Brooke Showalter

ELED 433- Math Methods Lesson Plan

TITLE OF LESSON: Mastering Word Problems

CONTEXT OF LESSON:
As I have observed my practicum students over the past several weeks. I see that
together as a class these students seem to be struggling with word problems in particular.
Students have recently taken a mid-year evaluation on word problems and only 6 has passed out
of the 18 total students in the class. As I was watching them work, I realized that students did
not realize what computation they needed to use, instead if they couldnt get the answer one way
they would guess and move on. Talking with my cooperating teacher it only seemed appropriate
to conduct a lesson on problem solving strategies for single and multi-step word problems.
LESSON CONCEPTS:
This lesson should address three key areas for students to focus on: whats the
information that is missing, what information is extra, and what computations should be uses
when solving specific types of word problems both single and multi-step.
RELATED VIRGINIA STANDARDS OF LEARNING:
4.4d

The student will solve single-step and multistep addition, subtraction, and multiplication
problems with whole numbers.

LESSON OBJECTIVES:
1. Students will use problem-solving strategies (highlighting what information is missing,
striking out what information is extra, and circling words or phrases that help them
determine which computation to use) to solve single and multi-step word problems.
ASSESSMENT OF LEARNING:
1. Students will be split into groups and assigned a worksheet of 6 problems where students
will work together and use the methods of highlighting what is missing, striking out what
is extra and determining which computation(s) to use. They must show all their work.
(Group Assessment)
2. Students will be given an exit ticket at the end of the lesson that asks them to complete
one word problem. The student must identify the highlighting and striking out strategy,
determine which computation(s) to use and then complete the word problem showing all
their work. This will be collected at the end of the lesson. (Individual Assessment)
MATERIALS NEEDED:
1.
2.
3.
4.

Problem introduction sheet

Worksheet for each student
Exit Ticket for each student
Scrap paper

Brooke Showalter

ELED 433- Math Methods Lesson Plan

PROCEDURES:
Before
These students have worked on solving single
and multi-step word problems in class thus
far. However, it seems as if they need some
guided practice. This lesson is intended for
review.

Anticipated Student Responses

On the document camera, display the problem

introduction sheet. Explain to students that
we will be highlighting missing information,
striking out extra information, determining
what computation(s) to use, and solving the
problem. Ask them to think about the
problem to themselves.
Mrs. Hostetter and the other fourth grade
teachers want to have a pizza party for all of
the fourth grade students. They are
anticipating that they will need 12 pizzas.
They know there are 8 slices in each pizza
and that each pizza costs $9.50. After the
party there are 18 slices left over. How many
slices were eaten?
Ask a student to come up and highlight what
information is missing. There is a cup full of
sticks with a name written on each stick Pull a
stick out of the cup and call on the student
that has that name.

Student 1: I can see that we are looking for

the total number of slices eaten. That is the
last sentence mentioned
Teacher: Does anyone else see a different
answer?
Student 2: I think student one is right because
all the other information is given to us in the
problem.

Ask a student to come up and strike out any

extra information. Again pull a stick.

Student 1: I do not see any extra information.

Teacher: I think I see something we do not
need. Can someone else find the extra
information?
Student 2: I dont think that we need the
price of the pizza. We are not asked to find
the total price of pizzas.

Brooke Showalter

ELED 433- Math Methods Lesson Plan

Ask a student to explain to use what

computation to use. Explain their may be
more than one that we will have to use. Pull
another stick.

Student 1: I think we should add 12, 8 times.

Teacher: Is there anything else?
Student 1: Yes, I forgot we should probably
subtract the 18 slices that were leftover off.
Teacher: Why?
Student 1: The problem is asking for the total
number of slices eaten. If they were left over,
they werent eaten.
Teacher: Does anyone see another way to
solve this?
Student 2: You could multiply 12 by 8 and
then subtract the 18.
Teacher: Why dont we divide in this
problem?
Student 2: If we are looking for the total
number of pizza slices, we know there are
more slices than there are whole pizzas. If we
could divide we would have less slices of
pizzas than we would have whole pizzas.
Teacher: close, we know that we need a
larger answer than 12 divided by 8 which
would give us 11/2. If there are close to 80
students then we know more than 11/2 slices
were eaten.

