for each of their 14 aunts.
How many presents will they buy in all?
a. Strategies:
i. Semi-concretely or concretely representing
the entire problem.
ii. Multiplying/adding all the numbers using the
standard algorithm and ignoring the context

iii. Using the standard algorithm to solve: 8x3

plus 14x 1
b. Mistakes:
i. Misdrawing/miscounting the drawing once
completed
ii. Not realizing the order of the operations
needed or recognizing that there is more
than one operation being called for.
iii. Forgetting to combine your two answers.
Task 2- Thanksgiving Measurement
1. Marks family bought a turkey that weighed 15 pounds 7
ounces. Alis family bought a turkey that weighed 150
ounces. Who had the turkey that weighed the most?
a. Strategies:
i. Comparing the two numbers
ii. Using the standard algorithm to solve: 15
pounds x 16 to figure out the number of
ounces in 15 pounds, plus the 7 ounces,
comparing that to 150 ounces
iii. Semi-concretely or concretely representing
the entire problem.
b. Mistakes:
i. Forgetting to change pounds to ounces and
coming to the wrong answer
ii. Miscalculating the number of ounces in 15
pounds/forgetting to add the 7 ounces at the
end of your calculation
iii. Misdrawing/miscounting once finished
drawing
2. At the Turkey Long Jump competition the winning turkey
jumped 22 feet 9 inches. How many inches in all is that?
a. Strategies:
i. Looking just at the inches in the problem
ii. Using the standard algorithm to solve: 22
feet x 12 inches plus 9 inches
b. Mistakes:
i. Ignoring the 22 feet and just writing 9 inches
ii. Miscalculating 22 x 12/ forgetting to add the
9 inches after calculating
3. Marcia is making placemats for the Thanksgiving table.
Each placemat uses 1 yard of ribbon. Ribbon is sold by the
foot. How many feet of ribbon does she need to make 6
placemats?
a. Strategies:
i. Using the standard algorithm to solve
(ignoring the context): 1 yard times 6
ii. Using the standard algorithm to solve: 1 x 6
x 3 (feet in a yard)
b. Mistakes:

Procedure

G2

i. Ignoring that ribbon is only sold by the foot,

so they must figure how many yards are in 6
placemats put then changing that to feet.
ii. Miscalculating the equation.
4. After an apple harvest Jessicas Grandfather made 5
gallons of apple cider. He wants to give 18 friends a 1quart container of cider. Did he make enough to do this?
a. Strategies:
i. Simply comparing the numbers
ii. Using the standard algorithm to solve: 5 x 4
(number of quarts in your five gallons), then
comparing that number to 18 friends.
b. Mistakes:
i. Thinking it is not possible because you have
only 5 gallons but 18 friends
ii. Miscalculating
5. Martins family is having 20 guests for dinner. They need
four ounces of potatoes per guest. How many ounces do
they need in all? How many pounds of potatoes do they
need in all?
a. Strategies:
i. Using the standard algorithm to solve: 20 x 4
ii. Semi-concretely or concretely representing
the whole problem out
b. Mistakes:
i. Miscalculating
ii. Misrepresenting/miscounting the drawing
once it is completed
PROCEDURE
BEFORE: Engagement
I will begin my lesson by writing the following problem on the board:
Ms. Juarts family was having a 12-pound turkey for Thanksgiving
dinner. How many ounces does this turkey weigh? If each person gets
an equal amount of ounces of turkey, how many people can this
turkey feed?
I will ask the students what we are solving for, and is there more than
one task in this problem? I will then ask, How many ounces are in a
pound?
I will then allow the students to try and solve the problem individually,
once they have solved it on their own, they can get with a partner and
check their answers. I will have one person come to the board and
share their steps in solving the given problem.
Once we have finished the sample problem, I will tell the students they
will be completing the given worksheet individually and we will come
together as a class after to share and check our answers. I will ask
that if they get stuck to raise their hand and I will assist them. I will
ask that they record all of their work even if they can do complete
some of it in their head. I will then ask how many inches are in a foot,
how many feet are in a yard and how many gallons are in quart, to
cover the measurements they will be using while completing this

