WGU Task Objective Number: 602.4.15-35
Lesson Title & Subject(s): Mathematics
Topic or Unit of Study: Solving multi-step math problems
It is a third grade classroom of 20 students (8 girls and 12 boys) seated in 5 groups of 4. Most of the students are of Hispanic ethnicity, and the teacher can speak Spanish fluently and uses this skill when deemed necessary. Some students are also Caucasian, and there are a couple of African American and Asian students as well.
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
1.3.8: Students will generate and solve two-step addition and subtraction problems and one-step multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division.
Students will learn how to solve multi-step math problems.
By the end of the lesson, students will complete a short test composed of 5 multi-step math problems, similar to the ones studied in class, and receive a score of at least 80%.
MATERIALS AND RESOURCES
post-test worksheet with math problems
Department of Education. (n.d.). Assessments and Standards. State of Nevada
Department of Education. Retrieved October 7, 2013,
INSTRUCTIONAL PLAN (60 min)
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson: Students will know how to perform basic mathematical operations (addition and subtraction) and will be able to know from “clue words” in the problem what operations to perform (i.e. “more than” = subtraction)
2. Presentation of New Information or Modeling (15 min):
The teacher will begin by telling the students that first it is his/her turn to solve the problem, and the students simply have to observe. The teacher will put up an example of a multi-step problem on the overhead projector and solve it step-by-step, explaining each part of the problem and explaining how to find the solution.
An example of the problem could be:
Mary received a box of 36 chocolates as a present. 10 were white chocolate, 12 were milk chocolate and the rest were dark chocolate. Mary ate 5 dark chocolates. How many dark chocolates were left?
The teacher will begin solving the problem above by first “illustrating” it using counters. 36 counters = 36 chocolates. The teacher will then separate 10 counters from the general pile and explain that these are white chocolate, then do the same for the milk chocolate. The teacher will explain that the ones left after taking away the white and milk chocolate are the dark chocolate and will count how many counters are left. Next, the teacher will take 5 “dark chocolate” counters away, since Mary ate 5, and again count how many are left, explaining that this is the answer to the problem. After illustrating with counters, the teacher will demonstrate how everything done with counters can be shown in an equation (since the quantities in math problems are not always so small that they can be drawn individually). The teacher will repeat what she did with the counters - write 36, then subtract the white and milk chocolate (36-10-12), and subtract 5 dark chocolates (36-10-12-5).
3. Guided Practice (15 min):
The teacher will ask whether the students have any questions regarding the previous problem. Then, the teacher will place another multi-step problem on the projector and ask the students to solve it as a class.
The problem could be:
John borrowed a 43-page book from the library. On the first day, he read 14...
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