Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Rebecca Larsen

Grade Level 4th
Subject Math
Date 10/30/2018

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: Students will be solving multistep multiplication problems
What do I want my students to using the strategy draw a diagram. Students are successful
know and be able to do? when they can solve multistep multiplication problems.
Students will be able to ……

Standard : 4.OA.A.3 Solve multistep word problems posed with whole

What is the CCSS that
corresponds with this objective?
Language Objective:
What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
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 including rounding.
Students demonstrate to a partner the strategy draw a diagram
to solve a multistep multiplication problem.

Assessment:
What assessments will I utilize
to determine that my students
have learned and met the
objective?
 Materials and Resources:
What materials and resources
will I utilize to facilitate student
learning?
Part Two: Lesson Implementation – “The How”
Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with
Estimated Timeframe
Lesson Introduction:
1-2 minutes
How will I clearly communicate
the objective and purpose for
learning? How will I provide
background knowledge? How
will I “hook” the students?
Check for Understanding:
How will I know that all
students know the objective and
purpose of the lesson?
Instructional Strategy: Teacher
Modeling –“ I Do”
7-10 minutes
What will I say and do as I
demonstrate the demonstrated
the concept?
GO Math book. Projector, Word problem solution scratch paper.
Teacher Expectations: Student
Instructional Strategies/Activities/ Expectations
Questions
We will begin by reading our learning Students are
target for the day in the form of “I can expected to read
statements.” along with the class
as the learning target
Today I am: Solving multistep is addressed.
multiplication problems using the strategy
draw a diagram
I am successful when: I can solve multistep
multiplication problems.
I will ask the students what is a multistep Students are
word problem? Students will turn to their expected to turn and
neighbor and discuss what a multistep talk with their
problem is. They will have 30 seconds neighbor for 30
each. Announce when 30 seconds has seconds and listen
elapsed and instruct students to switch. when it’s not their
turn. They are then
Draw a random stick from the “Sticks of expected to be
Doom” and have that student share either prepared to answer
their definition of a multistep problem or in the event that
their partner’s. their stick is pulled.
Goal: Student’s answer must be along the
lines of “A multistep word problem is a
problem that has multiple steps you have
to take in order to find your solution.”
I will start with the word problem on page Participate in the
183 in the Go Math text book. Note: Set up CUBES strategy for
the projector and log in to Go Math while dissecting a word
students are discussing in the intro problem. This is not
section. new to them so they
should be able to
Students will NOT have their books out at give me the
this time. I will do the word problem on information that will
page 183, zooming in so that only the go in the graphic
word problem is visible. organizer.

“During the 2010 Great Backyard Bird

Count, an average of 42 bald eagles were
counted in each of 20 locations throughout
Alaska. In 2009, and average of 32 bald
eagles were counted in each of 26
locations throughout Alaska. Based on this
data, how many more bald eagles were
counted in 2010 than in 2009?”

I will ask the class, “What I should do

first?” The answer is always “CUBES”

**CUBES stands for:

C-circle the numbers
U-underline the question
B-box the keywords
E-eliminate unnecessary information
S-Solve.

I will then ask the students what numbers I

need to circle. They will give me 42, 20, 32,
& 26. They may also give the years 2010
and 2009. Circle them as well. I will not
just circle the numbers, I will circle what
the numbers represent. We have been
shifting to focus on the meaning behind
the numbers instead of the number itself.
So I will be circling 42 bald eagles, 20
locations, 32 bald eagles, and 26 locations.

The word problem should look like this:

“During the 2010 Great Backyard Bird

Count, an average of 42 bald eagles were
counted in each of 20 locations throughout
Alaska. In 2009, and average of 32 bald
eagles were counted in each of 26
locations throughout Alaska. Based on this
data, how many more bald eagles were
counted in 2010 than in 2009?”

Next, we will underline the question. For

this problem it is “How many more bald
eagles were counted in 2010 than in
2009?”

Then we will box in the key words. Each

(x2), How many more. Note: students may
try to say “average.” In this word problem.
Average is not a key word. We are not
estimating. How do we know? Look back
at the question. It is asking for a specific
answer, not an estimate.