worksheet.
DURING: Implementation
As students are completing the worksheet, I will walk around and observe
and take anecdotal note for one of my assessment tools. I will take quick
notes on a scratch piece of paper and take note of who is getting the right
and wrong answers.
I will ask questions such as, Why did you start with this number? How did
you know to multiply (divide, add, subtract) in this problem? Why did you
multiply this way, could you have added? These questions will prompt the
students and allow me to take a deeper look into their mathematical
thinking.
If students need assistance, I will help them first by determining where they
got stuck, and then helping them move to the next step without giving them
the answer.
If students finish early, I will have a bonus Thanksgiving worksheet on color
combinations for them to complete.
AFTER:
I will select students to share based on their strategies for solving the
problems that I noted while monitoring in the during phase. I will also try and
select students who had a correct strategy but maybe did not arrive at the
correct answer, therefore prompting other students to help see the error and
correct it.
The order I will select students in will be first those who just multiplied the
given numbers in the problem, I will ask the students if they can figure out
what went wrong? I will then select students who set the problem up
correctly but miscalculated, again asking the students what went wrong.
Finally I will select students who got the problem completely correct and then
ask the students what that student did differently.
After sharing, I will go over the steps we took when solving our multi-step
problems, and emphasize how important it is to pay attention to the
operations that are present in problems such as these.
Questions I will ask:
o How did you decide to start there?
o Is there more than one way to solve the problem?
o Will this always work?
o What did you try first?

H. DIFFERENTIATION

Content

Process

Product

Interest

Readiness

Based on the
information collected
in my pre-assessment,
I will put the students
into three groups, from
these three groups I
will select four to five
different problems
based on their
readiness.

The first group, the concrete group will be given the following
problems, as well as manipulatives:
The Marsh family is going shopping the day after Thanksgiving.
They are going to buy 3 presents for each of their 8 cousins and
1 present for each of their 14 aunts. How many presents will
they buy in all?
Mary and her family are making 2 dozen cookies. Marys aunt is
bringing 45 cookies. How many cookies will they have in all? (1
dozen= 12)
The second group, the semi-concrete group, will be given the following
problems:
Jane is making turkey soup with her leftover turkey. She needs to
put 8 cups of broth to start the soup. Then she needs to add 3 more
cups of broth for each pounds of turkey. If she adds 9 pounds of
turkey, how many cups of broth does she need in all?
A 20-pound turkey has to bake for 15 minutes per pound and then
cool for 25 minutes. How many minutes will it take to bake and cool
the turkey?
The third group, the ready for abstract group, will be given the following
problems:
Marvins family is having 20 people in all for Thanksgiving dinner.
They plan on making a placemat that has 7 ribbons for each guest.
They also need 125 ribbons for a turkey centerpiece they are
making. How many ribbons do they need in all?
Mary and her family are making 5 dozen cookies. Marys aunt is
bring another 45 cookies. How many cookies will they have in all?
(1 dozen =12)
This group was also given the other problems to try if they finished
early!

I.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO
ABOUT IT?
Think about this specifically for THESE lesson plans. This CANNOT include
fire drills, interruptions due to announcements, weather, or other
emergencies.

The students could not understand the concepts at all, if this happens, I will
bring them back together and do a few problems with them on the board.
The students could misbehave while completing the worksheet, if this happens
I will give them a warning, and if it continues, I will have us do problems
silently without side chatter.
The students could finish this worksheet much faster than I am anticipating. If
this happens, I will have them complete the bonus color combination
worksheet and then allow us to share and demonstrate multiple problems on
the board to show our different strategies and ways of thinking.

Assessmenttool
Highlightwhichproblemstheywillbedoing,recordiftheygotthe
correctanswerandwhatstrategytheyused.Alsotakenoteof
additionalworkorthingssaidwhilecompletingtheproblems.
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