Daily Intervention PBL Plan

Dates April 4 - 8
Monday

Week #_______1___
Tuesday

Wednesday

Thursday

Friday

To kick off the unit, the

teacher will come to
school today dressed as
a farmer.
SAY: Think about how
agriculture touches you
throughout each and
every day.
Give groups time to
generate ideas. Post
them on a class poster
titled: Whether or not we
raise crops or livestock
for a living, we are all
involved in agriculture.
The big idea is that you
dont have to be a
farmer to be involved
with agriculture. Most
daily essentials can be
traced back to an
agricultural source.
Video: Thank A Farmer
Lady TAF Magic Show
TELL the kids that later in
the unit after they learn
about the math involved
in making a garden, we
will be making a home-

Begin by reading
aloud Each Orange
Had Eight Slices by
Paul Giganti.
[Counting book If
each orange has 8
slices and each slice
has 2 seeds, then
how many seeds are
there in all?]
Have students take
out their homework
from yesterdays
lesson, which was
bringing in something
or a picture of
something that shows
an array.
Have students label
with the factors.
Write a sentence that
describes the array,
or have an array
recorded on graph
paper.

Teacher read aloud:

The House on
Maple Street by
Bonnie Pryor.
Students will
observe HOW their
community has
changed over time
and also why
certain features
have remained the
same. This book
demonstrates how
a place changes
over 300 years.
This is a good
introduction to the
study of the
students local
community.

Amanda Bears
Amazing Dream by
Cindy
Neuschwander
Teacher read aloud.

One Hundred Angry

Ants by Elinor
Pinczes and Bonnie
MacKain
Teacher read aloud.

Give students
squared paper to
record the various
arrays used by the
ants in the story.
After the initial read,
put the book under
the ELMO projector
to make sure they
Discuss her
students have
solutions (arranging
included all the
objects into arrays,
arrays.
memorizing the
Have students write
multiplication facts)
sentences to match
the arrays.
Remind students
Discuss Amandas
problems (her
reluctance to learn
the multiplication
tables, her difficulty
in counting large
number of objects)

grown taco garden. We

will be growing our own
jalapeno peppers,
iceburg lettuce,
tomatoes, and cilantro.
Read some background
information about
agriculture to the class.
Discuss the information.
On the white board draw
a tree and write
timber, draw a cow
and write dairy cow,
draw a cotton plant and
write cotton, draw a
daisy and write flower
and draw some wheat
and write wheat. Pass
out the following words
on 3x5 cards: cheese,
blue jeans, paper,
spaghetti, perfume, ice
cream, pencils, tortillas,
shirts, potpourri, houses,
yogurt, and cereal. See
if the kids can math the
product to the picture of
the products original
source.
Math Intervention:
Begin by having the
students internalize what
multiplication means.

Gallery Walk:
Look and Talk.
Students identify and
talk about the
mathematics in the
picture or object they
chose.
For example, a
student who brings in
a picture of a building
might say: There are
eight rows of window
panes. There are four
panes in each rose.
Eight times four is
thirty-two.

Invite a local
historian from the
San Joaquin County
Historical Society,
or someone who
has lived in the
Stockton
community for a
long time to show
pictures and tell
how the community
has changed over
the years.

Students may
observe how each
period of
Continued practice
settlement in our
with the color tiles
locality left its mark
as we did yesterday.
on the land.
Building arrays with
Students can
larger numbers up
predict how
to 72 tiles.
decisions being
made today in their
EL Strategies:
communities will
A sentence frame
impact Stockton in
will be useful for the
the future. For
Look and Talk
example, turning
all our farmland
into
Intervention
neighborhoods.
Lesson:
Will there be
Making Math Real
enough farm land
Nine Lines. Today
to feed everybody?

that multiplication
is like adding
things quickly, but
it is a more efficient
strategy. That way
they dont have to
spend a long time
counting and
adding every
group.
Review the
illustrations in the
book using the
ELMO projector. Let
kids become aware
that arrays can be
formed with any
objects, NOT just
counting tiles!
Point out, with the
sheep array, that
the arrays are
always rectangular,
regardless of the
shape of the
objects.
Write the
multiplication
equation for the
arrays in the book.
Use the ELMO and
kids can write the
equation on their

Group Work:
Write on the white
board: Suppose
that there were 12
ants going to the
picnic. How many
different ways could
the ants arrange
themselves into
equal rows?
Provide students
with 10x10 grids to
cut into smaller
rectangular grids.
For example, they
could decompose 10
x 10 into 7 x 10 and
3 x 10. Since 7 + 3
= 10, 10 x 10 could
be decomposed this
way. Have students
explore OTHER
possibilities as an
extension.