Ask students to solve this problem showing

all their work on a piece of scrap paper. Give
them about 1-2 minutes then pull another
stick. Now ask this student what they thought
the answer was.

Student 1: 78
Teacher: 78 what?
Student 1: Slices
Teacher: Thumbs up for thumbs down class
if you agree with this answer.
Class: Thumbs up

During
Present the idea of the worksheet with 6
problems. Tell the students that they can
work with the other students at their table.
Explain that for each of the 6 problems
students must highlight what information is
missing, strike out extra information,
determine which computations to use and
solve these problems showing all their work.

Brooke Showalter

ELED 433- Math Methods Lesson Plan

The teacher should pass out the worksheets

and let the groups attempt these word
problems on their own. The teacher should
question students when he/she sees something
they are doing wrong and assist extra with
students who are struggling.
Questions to ask:
If the group is solving with the wrong
computation but does not realize it.

Does the answer that you are getting make

sense to the problem?

Figuring out where students are in the

problem.

Can you explain your thinking so far to me?

Students who still dont know how to begin.

What have you tried so far? Does looking

back at our class example help at all?

If the group is off task and needs some

redirecting.

Is this how you solve the problem? Did I hear

you say multiply?

After
Get the attention of the class as they are
finishing their last couple problems on their
worksheet. Invite students to share their
answers in order to check theirs with other
groups. If one group has the wrong answer or
is still struggling with a problem advise them
to ask another group at this point.

Group 1: We are having trouble on problem 5.

We got that the answer was $250 but we dont
think that is correct and we dont know what
we did wrong.
Teacher: Does anyone feel like they
completed problem 5 the correct way and can
explain to group 1?
Group 3: Your answer should be $300. We
Lastly, hand out the exit ticket. Remind
saw that you needed to add all the items
students that this problem is to be done on
together that he bought and then the $50 he
their own and that they are doing exactly what has left over. The information about the
they have done on their worksheet.
movie was useless.
Teacher: Are you beginning to feel slightly
Try not to help students at all on their exit
better about word problems?
ticket. This is to see what they know. Once
Student 1: My windshield is still a little
students have finished their exit ticket and
muddy but I feel like this helped.
hand it in, have them work on IXL F.5.
MODIFICATIONS FOR STUDENTDS WITH SPECIAL NEEDS:

Brooke Showalter

ELED 433- Math Methods Lesson Plan

There are no other special considerations and abilities that I need to plan for with this group of
fourth graders other than the students who are struggling and the students who finish early.
Challenge problem: If a group finishes way before others, before starting their exit ticket they
can work on the following word problem.
Charlies family is heading to Washington D.C. for the weekend but cannot fit everything
in one car. Charlies dad leaves the house traveling at an average speed of 30 mph. Charlies
mom waits 2 hours, then leaves the house traveling at 45 mph. At how many hours will Charlies
mom catch up to his dad?
Remedial Problem: For students struggling.
Barb is heading to the fair and wants to ride the Ferris Wheel twice and the Scrambler
three times. If the Ferris Wheel and the Scrambler each take 4 tickets to ride one round. How
many total tickets are needed for Barb to ride the Ferris Wheel twice and the Scrambler three
times?