In the event that students get stuck on the

meaning of one of these key words. Refer
back to the poster on the math board
titled “Unlocking the math code.” How
many more will trip them up. Even if it
does not, be sure to point out that “how
many more” means SUBTRACTION

There are no numbers that need to be

eliminated in this problem. Do not let
students cross out 2010 or 2009. They are
key terms to help us organize our
information. See below.

The word problem should look like this:

“During the 2010 Great Backyard Bird

Count, an average of 42 bald eagles were
counted in each of 20 locations throughout
Alaska. In 2009, and average of 32 bald
eagles were counted in each of 26
locations throughout Alaska. Based on this
data, how many more bald eagles were
counted in 2010 than in 2009?”

Before we go on to solve, take the right

side of the white board and draw a box
with four sections (Basically, take up the
whole white board so that everyone can
see). In each of the sections, label:

What I know What I need to

know

Plan and solve Solution

This is not a new format to the students.
This is a good time to reinforce the reason
for why we are using this organizer. Our
reason is that, on SAGE, we cannot use
CUBES. We cannot circle on the screen. So
this organizer format is a way to help us
keep our information neat and usable.

From here, we will be taking the

information we have gathered through
CUBES and we will plug it in here. This is to
help the students understand what the
numbers actually mean and realize that
there is a purpose to what we are doing.
This also helps them to think critically.

For this problem. We will be filling it out

like so. Note: students are expected to
assist in telling me what we know and
what we need to know. Be sure to talk
them through the thought process. Have
them put themselves in the problem. Why
are we multiplying or adding or
subtracting? Be sure to ask why?

What I know What I need to

know
In 2010, there
were 42 bald How many more
eagles in 20 bald eagles in
locations. 2010 than 2009?

In 2009, there
were 32 bald
eagles in 26
locations.
Plan and solve Solution

42X20 = 840 Bald There were 8 more

eagles in 2010 bald eagles
counted in 2010
than in 2009.
 32X20 = 832 Bald
eagles in 2009

840 – 832 = 8
more bald eagles
in 2010 than 2009.

*Thinking out loud. I know that in 2010

there were 42 bald eagles in each of 20
locations. I know that each means
multiply, so I’m going to multiply 42X20*

Write: 42X20 in standard form and have

the students walk through the steps of the
standard algorithm. Be sure to refer back
to the chart that shows the steps so that
students are not lost.
“Our solution is 840 bald eagles in 2010”

*think out loud. I’m going to label this

solution with 2010 so that way I know
what year I have already calculated.

Now what? Oh! I need to calculate for the

year 2009. So there were 32 bald eagles in
each of 26 locations. Each means multiply
so I’m going to do the same process.
((Have students give the steps again.))

32X26 = 832 bald eagles in 2009. I’m going

to label this again with the year so I don’t
get confused.

Am I done? NO! What does my question

want to know? “How many MORE” oh…
how many more means….?

SUBTRACTION

Now I’m going to subtract 840 – 832 so

that give me….. 8. Now I’m going to come
to my last section so I can write my

Check for Understanding:
How will I know that the
students have a clear
understanding of the concept?
Instructional Strategy: Guided
Practice – “We Do”
10 minutes
How will I engage my students
instructionally with the
concept?
answer, “There were 8 more bald eagles
counted in 2010 than in 2009.
Based upon the feedback and participation Students will be
I am getting from the students, I will be providing input in
able to gauge their understanding. If there terms of what steps I
are a lot of questions or “wait, what?” that need to take for
I am getting from the students, then I using the standard
know that I will need to do another algorithm. This is to
example with them. Since word problems, ensure that the steps
especially multistep word problems are are becoming natural
not new to them, the only confusion may to them so that they
come in the form of two digit by two digit will become
multiplication, since that is our newest proficient.
concept. Be prepared to review the steps
of the standard algorithm.
“Everyone get out your books and turn to Students will be
page 184. Kalo is going to come around raising their hands to
with this problem solving scratch paper. give key words,
You will have one minute to get out your numbers, and the
book and be on page 184 with a pencil question. They will
ready. Try to beat the clock.” not be expected to
raise their hands
Set a 1 minute timer on the phone. And when calculations
then change the page being projected to are being made.
page 184. During this time, ALL
students are
“For this problem, I want you to use this expected to respond
scratch paper that Kalo just handed out. It when asked, for
has the same information as below but I example, what is
want you to get used to using this scratch 6X9? Or “6 minus 8?”
paper so that when you are taking a they reply, “can’t do
computer exam, you will know what to do that! Go next door!”
and how to take good notes to be etc.
successful.”
I will read the word problem with the
class.
“Prescott Valley, Arizona, reported a total
of 29 mourning doves in the Great
Backyard Bird Count. Mesa, Arizona,
reported 20 times as many mourning
doves as Prescott Valley. If Chandler
reported a total of 760 mourning doves,
how many more mourning doves were
reported in Chandler than in Mesa?”
There is a lot to unpack here so let’s use
CUBES first.

