EDEL606/EDSE608 Elementary and Secondary Math and

Science Methods
Fall 2016
Dr. Alain Gholam

Math Inquiry Lesson Plan

Course Assignment

Name of Pranti Zaveri

Student:
ID Number: 1506027516

Score:
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

HEADING
Subject Area: Math

Concept/Topic: Word problems

Grade Level: Grade 3

Date: 08.02.2017

DESIRED OUTCOMES
Big idea/Conceptual Statement:
Multiply and divide with familiar facts using a letter to represent the
unknown to solve real world word problems.

Standards:
3.OA.4 Determine the unknown whole number in a multiplication or
division equation relating three whole numbers. For example, determine
the unknown number that makes the equation true in each of the
equations 8 ? = 48, 5 = _ 3, 6 6 = ?.
3.OA.5 Apply properties of operations as strategies to multiply and divide.
(Students need not use formal terms for these properties.) Examples: If 6
4 = 24 is known, then 4 6 = 24 is also known. (Commutative
property of multiplication.)
MP.4 Model with mathematics. Students use arrays, tape diagrams,
and equations to represent word problem situations.
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Objectives:
Students will be able to:
Understand how to use a letter to solve unknown in a word problem
Solve real world word problems involving multiplication, division, addition
and subtraction
Create your own word problem

PLANNING OF LEARNING ENGAGEMENTS

Pre-requisites:
Students need to use visual thinking routines and stations during the lesson.
The skills required for this lesson will be addition, subtraction, reading
word problems using (RDW method), life skills, thinking skills, questioning
skills and manipulatives. If required some students will use the fives fact
that they have been learning to solve other facts.

Materials and Technology:

Prezi
1 Pencil (per student)
Math graphic organizer
Chart paper
Manipulatives (NGS money, counters etc.)

Differentiation:
The lessons word problems are differentiated by content (two set of word
problems), process and product by providing scaffolding to students who
need extra support with the use of manipulatives. Higher ability students
will solve both word problems and also create their own. Mid ability
students will solve both word problems. Lower ability will solve only one
(depending on time).
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

5E Inquiry Cycle:
Engage: (5 minutes)
Finding multiples (roll die, multiply the number rolled by the number on the smart
board and complete the math talk sentence The product of ____ x ____ is _____.)
Represent multiplication facts using arrays, groups, shapes, diagrams and pictures
on the multiplication mat. Students will use the five fact to solve.

Explore: (15 minutes)

The teacher will hold up restaurant menus, and ask students to think about
the math skills needed at a restaurant. Students will be asked to brainstorm
these math skills (e.g., adding, multiplying and subtracting food prices). The
teacher will record their answers on the chart paper.
The teacher will explain how you can substitute a letter for information you
dont know in a problem. For example, if you want to know the total cost of
two items on the menu, such as a milkshake and an order of fries, you can
use the letter a to represent the total cost. In this example, a = cost of the
milkshake + cost of the fries.

Then students will be given a menu and a real word problem to solve in
their groups.

Higher ability can be extended by challenging them to create their own

word problems using the menu.

Explain: (5 minutes)

The teacher will then ask the students to come back to their seats and
present their findings in groups. Each group will have 2 minutes to explain
how they used multiplication, addition, subtraction and division with
familiar facts using a letter to represent the unknown.

Elaborate: (5 minutes)
EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

The visual thinking routine that will be used is Chalk Talk. Students will be
divided into groups (heterogeneous groups of four). Each group will be
given a piece of chart paper and an equation (i.e. 8 X 6 = 48). Each group
will have 5 minutes to come up with as many ways to get the answer (48)
using addition, multiplication and division. Each group will record their
equations on the chart paper.

Evaluate: (5 minutes)

The students learning is evaluated throughout the lesson in all stages of the
5E cycle. The student data is collected through questions and students
work. To begin the lesson, the teacher will assess the students prior
knowledge by asking them to solve simple multiplication fact using the fives
fact. At the end of the lesson, the teacher will involve the students in a
reflection where they will self-reflect on their learning by engaging in a
gallery walk. The teacher will ask students What did you notice?, Identify
their favorite, What they considered the most high-level equation and
explain.

ATTACHMENTS AND MATERIALS

1. Bisher buys 3 burgers from Mc Donalds.

a. What is the total amount Bisher spends on 3 burgers? Use the

letter m to represent the total amount of money Bisher spends,
and then solve the problem.

b. If Bisher hands the cashier 3 ten Dhs bills, how much change
will he receive? Use the letter c in an equation to represent the
change, and then find the value of c.

2. You and your family have 60 Dhs to go out for dinner at Mc

EDEL606/EDSE608 Elementary and Secondary Math and
Science Methods
Fall 2016
Dr. Alain Gholam

Donalds. On the back plan out whom in the family would be able
to go and what your family would be able to afford to eat at the
restaurant.

a. What would everyone eat?

b. How much would the entire meal cost your family?

c. How much change would be left over after the bill was paid?

3. Create your own word problem using the restaurant menu!