REFLECTION:
A. Based on your lesson plan for assessing learning and the data you collected, evaluate the
success of the lesson. Be thorough in your description. Cite multiple examples of student
behavior and language that document your conclusions.
All in all I think that this lesson was very successful in getting students thinking about and
solving multi-step word problems. The motivation to complete this activity was fueled by letting
students work together with other students at their table. Many students even suggested that they
enjoyed my lesson because their group work sheet was only 6 problems. Instead of rushing to
finish many more problems, students were able to focus on the 6 problems they were given. I
had one student who struggles with math come up to me at the end of my lesson and even
mention, you did have a pretty cool lesson, I really liked it. To me, that statement says that my
lesson was successful because this student who struggles with math was able to comprehend
what I was teaching and she actually enjoyed it. My cooperating teacher even pulled in the math
specialist at the school to show her my lesson and how appropriate and helpful this lesson was
for these students who seem to be struggling as a class with word problems.
When working with a young lady who seemed to be very upset that she could not understand
the exit problem, I noticed the frustration in her eyes. As we talked she was able to break up the
word problem and solve for herself what she thought the answer should be. When I came back
to the table as she was completing her last step, she said, ah! She was extremely excited that
she could solve this problem that she didnt think in the beginning she would be able to. I asked
her if my problem was really that bad and her response was, no, it was actually fairly simple.
Throughout my lesson there were many students who were frustrated but as friends and
myself were able to help them break the problem up, cross out extra fluff, and highlight whats

Brooke Showalter

ELED 433- Math Methods Lesson Plan

missing, students who were frustrated began to catch on and were able to complete their
assignment.

Gets it

a.
Understands

Has some good ideas,

but

Student AQuention

Student BKarlee

Student CAyanna

Student DElliot

Student EJudah

Student FChristopher

*Read the
problem
more than
once.

*Cross out
the extra
information
and
highlight
what is
missing.

*Cross out
the extra
informatio
n and
highlight
what is
missing.

*Read the
problem
more than
once.

*This is a
multi-step
problem.
This means
there is more
than one step
to solving it

*This is a
multi-step
problem.
This means
there is
more than
one step to
solving it

*What
computatio
n to use.

*What
computation
to use.

*What
computation
to use.

*What
computation
to use.

*Order of
the
computation
s.

*Where to
begin.

*Where to
begin.

*Explain
your
thinking
process to
me.

*Where
should you
begin?

*Where
should you
begin?

*Highlight
what is
missing.

*Repeated
addition
means we
can also
multiply.
b. Confused
about

c. Questions
to ask to
clarify what
I know

Does not get it

*Using a
simpler
problem to
solve a
harder one.

*What
computatio
n to use.

*How did
you know
that you
should
multiply?

*Tell me
how you
got 32
hours.

*Can you
try easier
numbers
first?

*Now what
do you need
to do next?

*Whats
the 1st step?
*How did
you know
to do that?

*Breaks up
the problem
into smaller
pieces.

**Do you
see
something
wrong with
what you

*Why?
(No response
ever!)

*Whats
next??

Brooke Showalter

ELED 433- Math Methods Lesson Plan

have already
done?

d. Ideas to
work on
next

*Use
simpler
numbers to
solve a
harder
problem.

*Break the
problem up
into smaller
pieces.
*Read the
problem
more than
once.

*Break the
problem up
into
smaller
pieces.
*Use
simpler
numbers to
solve a
harder
problem.

*Staying
focused and
on-task
throughout
the lesson.

*Use the
highlighting
and striking
out method.

*Use the
highlighting
and striking
out method.

*Break up
the problem
into smaller
pieces.

*Break up
the problem
into smaller
pieces.

B. How did your actual lesson differ from your plans? Describe the changes you made and
explain why you made them. Be thorough and specific in your explanation.
My actual lesson did not differ much from my plans, though there were several small
tasks that were changed. First and foremost, students seemed to struggle with problem 6 on their
group worksheet. This problem dealt with combinations of ice cream cones, flavors, and
toppings. After working with two different tables and looking at other groups answers it seemed
as if clarification was needed on this problem. So instead of having students struggle some more
within their groups I decided to bring back to a whole class lesson on this problem. We began
starting with easier numbers to find which computation we should use and I introduced them to a
tree diagram. Then we discovered that we should multiply, students were able to go back to their
groups and solve for the correct answer.
Another change that was made was the exit ticket. This was supposed to be a problem
that students completed on their own. When they saw the length of the problem many freaked
and shut down. I think this is partially due to the struggle with number 6. I helped students by
talking individually with each of them struggling to see where they should start. Once they
began the problem, they were able to finish it on their own.
C. Based on this experience, what changes would you make if you were to present this
activity again? Why? Cite at least one way you could incorporate developmentally
appropriate practice in a better or more thorough way.
One of the major changes that I faced was that I was supposed to teach this math lesson
on Monday of Immersion Week. Since we were under 12-24 inches of snow, Monday was a
snow day. I explained to my teacher that I was flexible as to when I needed to teach my lesson
and that I was prepared at any time. Tuesday of immersion week was a 2-hour delay for
Staunton City. As I walked into my practicum classroom, my teacher asked me if I was
comfortable teaching this day. Luckily I came prepared with all of my supplies and I was able to
teach math at the end of the day.

