Kelsey Mercadante

ELED 433
S.M.A.R.T. Goal Update #1
My progress toward my goal includes:
Part of my math lesson
Parts of my prep notes
Other notes I have taken on readings
Notes I have taken in class
Engaging lesson ideas/activities
Part of my math lesson:
A. Multi-digit Multiplication Math Stories
B. CONTEXT OF LESSON
A couple weeks before my lesson, I will handout a sheet of paper to each student. The
sheet of paper will have a word problem that involves two-digit multiplication. I will tell
students to show their work and do their best. After the students complete and answer the
word problem, I will collect the handouts and analyze how each student solved the
problem. I will be able to get a feel for the students experience with two-digit
multiplication and word problems. In addition to the multiplication word problem preassessment, I feel that another pre-assessment for this lesson could consist of students
solving one-digit multiplication facts. If students know one-digit multiplication facts, and
can successfully compute one-digit multiplication problems, then they are ready to move
on to two-digit multiplication problems.
A lesson involving multiplication word problems will be an appropriate lesson for these
students because it will be taught during the week that the fourth graders will be learning
about two-digit multiplication. The topic of two-digit multiplication will be introduced to
the students on Monday, and I am teaching the lesson on two-digit multiplication
involving word problems on Wednesday.
o Vertical planning: My lesson will consist of fourth grade students
computing two-digit multiplication word problems. The students have
been exposed to many different types of word problems in prior grades
including addition, subtraction, and one-digit multiplication word
problems. According to the SOLs, first graders learned how to create and
solve basic addition story problems (SOL 1.6). In second grade, students
create and solve addition and subtraction problems (SOL 2.8). In third
grade, students learned how to solve single-step and multi-step problems
involving the sum and difference of two whole numbers (SOL 3.4). In
third grade, students also learned and had to be able to recall
multiplication facts through the twelves tables, which will help them when
computing two-digit multiplication problems (SOL 3.5). Lastly, third
graders had to be able to create and solve problems involving
multiplication of two whole numbers, one factor 99 or less and one factor

5 or less (SOL 3.6). Students should be entering fourth grade with much of
this knowledge from prior grades. Students have also learned about place
value, which plays a role in two-digit multiplication also. Students learned
about place value in second grade (SOL 2.1), third grade (SOL 3.1), and in
fourth grade (SOL 4.1). Fourth graders should now be ready to be exposed
to word problems involving two-digit multiplication.
Related vertical SOLs include: 1.6, 2.1 (a), 2.8, 3.1 (a), 3.4, 3.5,
3.6, and 4.1 (a).
o Horizontal Planning: In this lesson, students will be exposed to two-digit
multiplication word problems. They will also create and illustrate a word
problem involving two-digit multiplication with a partner. This lesson is
appropriate for the fourth graders at this time because it is a part of the
Virginia Standards of Learning for fourth grade mathematics and the
fourth graders will need to know how to multiply two-digit whole
numbers for the SOL test at the end of the year. Students will also need to
know how to solve word problems for the SOL test. Having students solve
two-digit multiplication problems will help them later in the school year
when they compute to figure out factors and multiples (SOL 4.5 a). This
lesson will also help students when they divide whole numbers (SOL 4.4
c) compute fractions and decimals (SOL 4.5, 5.5, and 5.6), and work with
expressions (SOL 5.7). Having students create and solve word problems
will prepare them for fifth grade since creating and solving word problems
meets a fifth grade standard of learning (SOL 5.4). The computation that
students will do and practice during this lesson will help students to
develop fluency in multiplication. When students use their knowledge and
skills to create and solve problems in this lesson, students will develop the
foundation to ensure success and achievement in higher mathematics.
Related horizontal SOLs include: 4.4 c, 4.5, 5.4, 5.5, 5.6, and 5.7.
This lesson supports the development of the students in Mrs. Hostetters class. This
lesson fits in with what I know about child development because it is allowing them to
build on prior knowledge from previous grade levels and then prepare them for what is to
come next in future lessons. This two-digit multiplication word problem lesson will serve
as a learning progression through the sequence of levels that allow students to gain
understandings and skills embedded into this lesson. The learning progressions in this
lesson will help students to achieve the objectives, which are the goals of this lesson.
According to the Progressions for the Common Core State Standards in Mathematics,
fourth graders should be able to multiply to solve word problems (The Common Core
Standards Writing Team, 2011, p. 29). Having children create and illustrate word
problems on a poster while working with a partner is considered a developmentally
appropriate practice. This activity is considered a varied instructional strategy that meets
the needs of children since it involves cooperative learning. Using and creating math
word problems is also an integrative lesson since it integrates reading and writing with
math (National Association for the Education of Young Children, 1996).
This particular lesson will also help students to become better at word problems, which
is what the fourth grade SMART goal is for the school. It is important to use word
problems in every math lesson to help students practice their problem solving skills so

