Learning Experience Template

Name: Kate Hannum

Date and time of the lesson: 11/19, 11am
School: PS 130
Grade: 4
Cooperating teacher: Mrs. Nicklas
Room number: 406
Content area: Math
Central Focus/Essential Question (Standard 3.3)
The central focus fosters inquiry, deepens understanding, and builds upon complex ideas

What is the essential question guiding your lesson?

o How can multiplication and division help solve complicated, real-world problems?
What is the skill and strategy you are teaching?
o Solve two-step word problems using four operations.

Goal of Lesson

What is the content of your lesson?

o Students will explore a word problem in groups of 3
o Students will report their processes and findings to the class
o Teacher will walk students through book steps
o Class will do another problem together
o Students will do a third problem independently
What do you hope your students will know or be able to do by the end of the lesson?
o Students will be able to use bar models to solve two-step word problems using all
four operations.

*** for math, identify:

the conceptual understanding
the procedural fluency AND/OR problem solving
Standards for Mathematical Practice Focus:
#1: Make sense of problems and persevere in solving them
Students:
o Analyze and explain the meaning of the problem
o Analyze relationships between various representations
o Actively engage in problem solving (develop, carry out, and refine a plan)
o Show patience and positive attitudes
o Ask if their answers make sense
o Check their answers with a different method
o Discuss solutions with one another and explain or reflect on thinking
Teacher
o Provides time for students to discuss problem situations
o Pose rich problems and/or ask open ended questions
o Provide wait-time for processing/finding solutions
o Circulate posing probing questions and monitor student progress

o Provide opportunities and time for discussing problems, cooperative problem

solving and reciprocal teaching
o Allow time for explaining understanding and reasoning.
Questions
o How would you describe the problem in your own words?
o How would you describe what you are trying to find?
o What do you notice about?
o What information is given in the problem?
o Describe the relationship between the quantities.
o Describe what you have already tried. What might you change?
o Talk me through the steps youve used to this point.
o What steps are you most confident about?
o What are some other strategies you might try?
o What are some other problems that are similar to this one?
o How might you use one of your previous problems to help you begin?
o How else might you organizerepresentshow?

Common Core Standards (Standard 2.1, 2.8)

What Common Core State Standards are being addressed in this lesson? (What is the
primary one that your objective meets?
o 4.OA.A.3 Operations and Algebraic Thinking
Use the four operations with whole numbers to solve problems.
Solve multistep word problems posed with whole numbers and
having whole-number answers using the four operations, including
problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental
computation and estimation strategies using rounding.
Prior Knowledge/ Key Misconceptions
What have students already learned about this topic?
o Students have learned both multiplication and division.
o Students know how to approach and apply strategies to word problems.
o Students have been given similar problems before.
What misconceptions might they have? What difficulties do you anticipate and how are
you addressing these?
o Students may not know how to break the problem up into steps.
o Students may not understand problems that state that Person A has three times as
much as Person B in numeric or modeled terms.
o Students might not realize how to model these problems.
Materials & Resources (Standard 3.1)
Include copies of any worksheets or assessments and slides/links to Prezis, charts etc.
o Presentation attached
o Sheet of paper that says If you finish early, work with your group to write a
similar word problem using your own words and numbers. Then show how it
should be solved.
o Supplies: graph paper, students will use markers of their own
What professional resource books (or websites) did you use to plan the lesson?
o Student textbook

Lesson Development (Standard 3.1, 3.3) This should be the main section of your lesson plan.

What steps will you take to TEACH this lesson? (Demonstration, Guided Practice, Active
Involvement, Conclusion/Summary) (ACEI 3.1)
o State expectations for small group work (SLIDE 1) 2 min
o Pull out math notebooks, pencil, markers, noting which table group does it fastest.
2 min
o Divide into groups of 3, saying where they should work and giving three pieces of
graph paper to each group. 5 min
o Copy down problem, then say they have to solve the problem using their problem
solving steps (SLIDE 2) 5-10 min
Underline important information, circle important words, highlight the
question
o I dont know if you will be able to create an equation right off the bat for this
problem, but I bet you can create a visual model
o Circulate the room, ask questions to track thinking, note who is right and who is
wrong, dont give any answers away
o If students finish early, pass out piece of paper that asks them to write a similar
problem with their own numbers and then show how it should be solved.
o When time runs out, have students return to desks quietly, noting which table group
does it best
o Have students say how difficult they thought the problem was by holding up one,
two, or three fingers (SLIDE 3) 1 min
talk about how they tackled this difficulty. Did they get ideas from friends, form a past
math lesson, from something they already knew, a strategy: visual, computation, real
world association, etc.