Create a poster titled:

Things That Come in
Groups.
Whole class brainstorm.

work on the 4s
times tables.

personal white
boards.
EL Strategies:
Pictures to go with
vocabulary words
Intervention
Lesson:
None today

Math Activity:
Materials: color tiles
Teach the word array.
Students get 12 color
times each. Have
them make rectangles.
Have students describe
their arrays as a
certain number of rows
or columns with a
certain number of tiles
in each row/column. If
the class has forgotten

Give students a
collection of
objects. I used
little squares that
had student seats
in them.
Altogether there
were 40 chairs to
cut out. The
students needed to
cut out the chairs
and show the
following arrays:
8 rows of 2 chairs
3 rows of 6 chairs
They also need to
write equations to
describe the arrays.
I also used little
pictures of books.
Altogether there
were 72 little
books. The
students were
asked to:
Make arrays to
show 7 shelves with
4 books on each
shelf and 6 shelves

EL Strategies:
Provide sentence
frames
Intervention
Lesson:
Making Math Real
Nine Lines

any combinations,
prompt them.
Teach vocabulary: row,
column, length, width.
Sentence frame:
I have___rows of____
tiles in each row.
There are ____tiles in
all.
-orI have ____tiles in all.
There are _____rows of
______tiles in each row.
Students will record
the arrays of grid
paper. Make sure they
represent ALL the
possible arrays for
composite numbers up
to 72 (done over the
next week in class).
Throw in a few prime
numbers too so that
kids can see that some
numbers can only be
represented by a single
array.

with 5 books on
each shelf. Again,
they needed to
write equations to
match the arrays.
Use this as a
formative
assessment.
Check that each
student:
1. Has an
understanding of
the row x columns
convention
2. Their arrays are
rectangular in
shape (and yes a
square is a
rectangle)
3. Their equations
show a product
from two factors.
EL Strategies:
Have pictures for
the following
vocabulary words:
row, column,
groups, vertical,
horizontal,
rectangular
Intervention
Lesson:

Sort the arrays by

product, and display on
charts.
Communicative
property: Make sure
students see the
connection between 4
x 6 and 6 x 4, for
example.
For students NOT
needing an
intervention lesson,
they can work on
making the distributive
property with arrays.
Students can compose
arrays with tiles in two
different colors to show
that, for example 5 x 6
can be shown as (5 x
4) + (5 x 2) when the
six is decomposed to 4
+ 2. Arrays should be
recorded on grid paper
using the colors, with
separate labels for the
sets of rows and
columns.
Homework:

Bring in objects
from home (or
pictures) that show

Having kids cut out

pictures and
arrange objects will
help these
strugglers create
arrays to model the
word problems.

arrays egg cartons,

ice trays, packages
of cookies or
crackers, for
example.
EL Strategies:
For the vocabulary
word array, make the
connection to the word
arrange
Intervention Lesson:
During this unit, the
kids who need
intervention for the
intervention unit will
be working with the
teacher in a small
group using Making
Math Real Nine Lines
developing
automaticity with
multiplication.
Today work on the 3s
times tables.

Daily Intervention PBL Plans

Dates _____April 11 - 15___
Monday
Game Activity:
Beans and Cups.
Understanding
Factors and
Products. Give each
student six Dixie
cups and a pile of
pinto beans.
Model the activity:

Tuesday
Game Activity:
Factor Times Factor
Equals Product
This activity is
intended to help
students develop
strategies to find
unknown products.
Students are placed

Week #_____2_____
Wednesday
Today we will read
from the third grade
social studies text
book [Scott Foresman]
Today the students will
discover that the
changing history of
our area was, at all
stages, closely related
to the physical
geography of our
region. We will learn

Thursday
Field Trip:
San Joaquin County
Fair Grounds Ag
Venture for Third
Graders.
Ag Venture is an
agriculture education
field trip. It is a
hands-on learning
experience to teach

Friday
Garden planning
day:
We are given two
beds to use for our
garden. Each bed
can accommodate
60 plants.
After a group
discussion, we

Tell the class when

you roll the first die,
you need to arrange
the corresponding
number of cups.
This is one factor.
When you roll the
second die, put that
number of beans in
each cup. This is
another factor. The
total number of
beans in all the cups
in the product.
Show how to make a
number bond using
these numbers.