they can become confident in their problem solving capabilities, and so that Mrs.
Hostetter can reach her SMART goal.
Mrs. Hostetters SMART goal for math: 85% of fourth-grade students will
demonstrate mastery of multi-step addition, subtraction, multiplication, and
division word problems with whole numbers.
C. STANDARDS - VA SOLs and/or CCSS
Math
Standard 4.4 Strand: Computation and Estimation
The student will
b) Multiply whole numbers.
d) Solve single-step and multi-step multiplication problems.
English
Standard 4.1 Strand: Communication: Speaking, Listening
The student will use effective oral communication skills in a variety of settings.
b) Contribute to group discussions across content areas.
g) Demonstrate the ability to collaborate with diverse teams.
Standard 4.4 Strand: Reading
The student will expand vocabulary when reading.
e) Use vocabulary from other content areas.
Standard 4.5 Strand: Reading
The student will read and demonstrate comprehension of fictional texts.
e) Identify the problem and solution.
Standard 4.7 Strand: Writing
The student will write cohesively for a variety of purposes.
b) Focus on one aspect of a topic.
Practice Standards: (Common Core Standards)
Grade 4 Operations and Algebraic Thinking
Multiply to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations.
D. LEARNING OBJECTIVES
Understand
Know what are the tools,
vocabulary, symbols, etc. the
students will gain through
this lesson? (These knows
must be assessed in your
lesson.)
Some single-step and
Students will know how
multi-step word problems
to find the product of two
require you to multiply
whole numbers when one

Do what are the specific

thinking behaviors/procedures
students will be able to do
through this lesson? (These
will also be assessed in your
lesson.)
Students will create and
illustrate a word problem
on a poster with a partner

two-digit whole numbers

in order to solve the
problem.

factor has two digits or

fewer and the other factor
has three digits or fewer,
using paper and pencil
and calculators.
Students will know when
to use multiplication
when solving single-step
and multistep problems
using whole number
operations.
Vocabulary: factor,
product

that involves multiplying

multi-digit whole numbers.
Students will solve a word
problem with a partner that
involves multiplying
multi-digit whole numbers.

Parts of my prep notes:

Context problems are connected as closely
as possible to childrens lives. They are
designed to anticipate and to develop
childrens mathematical modeling of the
real world (Ch. 8, p. 105).
The most important approach to solving
any contextual problem is to analyze it and
make sense of it. Key words are often
misleading (Ch.8, p. 122)

Contextual problems should derive from recent experiences in

the classroom, a field trip, a discussion you have been having
on a subject, or from childrens literature. Contextual problems
help students form mathematical ideas, recognize patterns, and
engage in a meaningful discussion. These types of word
problems are important for ELLs too since they relate to life
experiences.
The key word approach encourages students to ignore the
meaning and structure of the problem and look for an easy way
out. Sometimes the key word can lead to an operation that is
incorrect. Many problems have no key words and key words
do not work with two-step problems or more advanced
problems; therefore, using the key word approach could
potentially set students up for failure.