o State goal of lesson: Solve multi-step word problems using the four operations
(addition, subtraction, multiplication, division). (SLIDE 4) 1 min
o Ask a group to come up and share their work on the board and strategies (SLIDE
5) 5 min
If there is a group that has shown a common misconception, but is still
confident, have them come up first and ask them a lot of questions
Repeat if there are other common misconceptions
Have a correct group come up and share their process, using blackboard if
necessary.
o Let me show you a way to do it that can be applied to lots of different problems
like this.
o Do Mr. Fong problem together 5 min
o Go through slideshow, explaining steps. (SLIDE 6-SLIDE 10)
Find total amount spent (SLIDE 6)
Find total cost of monitors (SLIDE 7)
Have students do calculations at their desk, then reveal (SLIDE 8)
Subtract cost of monitors from total spent (SLIDE 9)
Have students do calculations at their desk, then reveal (SLIDE 10)
o Ask for questions
o Do Stickers problem together 5 min
Lets try another. A lot of problems like this will have people with
different quantities of things. The problems may use words like twice as
many or three times as much. Lets try a problem with that language.

 Have one student read problem out loud.

Ask students what important words they should pay attention to.
o Go through slideshow, explaining steps. [SLIDE 11-SLIDE 16]
Find how many stickers Minah had at first [SLIDE 12]
Have students do calculations at their desk, then reveal (SLIDE 13)
Refresh question [SLIDE 14]
Find how many stickers Lisa has now [SLIDE 15]
Discuss why you divide by 4 and not 3.
Have students do calculations at their desk, then reveal (SLIDE 16)
o Discuss tips for solving multi-step problems [SLIDE 17] 1 min
How would you check this problem? 3 min
Have two students check our answer on the board.
o Assign independent work (SLIDE 18) 5 min
o Circulate the room, ask questions to track thinking, note who is right and who is
wrong, dont give any answers away
o Have students say how difficult they thought the problem was by holding up one,
two, or three fingers 1 min
(Write in your pacing/timing for each part of the lesson development.)
How will students know the learning goals?
o Slide 4
What questioning strategies (i.e. participation techniques) will you use to promote critical
thinking? (ACEI 3.3)
o How would you describe the problem in your own words?
o How would you describe what you are trying to find?
o What do you notice about?
o What information is given in the problem?
o Describe the relationship between the quantities.
o Describe what you have already tried. What might you change?
o Talk me through the steps youve used to this point.
o What steps are you most confident about?
o What are some other strategies you might try?
o What are some other problems that are similar to this one?
o How might you use one of your previous problems to help you begin?
o How else might you organizerepresentshow?
What are the students actually doing?
o Group exploration
o Discussion and modeling participation
o Independent problem solving
What are you observing as assessment?
o Independent problem solving
How will you conclude the lesson? (i.e. restating the teaching point, teaching share,
student reflection, partner share, etc.)
o Have students say how difficult they thought the problem was by holding up one,
two, or three fingers
Differentiated Instruction (Standard 3.2)
Do you have students with IEPs? What are their IEP goals and how are you addressing
them in this lesson?
o Yes, Hugh has an IEP for handwriting. He will be grouped with students who can

help with writing in group work.

Do you have English language learners? What language acquisition stage are they in?
How are you addressing their language acquisition stage in this lesson?
o No ELLs in the class
Assessment (Standard 4)
In what ways have you assessed students' readiness for this lesson (i.e. pre-assessment)?
Explain how the design or adaptation of your planned assessments allows students with specific
needs to demonstrate their learning.
Consider all students, including students with IEPs, English language learners, struggling
readers, underperforming students or those with gaps in academic knowledge, and/or gifted
students.

The students demonstrate an ability to tackle multiplication and division of large numbers.
They can also handle word problems. This lesson puts an extra level of complexity on the
existing word problem structure.
What will be your evaluation criteria for the assessment (i.e. How will you assess the
possible levels of mastery/understanding)?
o The students will be able to complete their individual work correctly.

Solutions:
Mr. Fong:
Total: $6,035
Saves: $650
Total minus savings: $5,385
Laptops: (12)($422)=$5,064
Textbooks: $321
Stickers:
To start, Cheryl: 1,750
To start, Jamila: 1,338
Total: 3,088
After, Cheryl: 772
After, Jamila: 2,316
Clara and Teo:
Total: $4,686
Teo: $1,562
Clara: $3,124
Teo after books: $1,062