Give students five

minutes for this
activity. Have
students create a
bond list.
Partner Pair/Share:
Have students share
their bond lists with
a partner. Each
students should

in pairs. Each duo is

given beans, (10)
cups. One partner
places a equal
number of beans
under
the cups. They may
choose any number
of cups from 2 10.
Do this without the
other partner
seeing. The partner
may look under one
of the cups and try
to determine the
product.
Teams will spend
time finding and
recording various
bonds.
Debrief: Share
various strategies
students used to
determine the
products without
counting the beans.
Repeated
addition
Arrays
Skip counting
Introduce an
equation as a model

about San Joaquin

Countys topography,
soil, water, mineral
resources and relative
location.
Begin planning our
class garden. We
have been given two
large beds in the Life
Lab. We are going to
plan to grow four
different crops for our
Taco Garden.
Each bed is: 15 x 4
sq.ft.
Today the kids are
going to brainstorm
HOW to create the
arrays for the garden.
We will plant each
seed at one foot
intervals to make it
easier for planning for
the students.
Tomorrow they need
to come to school with
their plan. I tell them
the following:
We will plant 35
jalapeno pepper
plants.
We will plant 48 heads
of lettuce.

3rd grade students

about the importance
of agriculture and to
help them develop an
understanding and
appreciation of where
their food comes from
and the importance of
agriculture in their
everyday lives.

EL Strategies:
Cluster EL students
in groups with a
bilingual chaperone.
Intervention
Lesson:
Cluster students and
have the adult READ
information at
various booths and
explain things in
more detail to these
students.

learned that the

amount of plants we
have in total equals
123. There are only
spots for 120. The
kids decide to take
off 3 cilantro plants.
Now I am giving
them some new
dynamics to think
about:
[The beds as we
have them can
accommodate a
large array of 4 x 15.
]
Mrs. Coburn wants
to grow 48 heads of
lettuce. She has to
arrange them in an
array that will fit into
out Life Lab bed.
What is one way
she can arrange
them?
Are there any other
ways she can
arrange them.
CLASS DISCUSSION.
We have two

review the other

students work for
accuracy.

that shows the same

We will plant 25
information as a
tomato plants.
number bond.

Literature
connection:
Teacher read aloud
Six Dinner Sid by
Inga Moore. The
story of a cat who
lived in six different
houses on the same
street, ate six
different owners,
had six different
names, etc.

Have pairs write

equations that
correspond to their
bonds.
Group Activity:
Sort all the bonds
and equations by
product and display
in charts.
Teacher note: Use
this activity as a
formative
assessment. Look
for accuracy and
multiple examples

How many dinners

does Sid eat in
one week? Show
your work. Write
an equation.
Sids friend Tom
eats two dinners a
day. How many
EL Strategies:
dinners does Tom
Revisit the sentence
eat in one week?
frame, and link it to
the equation. For

We will plant 15
cilantro plants.
Can we plant all of this
in the two beds that
the school is giving
us?
PLANNING TIME
Bring ideas to class on
FRIDAY!

EL Strategies:
Before classroom
instruction, teachers
need to determine
what they want the
students to learn,
their students
English-language
proficiency, and the
language demands
of the lessons
instructional
materials.
Vocabulary
instruction
embedded in
context, including
academic language.

rectangles drawn on
the white board that
have four rows of
fifteen. We Draw an
L in the arrays that
the kids come up
with.
The kids vote on an
array of four by
twelve.
This leaves a space
for 12 more plants.
The kids remember
that we took off
three cilantro plants
leaving 12. So the
first bed will have
the lettuce and
cilantro in even
rows.
Now the kids will
determine the layout
of the 35 jalapeno
plants and 25
tomato plants.
They decide on an
array of five by four
+ one array of five
by one for the
tomato plants.
They decide on an

Show your work.

Write an
equation.
EL Strategies:
Provide a sentence
frame to help
students read the
bonds they have
found. I Example:
I have six cups and
there are four beans
in each cup. I have
twenty-four beans in
all. Six times four is
twenty-four.
Intervention
Lesson:
Making Math Real
Nine Lines Today
work on the 6 times
tables.
ALSO: I created
little boxes with cat
dinners in the boxes.
These students can
use these
manipulative to help
them with the
storys follow up
questions, if
necessary.

example: I have
eight cups, and
there are three
beans under each
cup. I have twentyfour beans in all.
Number of groups x
items in each
group= Whole

Intervention
Lesson:
Making Math Real
Nine Lines Today
work on the 8s
times tables.

array of five by four

+ five by three for
the jalapeno plants.
Go out to the Life
Lab to pull the
weeds and begin
making the 60 holes
in each bed.
Planting in next
week.