Contextual problems are the primary teaching tool

that you can use to help children construct a rich
understanding of operations. Children should solve
problems using whatever techniques they wish
including whatever physical materials they feel they
need to help them, or they can simply draw pictures
(Chapter 9, p. 127).

Children should use words, pictures, and numbers to

explain how they went about solving problems.
When I was a child, it always helped me when I drew
pictures to help me solve word problems so I could
visualize the problem. I agree with the reading in that
it is important for students to be able to explain what
they did and why it makes sense when they solved
the problem.

Fourth graders extend problem solving to multi-step

word problems using the four operations posed with
whole numbers Some problems might easily be
represented with a single equation, and others will be
more sensibly represented by more than one equation
or a diagram and one or more equations
(Progressions for CCSS in Mathematics, p. 29).

I connected with this quote because I will be working

in a fourth grade class during practicum this
semester. I am really nervous about helping fourth
graders with math this semester, since math is not my
strongest subject. I was never really great at word
problems and I am hoping that I can learn ways to
help fourth graders with math concepts, such as this
one, in this class this semester.
Other notes I have taken on readings: Teaching Student-Centered Mathematics:
Developmentally Appropriate Instruction for Grades 3-5 Van de Walle
Page 90
Effective mathematics learning environments are rich in language. Real mathematics
involves more word problems.
Because some students struggle with reading and/or writing, share strategies you use to
help them understand and solve story problems (See Figure 7.3).
Page 107-124
Multiplication Problem Structures (4 types)
o Equal groups
o Comparison
o Area
o Combinations
Students will answer problems using array forms for Mrs. Hostetters Class.
Teach using interesting, contextual problems that students can relate to.
A complete lesson will often revolve around one or two problems and the related
discussion.
Its important to focus on the problem and the meaning of the answer, instead of on
numbers.
Avoid the key word strategy
Notes I have taken in class:
Virginia SOL Process Standard for Math Lesson
Mathematical Problem Solving
o Students will apply mathematical concepts and skills and the relationships among
them to solve problem situations of varying complexities. Students also will
recognize and create problems from real-life data and situations within and
outside mathematics and then apply appropriate strategies to find acceptable
solutions. To accomplish this goal, students will need to develop a repertoire of
skills and strategies for solving a variety of problem types. A major goal of the
mathematics program is to help students become competent mathematical
problem solvers.
Engaging lesson ideas/activities:

Divide students into pairs and hand out a poster for each child along with markers.
Have each pair create a multiplicative word problem involving two-digit numbers.
Then have students switch poster with another pair.
Each pair will work together to answer the problem they receive from another group. Tell
students to show all of their work when they answer the problem on the poster.
Scoot Word Problem Activity

Reflection
This document demonstrates my progress toward meeting my SMART goal. I have
begun to plan and write my math lesson. I have decided to conduct a lesson involving word
problems that involve two-digit multiplication. I have an idea of having students partner up and
create a multiplicative word problem involving two-digit numbers on a poster. After the students
are finished creating the problem, pairs will switch of their posters to another pair. Then each
pair will work together to solve the problem. Each pair will show their work. I am hoping this
type of lesson will be engaging for students. I feel that it is hard to make a lesson, involving math
word problems, fun and engaging for students. I would love to ask you for advice to make my
lesson better! I feel that the word problems in this lesson will work toward part of my goal,
which is showing children how math can be applied to everyday life. Problem solving is part of
life and students will have to be able to problem solve in the real world. When having students
create word problems, I will encourage them to create problems that they can relate to. In this
documentation, I also included some prep notes about word problems and multiplication. While
reading for this class, I made sure to write down page numbers that contain valuable information
that can be applicable to my math lesson. I also always make sure to take notes in class that
pertains to my lesson. Lastly, I have written some ideas I have for my lesson.
I have learned that it is hard to come up with fun, engaging lessons for fourth grade math.
I feel like math games are fun, but would they be applicable to a two-digit multiplication lesson
involving word problems? I have learned that it is simple to relate math to everyday life and this
is why teaching children mathematics is so important. I am hoping that I can continue to work
toward my goal and create an engaging lesson for students.