Math Problem Solving Lesson

Class:Math
Unit:Place Value
Content Standard Alignment:
CCSS.Math.Content.4.OA.A.3 Solve multistep word problems posed with whole numbers and having
whole number answers using the four operations.
School ELA Curriculum 4.6: Speak and listen for a variety of purposes
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)
Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer.
  • Students will be able to communicate their ideas about math.
  • Students will be able solve multistep word problems.
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)
How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?

This lesson comes at the end of our place value unit. The students have learned how to add and subtract large numbers and this is an opportunity to apply those skills.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)
List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, technology equipment, science equipment or supplies, art materials or equipment.
  • Problem Solving cards
  • Hundreds chart
  • Problem stem
  • iPads
  • Seesaw

Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
  • Some students are still developing an awareness of how to use pictures to solve math problems, I have pre-taught the difference between drawing a picture to illustrate a problem and a math picture that represents the information visually
  • I have created a group of three students who I know tend to just choose numbers from the problem and add or subtract them, and work with them on how to create a question to be answered first.
  • some students still have difficulties borrowing in subtraction problems, I will be prepared to intervene with students who I have identified as struggling with this.
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson.
Introduction Anticipatory Set:Review problem solving directions
Instructional Activities:
Includes questioning techniques, grouping strategies, pedagogical approaches.		Group problem solving-each person in the group has one piece of the problem, they need to work together and talk about the problem to solve it.

Then, they read through a problem with a partner, using the three times method, (the three time method involves giving students a problem stem with no question). The first time the read the problem, activating prior knowledge and thinking of possible problems to solve.

Finally, they choose a problem to solve, solve it and record their math picture and explanation on Seesaw.

When they are finished, they can either continue working on an assigned IXL skill or work through the problems on notecards from the differentiated problem set.
Wrap Up Synthesis/Closure:A check in with students giving a thumbs up or sideways about how confident they are with their skills.
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural linguistic needs.
  • choice of question to answer
  • choice of how to present the material in Seesaw
  • change of activities to keep students interested
  • mix of group, partner , and individual
  • I will pull three students who need guidance in creating a question
Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments.

Formative: The Seesaws, teacher observation

Summative: The unit test has addition and subtraction word problems