8 x 3 = 24
Intervention
Lesson:
Making Math Real
Nine Lines Today
work on the 7s
times tables.

EL Strategies:
Direct, explicit
instruction in
language
development
Intervention
Lesson:
Flexible grouping for
differentiated
instruction.
Opportunities to
reteach key skills,
strategies and
concepts

Daily Intervention PBL Plans

Dates ___April 18 - 22____
Monday
Discuss with the class
other products that
come from agriculture.
Add it to the class
poster created on the
first day of the unit.
Today the students are
going to use
dictionaries and poster
paper to create a Tree
Map [Thinking Map]
titled:
Agriculture in Your Life.

The main topics will be:

crops, livestock,
horticulture, and dairy.
Go over these terms
with the class.
Write the following
terms on the white
board: beef cattle,

Tuesday
PLANTING DAY
Todays time will be
spend out in the TCK
Life Lab planting the
donated plants into
the holes we made
last week. The class
will be divided in half
and each responsible
for one of the beds.
The plants were
donated so we dont
have to start them
from seed.
When we get inside,
the class will write
thank you letters to
our donors and tell
them what we plan to
do with our crops once
they are ready for
harvesting.

EL Strategies:

Explicit direct
instructions on the
rules of the TCK Life
Lab and HOW to use
the tools. Also, go
over the names of the
different tools the
students will be using.

Week #_______3___
Wednesday
Where in the United
States does your
food come from?
Where does your
lunch come from?
Given a map of the
United States,
students will place a
colored circle on a
given state with each
agricultural product
having a different
color. Many states
will have more than
one colored circle.
The students will
need to use their
social studies text
book which has a
map of the US. in the
back.
Beef: Texas,
Nebraska, Colorado,
Iowa, Oklahoma, and
CA
Chickens: Arkansas,
Georgia, Alabama, N.
Carolina, Mississippi,
and Texas
Corn: Illinois, Iowa,
Nebraska, Indiana,
Minnesota, Ohio

Thursday
Lets Go On a
Shopping Spree!
Introduce new
vocabulary:
Product
Drugs
By-product
Pharmaceutica
l
Ethanol
technology
Every week your
parents go to the
store and load up the
shopping cart with
food and other
products that keep
you fed and clothed
and your home in
good repair.
[Teacher will need to
bring in the following
items: box of
macaroni and
cheese, box of
cereal, hand soap,
candy, syrup, bread,
hominy, fabric, dog
food, cooking oil,

Friday
Continue working on
the writing
assignment from
yesterday.
EL Strategies:
Use Thinking Maps as
graphic organizers.
Pre-writing
Brainstorm a chart
facts about the topic
in sentence form.
Read the facts orally
Strengthen link
between oral and
written language.
Intervention
Lesson:

Use a variety of
tools and
techniques to help
students make
significant
improvement in
their first drafts:
sticky notes
colored pens
sentence
strips
These office

cotton, sour cream,

sheep, turf grass, corn,
vegetables, cheese,
dairy cattle, wheat,
soybeans, ice cream,
poultry, flowers,
yogurt, apples, butter,
swine, rice, and trees.
Have the student
categorize each under
the correct heading on
the Tree Map. They will
need to consult a
dictionary. As some
terms are not known to
third graders. AS an
added boost to the
third grade standards,
tell the students the
list under each Tree
Map needs to be
placed in alphabetical
order!
Go over the answers.
Transition:
ASK: Would you rather
have $10,000 right
now or receive one
penny today and
double if every day for
30 days?
Explain your reason.

Intervention
Lesson:
Same for the EL
strategies for today.

