Summer Jobs

Ryan is going to earn a little money this summer by mowing lawns in his neighborhood.  He
plans to charge $5.00 per yard and has his schedule worked out for the first two weeks of
summer. In the first week he will mow 10 lawns and he has planned to mow 7 lawns in the
second week.

1. How much will Ryan earn in the first week? ___________

How much will Ryan earn in the second week? ___________
How much money will Ryan earn in the two weeks? ___________

2. If Ryan continues this patter every two weeks, how much will he make for one month?
(with 4 weeks in a month)

______________________
How much will Ryan make in a whole summer if the summer is 3 months?
____________________
His younger brother, Ben, helps him for the second month and gives him $20.00 out of what he
makes every week.
3. How much will Ryan pay Ben for his month of work? _____________
How much will Ryan have left for himself in that month of work? ______________
How much will he have for all summer? ______________

Mr. Jones just told Ryan he wanted his lawn cut the first of the month instead of the first and
third week of every month.

4. How much money does Ryan make now for one month since Jones decided to get his
lawn cut only once a month? ______________
How much does he make for the whole summer now? ____________
 Group Lesson Plan: Multiplication, Grade 3

Rational:
 Why are you teaching this lesson?
We are teaching this lesson to provide students the opportunity to practice their mastery of
multiplication in numerous practical situations as word problems. Students will be given the
opportunity to explore mastered mathematical concepts while formulating new ones.

 What national and core standards are you trying to convey?

Common Core Standards: Grade 3: Operations & Algebraic Thinking: Represent and solve
problems involving multiplication and division: 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.

 Why is this lesson important?

This lesson is important for students to see and understand the application of the numerical
operations of multiplication to realistic word problems.

 How does this lesson fit into “the big picture” (the year’s curriculum)?
In typical third grade curriculums, multiplication fluency of understanding and appropriate
use of numerical operations and are the subjects in multiplication instruction.

 What is the source of this lesson?

http://www.kidzone.ws/math/wp/t_math.asp?spring-round2-wp3.asp

Objective:
 SWBAT use their knowledge of numerical operations in multiplication as well as experiment
with different problem solving strategies to solve for the total number of lawns Ryan will
mow in the different situations described in the different steps of the word problem.
(Behavioral)
 SWBAT reason how they approached the problem and the methods they used for solving and
apply multiplication operations to resolve everyday problems. (Cognitive)

Lesson Elements:
 Introduction: Students will be instructed to solve the do now problem as they enter/ transition
from another activity. The problem will include multiplying with money so as for them to
practice this concept before having to apply it to the greater problem at hand. The Problem
will be as such: $4.00 x 6. If students have extra time after completing the problem, have
then write a sentence that may relate to the equation so as to move students from thinking
about solving words problems that involve multiplication (like reverse word problems)
 Closing: Gather students together into a meeting area where everyone fits comfortable to
discuss the strategies each group used to solve the problems. Have students explain their
course of action and decisions in choosing to solve the problem in this way. Use chart paper
or the Blackboard/whiteboard/smart board for students to write out the equations or the
pictorial representations. Ask students what problems can you create that are similar or what
other ways can we expand this problem.
 3 Grade Appropriate?: Yes, this problem/lesson are grade level appropriate as students
practice their knowledge of the numerical operations of multiplication, arrays, grouping,
addition, subtraction, and problem solving using a variety of different strategies.
 Lesson procedure:
o Distribute materials (problem on paper, money and figures/”lawns” as a
manipulative tool, extra paper, pencils)
o Allow students to work for five minutes while floating around the classroom
listening to their conversations.
o After five minutes, intervene with a group that is having problems and ask how
they are currently going about solving the problem, where they are stuck, from
what other angle can they approach this problem from?
o For the groups that are tackling the problem well, stop to ask them questions of
how they solved a certain step, how could they have solved it another way, what
other factors could they have put together to get the same answer?
o Continue going around and asking questions of the students or assisting those who
are struggling all by asking students questions of enlightenment. After 20
minutes, have the students conclude their final problem and stop to gather in a
meeting area.
o Materials to solve problem: problem on paper, money and figures/”lawns” as a
manipulative tool, extra paper, pencils
 Materials to discuss problem: white board or chart paper, markers, copy of the problem,
manipulatives listed above
 Use of Technology: SmartBoard
 Questions: How did you get that as your answer?
How do you know that’s the answer?
What other ways can you solve this problem? In terms of factors? Another
strategy?
How can you do less work with this problem?
How did you know that for one summer he cut 20 lawns 2 weeks and 15 laws
two weeks? What a pattern?
What stumped you and why?
Can I make any Arrays? Will they make sense? Explain.
 Lesson Found at Kidzone.
Lesson was adjusted to meet the content third graders learn with introductory
multiplication, expanded the problem to incorporate more numerical properties, and
in the end give students a challenge and have them think more critically.
Content that was changed were numbers and added were steps 2, 3, and 4.
 Students will be able to work in Pairs or groups of 3. This problem is not severely complex
and therefore too many children working on one problem may be detrimental to
understanding the way in which it was solved.
 Influence of procedures will be based on student’s response to the problem. If many students
are struggling and show this by asking several questions or not working on the problem at all,
then an intervention with the whole class to solve one of the steps together or more so discuss
how we can solve one of the steps may be done. If students are more advanced and finish
early, encourage them to create a problem of their own, solve this problem using a different
strategy or show me pictorially how they can group to solve. For on task students, I would
 continue prompting the questions above or give an oral twist to the problem such as adding
some change to how much Ryan charges as a challenge. Misconceptions that may be covered
will be the pattern of lawn mowing and subtracting Mr. Jones from the equation for a week’s
less on lawn cutting.

 Differentiation:
Read problem aloud or together
Allow students to work in small groups, with a partner or independently to fit their needs
Allow children the optional and materials to represent pictorially or with manipulative
Prompt with ideas/ questions

 Assessment:
Were students able to conclude a successful method to solving the problem using their
knowledge of numerical operations in multiplication and experimentation?
Did they get the correct answers to most problems?
Can they justify their answer and explain their methods in solving?