First, I need to circle my number. (Have

the students give the numbers to circle) Be
sure to remember to include what the
numbers represent.

Next, underline the question.

Then, box the key words.

“Prescott Valley, Arizona, reported a total

of 29 mourning doves in the Great
Backyard Bird Count. Mesa, Arizona,
reported 20 times as many mourning
doves as Prescott Valley. If Chandler
reported a total of 760 mourning doves,
how many more mourning doves were
reported in Chandler than in Mesa?”

The scratch paper that the students have

contains 4 of each of these boxes on both
sides for a total of 8 problem solving
spaces.
What I know What I need to
know

Plan and solve Solution

“For this problem, we are really going to

have to think this through!” Let’s start with
what we know.

What I know What I need to

know
29 mourning
doves in Prescott. How many more
doves in Chandler
20 times as many than in Mesa?
doves in Mesa.
 A total of 760 in
Chandler.
Plan and solve Solution

29X20 = 580 doves There are 180

in Mesa more mourning
doves in Chandler
760 Chandler than in Mesa.
doves minus 580
doves in Mesa =
180 doves

The plan and solve section is going to

require A LOT of discussion. Be prepared
to walk through this with the students very
carefully.

*Think aloud: ok so let’s look at what we

know. Let’s start with finding out how
many doves were in Mesa. We know that
Mesa is one of the cities we need to use in
finding our solution. So if there were 20
times as many doves in Mesa as Prescott,
let’s multiply.*

Use the standard algorithm to calculate

this product. We got 580. Let’s label that
as doves in Mesa so we don’t get
confused. Ok so our next step is to find out
how many more doves are in chandler
than in mesa. So how many doves were in
Chandler again? Oh that’s right, 760. What
does how many more mean again?

SUBTRACTION

So let’s subtract 760 – 580 = 180 doves.

Be sure to have students label what the

number of doves mean. (Mesa doves or
Chandler doves) This will avoid confusion.

Instructional Strategy; Students will have the opportunity to Students will work
Independent Practice practice further with the word problems independently on
and the scratch paper. They will be numbers 1-4 in their
 Remaining time up until 11:15
minutes
How will I provide my students
with the opportunity to engage
in independent practice? What
will the students who have
finished early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
10 minutes
How will I review and clarify the
concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
Data Analysis:
What will I do next based on
analysis of the assessment
results?
Reflection:
expected to do numbers 1-4 on pages 185 Go Math book. For
in their Go Math book. those students who
have already
Early finishers will have the opportunity to completed these
start on their homework for extra practice problems, give them
provided that they have completed pages numbers 5-7 on page
185 and 186. ST math is an option for 186 to complete. IN
those students who have completed page the event that they
185 and 186 prior to 11:10 are also able to
complete these
problems, have them
start on their
homework. These
students may go
onto ST Math in the
event that they
complete their work
prior to 11:10.
By walking around the room and Students will be
monitoring student progress, I will be able expected to use
to gauge their level of understanding. CUBES prior to asking
Before students are able to request aid, for assistance. Once
they MUST complete CUBES on their word they have broken
problem and begin to fill out what they down the problem,
know and what they need to know on their then they can
scratch paper. request assistance.
There are a few
If a student is still struggling after having students who will ask
taken these steps, then I will be able to for help without even
intervene. This will give me an idea as to attempting the
what areas still need to be addressed. problem.
In order for students to be excused for Students will fill out
recess, they will be expected to complete a their exit ticket,
quarter sheet sized exit ticket with a word demonstrating their
problem on it. This will help to inform me understanding of
of any misconceptions students have as multistep word
well as what may need to be retaught in problems.
the future.
What components of the lesson
went well? What components
will I modify?