Maxwell Polans

Math Lesson Plan

Math Lesson Plan
What:
My students have been learning multiplication and division for the better part of the last 4-6
weeks, and are starting to get to the point where they know some of their multiplication facts. I
want to challenge them by taking what they already know and putting it into world problem
form. Speaking (overly) generally, the students I have worked with last year, and the students I
work with this year in 3rd grade have a very challenging time trying to figure out what is being
asked for in a word problem. Through conversation with another TEP student who is teaching 3rd
grade, we came up with a world problem that is grade level appropriate that will encourage
students to try and solve a problem, not necessarily using multiplicative strategies, but with
strategies that they are comfortable with. I want students to be able to learn how to do a
multiplication/division type problem from their peers as well. Some students might be able to
hear the problem, know their multiplication facts, and be done in a 20 seconds, while it might
take other students a significant period of the allotted time to come up with their own solution
that makes sense to them. I want to stress learning from each other, listening, and eventually
knowing that there is a way to do this problem using the knew skills we have learned in class
over the last few weeks. I thought students might have various strategies including repeated
addition, some memorization of multiplication facts, skip counting, and skip counting with a
model. I would usually think of arrays, but my students have not really done much work with
arrays.
How: I will teach the content by posing a word problem to the students. All of the students have
used some level of multiplication and division. The problem will require them to draw out their
solutions, and explain it. One of my biggest beliefs about teaching math for my students is that
the process of understanding how to do the problem is (initially) more important than getting the
actual solution, although I want the students to be able to come up with at least one solution for
this particular problem. I want students to work on the problem individually, but with some
support from me as needed. I think that having them each share out what their solution was and
how they got that is really good practice. My class never has to explain their mathematical
thinking, and I thought after doing a couple small group number talks with the same group of
students that they would get better at it, and they did. So, if I give students to try and talk through
their thought process, they might get a better understanding of how to do the problem, or even
better, could help their classmates.
Why: I selected this topic because 3rd grade is the year where students really start getting
seriously introduced to multiplication and division. I also think students generally struggle with
understanding the what in word problems, and this can give them a chance to try and really
figure it out. I think this topic is based strongly in curriculum, OGAP for 3rd grade thinking, and
based on my beliefs about elementary school math. I am planning on picking students who have
very diverse skills in math. I am hoping that this leads to good discussion. Lastly, in relation to
my question for seminar, I am looking at how focusing on academic work closely can curb

behavior management, which I think will inherently work based on the small group situation. I
am hopeful that the students will work together to solve the problems, and just utilize me to help
them understand their own thinking. I might simply suggest that students talk to each other, or I
might model it.
Goals and Objectives: SWBAT demonstrate their ability to solve a multiplication and division
problems word problems in ways that make sense to both their classmates and themselves.
Students will also realize that there can be multiple ways to solve a problem.
Standards:
3.OA.1Interpretproductsofwholenumbers,e.g.,interpret5 7asthetotalnumberofobjectsin5groups
of7objectseach.
3.OA.2

Interpretwholenumberquotientsofwholenumbers,e.g.,interpret568asthenumberofobjects
ineachsharewhen56objectsarepartitionedequallyinto8shares,orasanumberofshareswhen56
objectsarepartitionedintoequalsharesof8objectseach.
3.OA.3

Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequal
groups,arrays,andmeasurementquantities,e.g.,byusingdrawingsandequationswithasymbolforthe
unknownnumbertorepresenttheproblem.
3.OA.4

Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthree
wholenumbers.
3.OA.5

Applypropertiesofoperationsasstrategiestomultiplyanddivide.
3.OA.6

Understanddivisionasanunknownfactorproblem.

Materials and Preparation:

Each student will need their white board and marker
Teacher can bring either large white board/marker or chart paper/marker
Classroom arrangement and management issues:
1.) Describe the classroom arrangement: I will be taking a group of 5 students outside of the
classroom to work at the table located directly outside of our classroom. I like this setting
because while it is not in the classroom it is a space that I can make my own, and is still
close to the classroom to give students that level of comfort.
2.) Students already have their own white boards and markers, so I will not have to handout
any materials. They will be asked to bring the materials with them.will be given paper,
and will be asked to bring pencils to attempt the problem. They will also be given the
word problem.
3.) The biggest issue is that students (and teachers) walk in the hallway, and it can be
distracting both to the students and me. So, I will have to make very clear guidelines and
expectations about staying on task.

Plan:
The HookBefore (5-10 minutes): ): I do not plan on having a very elaborate hook. I want to set
some expectations about the space we are in. One person speaks at a time, be supportive of other
peoples solutions. Tell students that we are going to do a problem related to what we have been
doing in class, specifically multiplication and division. I will talk students through a
multiplication based word problem. This week in school, we have been talking about how to
write and send invitations. Here is the problem: 23 of the people who you invited to your
birthday party RSVPd yes, saying that they want to attend. So, you now have 24 people
(including yourself) attending your birthday party. At your party, you are going to need places for
people to sit. After reading the problem, I will demonstrate a practice problem with 8 guests,
drawing 2 tables, 1 with 4 people, and 1 blank, and ask students how many people could be
seated at the other table.
Body of the LessonDuring (20-25 minutes10 minutes): I will talk students through a
multiplication based word problem. This week in school, we have been talking about how to
write and send invitations. Here is the problem: 23 of the people who you invited to your
birthday party RSVPd yes, saying that they want to attend. So, you now have 24 people
(including yourself) attending your birthday party. At your party, you are going to need places for
people to sit. How many tables with how many equal number of chairs at each table do you need
to have at this party? There are of course multiple different answers (2 tables with 12 chairs, 12
tables with 2 chairs, 3 tables with 8 chairs, 8 tables with 3 chairs, 4 tables with 6 chairs, 6 tables
with 4 chairs, 24 tables of 1 chair. 1 Table of 24 chairs). Students will be given 10 minutes to
work on the problem, during this 10 minutes, I will circulate around the table, and try and help
students if they are stuck by asking questions, which direct students to think multiplicatively. I
might suggest some strategies to students are drawing out different sized tables, I could suggest
skip counting, or grouping. Then, I might ask students to explain what they have been struggling
with or thinking about. If students finish the problem before 10 minutes is up, they will be asked
to come up with other possible solutions. Should they quickly come up with all of the solutions, I
will give the same problem with a larger number (36). After the 10 minutes are done, we will go
around and students, similarly to a number talk, will have to try and explain their solution. I will
ask questions, and if needed, will use a teacher white board to try and demonstrate student
thinking.
Closure After (5 10-15 minutes): After the 10 minutes are done, we will go around and students,
similarly to a number talk, will have to try and explain their solution. I will ask questions, and if
needed, will use a teacher white board to try and demonstrate student thinking.
An exit ticket: Students will be asked to write a solution down that one of their classmates came
up with that they did not think of. If they did in fact come up with all the solutions, they will
write one of their solutions to the problem using 36.
Assessment of goals/objectives:
I think by giving students white boardsstudents paper and pencil, I will be able to see their
mathematical thinking process. I will ask them to show their work, and then hearing students
different solutions, will give me engaged in student engagement. I will gather the exit ticket to

see if they learned a new strategy or solution from their peers. This will enable me to see if they
are engaged throughout the lesson.
Anticipating students possible responses and your possible responses:
a.) Management Issues: I imagine that students would get fidgety or off track if they get a
solution early. So to curb this issue, I will give students additional, challenging work.
b.) Response to content of lesson: I anticipate some students will know their math facts and
just come up with answers such as 3 times 8. Other students might need to skip count,
while other students might want to draw different boxes or use counters.