Dairy Products:
Wisconsin, CA, New
York, Penn, Minn, and
New England
Eggs: CA, Georgia,
Ark, Indiana, Penn,
Texas
Fruit & Vegetables:
CA,
Florida, Arizona,
Washington, New
York, Georgia
Pork: Iowa, Illinois,
Minn. NE, Indiana,
North Carolina, and
Missouri
Soybeans: major oil
crop, Illinois, Iowa,
NE, Indiana, Minn.,
and Ohio
Potatoes: Idaho,
Washington, CA,
North Dakota, Maine,
and Wisconsin
Tomatoes: Florida,
CA, Virginia, Ohio,
Georgia, and
Michigan
Wheat: North
Carolina, Kansas,
Montana, OK,
Washington, and
Minn.
Also, place answers
on a large wall map
of the U.S.

paste, insulation,
flour, fertilizer, paper
towels, hamburger,
cotton shirt, glue,
and popcorn] Most
items should be
things found in a
common
household, you
can substitute if
necessary!
Lay the items out on
a table in front of the
classroom.
ASK: Do you know
where these products
come from?
On an all class Tree
Map [that maybe you
can do on the ground
with the kids sitting
in a giant circle] are
the names of some
things that are
produced on
American farms and
ranches. Sort the
items from the table
on to the tree map.

The Tree Maps

branches will
include the
following: Corn,
Cotton, Wheat,

supplies usually
help make nonfiction writing more
fun.

SAY: I think you might

change your mind after
you hear the story I am
about to read to you
about doubling in
mathematics!
Teacher read aloud:
One Grain of Rice, by
Demi

STOP at page 5. Ask

what they think
famine and hunger
mean and what causes
famine and hunger in a
country.
Allow for class
discussion of real-life
issues about this
worldwide problem.
Continue reading aloud
pages 6 11. STOP

ASK: What
agriculture products
are known to grow in
certain parts of the
country?
ASK: Why do you
think these products
are produced in
these locations?
Have the class
construct an
occupation line
showing how many
people and different
occupations are
involved in delivering
a raw product to the
consumer
(transportation,
manufacturing,
packaging, sales,
stores, etc.).
Use several products
including some that
the consumer uses
(fresh fruit, beef or
chicken) and some
that are changed
from the raw material
(clothing, furniture).
EL Strategies:
Partner English
learners with strong
English speakers for

Beef, and
Soybeans.
Today: ASK in
advance to borrow
the chrome cart for
your classroom.
Have the students
search the Internet
to research an
agricultural crop or
livestock of their
choice. Their
research should be
presented in a
classificatory or
descriptive report
telling how that
crop or livestock
touches us daily
through the byproducts derived
from it.
EL Strategies:

Use Thinking Maps as

graphic organizers.
Pre-writing
Brainstorm a chart
facts about the topic
in sentence form.
Read the facts orally
Strengthen link
between oral and
written language.

when Raja says, Ask

me for anything , and
you shall have it.
Discuss what their plan
would be.
SAY: If you were Rani
(an unselfish girl who is
trying to feed herself
and the rest of her
village), what would
you ask the raja for as
a reward?
Continue reading aloud
pages 12 15. See if
her plan was the same
or different from the
one they came up with.
Project the following
document:

For fun, it would be

interesting for the third
graders to see how
many grains of rice she

this activity.
Encourage
participation.
Intervention
Lesson:
Making Math Real
Nine Lines Tic-Tac-Toe

Intervention
Lesson:
Use a variety of
tools and
techniques to help
students make
significant
improvement in
their first drafts:
sticky notes
colored pens
sentence
strips
These office
supplies usually
help make nonfiction writing more
fun.
Math intervention
Mad Minute with
mixed
multiplication
problems.

would have gotten at

the end of the month.
YOU will have to use a
calculator and do the
math.
ASK: Was Rani clever
for asking for rice they
way that she did?

EL Strategies:
During the Tree Map
lesson, cluster the EL
students. Use the ipad
and show them
pictures of the different
vocabulary words.
Work with them.
Intervention Lesson:
Flexible grouping for
differentiated
instruction.
Making Math Real Nine
Lines Today working
with the 9s times

tables.

Daily Intervention PBL Plans

Dates _________April 25 - 29___
Monday
Today students are
going to get
additional practice
with the x7s.
The x7s seem to
give the kids the
most trouble.
The students will
use EACH problem
from 7 x 1 7 x 10.
For each they will:

Tuesday
Todays class time
will be spent in the
computer lab.
There is one
computer per
students at TCK.
The students will
be using the Timez
Attack program.
Timez attack is the
best computer

Week #______4______
Wednesday
Today we will be
going out to the
TCK Life Lab and
practice creating
multiplication story
problems from the
Taco Garden we
created. Each
group of four
[there are 8] will
create ONE
problem for the
class to solve

Thursday
Rough draft of
multiplication Problems
Tomorrow, the class will
create a power point to
show case their
multiplication abilities.
For today, you want to
kids to create rough
drafts of multiplication
stories. They will
choose their favorite
one to put in the Power
Point for tomorrow. The

