Chelsea Mueller Co-teaching Lesson Plan Subject/Topic: Math Grade: Third Co-teaching Model: The model that will

be used is one teach, one assist. I will be teaching the lesson on word problems, specifically multiplication, and my co-teacher will be assisting. This was chosen because the students who are struggling in multiplication may need more one-on-one assistance. It will help the other students in the class stay focused on the teacher who is teaching especially if they do not have as many questions. Standard: CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Objective: SWBAT solve word problems by using the 7 strategies and the five step process. Materials: A blank version of the five step process projected on board (visually represented with a hand with one step in each finger) Handout with the word problems Chart of the strategies

Procedure: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Have students clear off their desks. Project a blank version of the five step process on board (the outline of a hand). Ask the students if they know what the hand stands for. Ask the students where the five step process begins. Call on students to help fill in the blank diagram by eliciting the five steps. While the students are helping fill in the chart, orally go over what each step means. Explain to the students that we will be using this process in order to solve three word problems, one as a class and two on their own. Distribute the handouts to the students with the word problems on them. Call on a student to read the first problem aloud. After reading the problem, go through the first four steps to set up the problem. Underline the facts, circle the question, cross out the distracter, and create a fill-in answer sentence. Review the 7 strategies for solving word problems (look for a pattern, make an organized list, guess& check, draw a picture, make a table or chart, use logical reasoning, and work backwards). Allow the students to solve the problem using any strategy they choose.

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12. Walk around the classroom and look at different student responses. Pick on three students who found the correct answer but used different strategies, and show their work on the projector. 13. Review the strategies used for the student samples together and place a tally on the chart for the strategies used. Discuss if the steps made sense as presented. 14. The students will then be instructed to solve the next word problem on their own. 15. After five to seven minutes, ask the class how they went about solving this problem. 16. The teacher will ask questions as the students give their answers about how they got their answer and why it makes sense. 17. The students will complete the last problem independently. 18. The teacher will then call on students to help solve the problem step by step, while asking questions to ensure the students comprehend the process used to solve the problem. Closure: Review with the students the last problem. After reviewing the problem talk about how many of them use different strategies, but yet they all still get the same answer. Tell them how important it is to know the five-step process because it will help them with their word problems in the future. Assessment: Students will have met the criteria if they can complete the multiplication problems on their own using the five step process and if they can answer the teachers questions about the problems. As I walk around and see how students are doing I will be able to see where the students are at with their problems. (Formative) This lesson supports brain-based learning because it is allowing the students to connect these word problems to their everyday lives. The people mentioned in the problems are all teachers at their school. When they apply the problems to their everyday lives it helps them become more involved and they will remember how exactly they solved that problem. Differentiation: Have the picture of the five step process hand projected while the students solve the word problems. One on one assistance to ensure students are using a feasible strategy. Students who are gifted and talented can create their own problems and share them with a partner.