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Lesson Content
**This lesson is for third and fourth grade students. My students are at low math
levels.
1. 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.
2. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship between
addition and subtraction.
3. 4.OA.2 - Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem, distinguishing multiplicative comparison from
additive comparison.
4. 4.NBT.4 - fluently add and subtract multi-digit whole numbers using the standard
algorithm.
By the end of this lesson, the student will be able to multiply or divide to solve word
problems involving multiplicative comparison and fluently add and subtract multi-digit
whole numbers using the standard algorithm.
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
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The students will write down their answers on the Fun in the Sun Recording Sheet. I will
then be able to grade their performance using the answer key.
The evidence I collect from this data will help me determine what the students still need
help with whether its word problems or multiplication, division, subtraction and/or
addition.
Time
Lesson Implementation
Who is
1. The students will come back to my desk and I will grab their
responsibl
attention by asking them if they want to play a math game.
e (Teacher
2. I will hand each of the students a Fun in the Sun Recording
or
Sheet so they are able to keep track of their answers.
Students)?
3. I will then fan the cards out on the table then I will then
explain how to play the game.
4. I will let each of you pick a card, but one of you choose first.
We will then work out the problem together. Then the other
student will be allowed to pick a card that we can work on
together.
5. I will then explain to them the different steps into figuring out
the equation:
Step 1: Read the problem.
Step 2: Reread the problems and circle the numbers.
Step 3: Reread and underline the question.
Step 4: What is the question asking you to do?
Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.
Relevant Psychological
Theories and research
taken in consideration
when planning this lesson
Group
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Group
Size: 2