Friday
Students will create a
Power Point of
multiplication
problems as a
culminating activity
for this unit. The
class WILL need
access to the
computer lab once
again. The teacher
will put all power
points on to a flash
drive. The questions

1. Draw an array
of the fact.
2. Write the
repeated addition
sentence that goes
with it.
3. Write the fact
with the product
three times.
4. Write a story
problem of the
fact.
Giving students
frequent
opportunities to
engage in
independent fact
reviews provides
them with
repeated practice,
supports fluency,
and allows for
ongoing monitoring
of each students
progress toward
automaticity.

program to help
students learn the
multiplication
facts. The firstperson adventure
game feels like a
real video game.
It uses built in
assessments to
advance students
at their own pace.

based on our
garden.

When you get back

from the Computer
Lab, have the class
go out to the Life
Lab to water the
Taco Garden and
check the plants.
Pulling weeds, if
necessary.

IF each plant
produces six
peppers, how
many jalapeno
peppers will Room
B have?

EL Strategies:
Language: In order
to make the most of
instructional
technology, ELLs
need to have the
language skills and
vocabulary
necessary to
understand how to
use the technology.

EL Strategies:
Sentence frame for
the story problems, Limited access:
Many ELLs may not
or a word bank to

An example could
be:

class will then use the

power point as a final
assessment.
Heres some samples to
show your class:

Room B planted 3
rows of jalapeno
peppers. There
are three plants in
each row.

What students will

do:
They will find
photographs of
multiplication
situations that they
see in and around
the school or their
homes.

DRAW A DIAGRAM.
SHOW AN
EQUATION.

For example, they

can draw a table with
four students sitting
at it. They can write
a question about the
number of shoes
under the table.

SOLVE THE
PROBLEM.
When we come in
from the Life Lab
as a WHOLE group,
we will work on the
skills needed to
solve the problems
in anticipation for
the in class work

will be displayed over

the next several days
as a summative
assessment.
Students will read the
questions created,
write a multiplication
sentence and a
product for each
story problem
submitted.

These will be shared

orally to the class.
Share with students

EL Strategies:

use.
Intervention
Lesson:

Multiplying by 7 may
be the most difficult
for students.
Students can break
apart the 7
(distributive
property) to find that
it is the sum of five
times the factor and
2 times the factor
added together.

have access to a
computer or the
Internet in their
home. They also
may not know about
the services
available through the
school or library, or
they may be unable
to get to the library
on a regular basis.

on the next two

days.
EL Strategies:

Brainstorming
Word Banks
Drawing & Sketching

Intervention
Lesson:
Guidance in the
Life Lab writing
Intervention
challenging
Lesson:
questions for the
Different levels of
class to solve.
experience: In one
classroom, a teacher Maybe cluster
these students OR
may have a student
pair them up with
who learned to use
the computer as a
kids who excel at
toddler, and another
math who can help
who is sitting in front them along.
of a computer for the
first time. This
requires that
teachers develop
their own ability to
differentiate
technology
instruction for their
students.

the rubric you will use

for the written story and
oral presentation of
their stories tomorrow.
The teacher will
evaluate the
mathematics by
checking student work.
The word problems will
not all be presented on
one day, that would be
too overwhelming for
students. The teacher
may elect to present
five or six each day until
all the class has had a
chance to showcase
their word problem.
EL Strategies:
First, we read math word
problems created by the
students; I demonstrate
the logical thinking
process while translating
words into pictures and,
finally, into number
sentences. Soon, they
start to explain their own
thinking after reading
complicated word
problems that involve
several steps. They
correct each other, and
argue about which
number sentences they

The teacher reads a

student generated
multiplication story
from the Power Point.
Have THREE students
retell it back in their
own words. That
ways the students
get four chances to
understand the story
problem.
Intervention
Lesson:
Students read and
comprehend the text of
the problem, identify
the question that needs
to be answered, and
finally create and solve
a numerical equation.
This will require small
group intervention for
those still struggling
with this.

should use to arrive at the

correct final results. As
they sharpen their math
skills, I capitalize on their
enthusiasm to teach them
how to extract the most
important information
from texts, and move
them toward the oral and
reading fluency they need
to understand and discuss
more challenging texts.

Intervention Lesson:

Readtheentireproblem.
Determinewhatthequestionis.
Findtheinformationneededto
solvetheproblem.
Determinewhatoperationis
necessarytoanswerthequestion.
Solvetheproblem.
Checktomakesuretheansweris
reasonable.