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# Chelsea Mueller Lesson Plan March 7, 2013 Subject/Topic: Math Grade: Third Rationale: To have students become familiar

r with the five step process and the seven strategies, and use both to solve word problems using the four operations (addition, subtraction, multiplication, division). It is important that they can use the process as a device to help them with future testing. It is also important to always practice all of the operations and their properties. Grade: Third Standards: CCSS.Math.Content.3.OA.A.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. CCSS.Math.Content.3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Objective: Students will be able to solve word problems by using the 7 strategies, the five step process, and the four operations (addition, subtraction, multiplication, and division). Lesson Progression: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Have students clear off their desks. Project a blank version of the five step process on board (the outline of a hand). Ask the students if they know what the hand stands for. Ask the students where the five step process begins. Call on students to help fill in the blank diagram by eliciting the five steps. While the students are helping fill in the chart, orally go over what each step means. Explain to the students that we will be using this process in order to solve three word problems, one as a class and two on their own. Distribute the handouts to the students with the word problems on them. Call on a student to read the first problem aloud. After reading the problem, go through the first four steps to set up the problem. Underline the facts, circle the question, cross out the distracter, and create a fill-in answer sentence. Review the 7 strategies for solving word problems (look for a pattern, make an organized list, guess& check, draw a picture, make a table or chart, use logical reasoning, and work backwards). Allow the students to solve the problem using any strategy they choose.

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12. Walk around the classroom and look at different student responses. Pick on three students who found the correct answer but used different strategies, and show their work on the projector. 13. Review the strategies used for the student samples together and place a tally on the chart for the strategies used. Discuss if the steps made sense as presented. 14. The students will then be instructed to solve the next word problem on their own. 15. After five to seven minutes, ask the class how they went about solving this problem. 16. The teacher will ask questions as the students give their answers about how they got their answer and why it makes sense. 17. The students will complete the last problem independently. 18. The teacher will then call on students to help solve the problem step by step, while asking questions to ensure the students comprehend the process used to solve the problem. 19. Closure: Review with the students the last problem. After reviewing the problem talk about how many of them use different strategies, but yet they all still get the same answer. Tell them how important it is to know the five-step process because it will help them with their word problems in the future. Other Considerations: Materials: o A blank version of the five step process projected on board (visually represented with a hand with one step in each finger) o Handout with the word problems o Chart of the strategies o Projector This lesson is based off of a five step process from a book called Math Word Problems Made Easy by Bob Krech. The word problems are self made. Ask the students why they used a particular strategy. Ask the students why they chose that operation and how they approached doing so. Students will only have the handout on their desk. They will talk they are called on, or if they have finished and can work with a partner. All partners are predetermined at the beginning of the month based on their learning level. The teacher will call on various students throughout the class being careful not to pick the same students. The teacher will also call on students who use different strategies, so the class can see how to solve each problem in various ways. The first two problems should be done with multiplication; therefore the students may try to do multiplication for the third problem. The students should do the third problem by looking for a pattern. The teacher will explain finding patterns when she goes over this problem.

Differentiation: Have the picture of the five step process hand projected while the students solve the word problems. One on one assistance to ensure students are using a feasible strategy. Students who are gifted and talented can create their own problems and share them with a partner.

Assessment: Students will have met the criteria if they can complete the word problems on their own using the five step process and if they can answer the teachers questions about the problems. As the teacher walks around she will see how students are doing and will be able to see where the students are at with their problems. The students will have also met the criteria if they are able to find a pattern and use the different forms of operations to solve the word problems. (Formative)

Strategies
Look for a pattern

## Guess & check

Draw a picture

Make a table/chart

Work Backwards

## Name_____________________________________ Word Problems

Date___________________

1. A pack of sour straws comes with 5 straws. Miss Mueller buys 4 packs. She wants to give one sour straw to each of her 19 cousins. Will she have enough?

2. Miss Zan has a bird named Bill. It flies 7 miles a day, but only flies on days that begin with the letter T or S.How far does Bill fly in 3 weeks?

3. Mr. Jones opened a hamburger stand on Monday. He sold 4 hamburgers that day. On Tuesday he sold 6 hamburgers and on Wednesday he sold 8. If this pattern continues, how many hamburgers do you think he will sell on Saturday?