Lesson+Plan+-+Problem+Solving+&+Multiplication

=Multiplication and Problem Solving Lesson= Wicoff School, Grade 3 toc Rational: Why are we teaching this lesson? I am teaching this lesson to give the children the opportunity to use the skills they have previously learned and apply them to a math problem/situation. The students will also be allowed to explore new options for solving the problem and to show students there is more then one tool students can use to solve a problem.

What are the standards? 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. //For example, describe a context in which a total number of objects can be expressed as 5 × 7.// 3.OA.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.1

Why is the lesson important? This lesson is important because it gives meaning to the reason why children are learning a specific technique. By using real world applications it reveals this reasoning to the children. It also allows children to practice all the operations and tools they have been taught.

How does this fit into the big picture? It is typical in a third grade class for children to learn multiplication, division, addition and subtract, and this problem allows them to combine these operations in a word problem. It allows children practice to all the operations they have been exposed to, and can be a good beginning to introducing the next operation.

What was the source of this lesson? [] My textbook A previous group lesson plan

Objective: Students will be able to use their prior knowledge (addition, subtraction and multiplication) to solve this word problem on step at a time. Students will recognize they can combine two different types of operations to solve the problem. Students will be able to explain their rational for solving the problem the way they did. Students will be able to recognize they can use previously found answers to solve the next question. Students will be able to use their knowledge of multiplication to apply it to solving this problem.

Lesson Elements Introduction: Ask the children if they remember they last problem that we worked through together. Explain that this problem will not be as confusing. (We had a tough time with the last problem, this lesson is to ensure clarity) The point of this problem is to solve it using all the tools we have and be able to explain why we solved the problem that way. Do a smaller version of big problem as practice to guide the children. (Use the document camera) For example: Jody has a lemonade stand for the weekend and charges $2 a cup. If her dad bought 6 glasses of lemonade the first day, how much money did she make? If Jody borrowed $17 to buy the materials from her mom, how many glasses of lem onade did she need to sell that weekend to pay her mom back? If children have extra time as a challenge have them create an equation that represents it. Then hand out the worksheet and remind students that they need to show their work so that if I looked at their paper I would understand how they solved the problem without them explaining it to me. Put the children into groups of two or three. Closing: Gather students together into the meeting area in front of the smart board where everyone fits comfortably 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. Ask students what problems can you create that are similar or what other ways can we expand this problem. Keep track of all the different strategies used and repeat them several times. Generalize the problem so they know they can use this technique to solve other problems as well.

Lesson Procedure: Introduce the lesson and do the small problem to get children ready. Hand out worksheet for children to complete. Put children into groups of TWO OR THREE.*** Do not forget. Any more children in the group could cause confusion among them and miss the point of the lesson. Float around the room, and intervene when children are having a hard time after about five minutes. For children doing well, ask them to explain their thinking and how they solved the problem. Make sure to pay attention to students work as you go around so you know who to call on to explain their strategies for solving. After about 15 to 20 minutes have the students finish up, then gather in front of the smart board to go over the math problem together.

Materials: pencil, paper, worksheet, document camera, smart board, smaller problem print out to put up on the document camera.

Technology: Document Camera and Smart Board

Possible Questions How did you get that as your answer? How do you know that’s the answer? Can you convince me that is the answer. What other ways can you solve this problem? What other strategies can you use? How can you do less work with this problem? How did you know that was the answer to how much she saved for 2 months? Etc with the other questions on the worksheet. What stumped you and why?

I created the actual word problem on my own but used my group lesson plan as a jumping point, which came from kid zone. I also used ideas from my textbook to modify the problem after I made it to suit my needs. I adjusted the lesson to reflect my mistakes in the execution of my first lesson that I reflected upon, and to the students needs in this classroom.

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 discuss how we can solve one of the steps as a guide but not give the answer. Prompt the children enough so the can put the pieces together and find the answer on their own. 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. Or ask the children if they can write a number sentence to represent the each question in the problem. For on task students, I would continue prompting the questions above or give an oral twist to the problem. I expect the children not to have too much trouble with this problem. I don’t expect wide spread misconceptions but I am sure there may be one or two.

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. Have index cards with different questions on them of varying levels to give to students. It is a differentiation that is invi sible to the students; they think they are just getting another problem.

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 to a teacher? Did they show their work for each problem and the answer on the worksheet?

=Worksheet=

Kendra is in 6th grade and she loves to go shopping. Since Kendra is to young to get a job so she relies on her weekly allowance of $12 from her parents. Can you help Kendra manage her money so she can go shopping?

How much money will Kendra have at the end of one month if her allowance is $12 a week? (4 weeks = one month)

How many weeks in 2 months? How much money will Kendra have at the end of those two months?

How much money will she have at the end of 3 months?

If Kendra has saved 2 months of her allowance, how many more weeks will she need to save in order to by a new Ipod for $108?

If Kendra saved her money for three months then decided to get the new Ipod, how much money will she have left over from the three months of saving to spend on new clothes? =Reflection=

Upon reflection of this lesson I think that it went amazingly. After discussion of the previous lesson with my teacher (lesson which was created as a group exercise), I made this lesson similar so that I could go back and correct my faults. After reflecting on that lesson, I saw that I needed to make sure that my opening was strong, I had a opening problem to warm up the students (like a guided practice problem), and make sure each group had the appropriate number of students. These faults the first time were not a problem the second time. I was able to successfully teach this lesson. In the end I understood the lesson was successful because the students were engaged, questions from students were at a minimum, and when going over the problem it was smooth. I think that I definitely learned a lot from the past two math lessons. I learned that I need to teach the way I feel comfortable but also respect the way my school district would like lessons to be taught or professors. I take this as a learning experience more then just an actual lesson. I taught my previous lesson based on the ideals of my professor, and I failed at them the first time, but the second time around I adapted the lesson to fit my style and that of my professor. It was more then just a learning experience limited to being comfortable teaching math, but a lesson on teaching in general that can be applied to any situation how you need to adapt. Now that I am more sure of my comfortable way of teaching, the adaptations should be easier and make each lesson a success the first time.