Brooke Showalter

ELED 433- Math Methods Lesson Plan

Another change I would do with this activity is to take out problem 6 completely. This
thinking was a little too far over their heads and I shouldnt have used a tree diagram to represent
the problem because they were more worried about why we use it, how we use it, and so on that
they were not into the problem. Their thoughts were on the tree not what the problem was asking
students to do.
Lastly, I would change the exit ticket problem to be slightly easier to solve. I think
having 5 steps to the problem was a great challenge for the students who understood multi-step
problems but was not developmentally appropriate for the 85% of the students who were not
understanding. This would be a great problem to use as an whole class introduction but was just
a little difficult for students to solve on their own. A great way to incorporate developmentally
appropriate practice more thoroughly would be to differentiate the exit problem. Maybe have a
slightly easier one to solve for those students struggling and have a harder one for the students
who are understanding.

D. What did you learn from this experience about children, teaching, and yourself?
a. Identify two things you learned about children as a result of planning and
conducting this activity. Relate this new knowledge to principles of child
development or appropriate curriculum from your READ and ELED courses.
b. Identify two things you learned about teaching as a result of planning and
conducting this activity. Describe how you will apply this new knowledge to
upcoming opportunities for developing learning experiences for children.
c. Identify one thing you learned about yourself as a result of planning and
conducting this activities.
Students:
I learned that students are more eager to complete their assignments when they know that
they get to work with others on an assignment. Even though students werent allowed to pick
their own groups, they were still more willing to complete the group work rather than sit at their
desk and complete it by themselves. I have also learned that asking students to complete an
individual assignment after letting them work together for 25-30 minutes is like asking them to
jump off a cliff and not a single one wants to listen. Students rely on others to help them so
much that they think completing a task on their own is impossible. From other classes, I have
picked up on the fact that students enjoy hands-on activities that stimulate their brain. Since it
was difficult to incorporate hands-on activities I thought that having them work with other
students would help them stay involved and eager to complete their assignment and I was right.
Teaching:
I have also learned that planning a lesson for a specific amount of time is challenging,
especially planning a lesson with students whom you arent sure about their work ethic and style.
I have observed several days in my practicum classroom but the students within are all different
in their work ethic and style. My timing was actually dead on for my lesson. I took up the entire

Brooke Showalter

ELED 433- Math Methods Lesson Plan

math period and students who finished early were only about 3 minutes early. They were able to
work on IXL while others finished. Other students were able to complete right on time. All
except those two which refuse to do anything. I will not always plan perfectly and I know this.
For upcoming lessons I will have more work for students who finish early or if I over plan then
some of the lesson may be held until the following day or math may be extended for a short time
period. I wouldnt want to take away from recess, lunch, or other subjects though.
Another aspect of teaching that I have learned about was being clear and precise on
expectations and directions during group work. Students seemed to become side tracked at times
and needed some redirecting. I did not put the directions on the top of the worksheet because I
thought students would know what to do after we did an example as a class and after I had went
over the directions twice. I was wrong. Students need to hear and see the directions on their
paper as a reminder of what they should be doing. For the future, I will incorporate asking
students what the directions are and have the directions at the top of any handout.
Myself:
I have learned that sometimes I need to be more aware of other groups as I am working
with one specific group. I need to make sure that others are on task and not just talking about
Minecraft or other subjects not dealing with math. It seems that I do a good job of redirecting
students because students seem to get back on task easily but I need to be aware more and maybe
redirect more. This is easier to do when students are working individually but much harder when
they are working in groups. Just something for me to keep in mind.