Mathematics Problem Solving Lesson

Lesson Title: Addition Practice and Problem Solving

Grade Level: 4th grade

Curriculum Resource(s):
Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and Middle School
Mathematics: Teaching Developmentally, 9th edition.

Important Mathematical Idea:

Students should focus on grouping and creating a visual model to represent their addition through
expanded form and be able to describe their thought process
Students should focus on their method of problem solving.
Students should focus on the idea that there may be more than one way to set up the problem in
expanded form and solve.
Base ten and place value concepts
Students should be expressing their thoughts and mathematical processes through writing and visual
models.

Instructional Objectives:
Students will be able to solve addition problems using their own strategies.
Students will be able to explain their thinking using visual, written and verbal models.

Language Objective:
Students will use listen to their classmates share their thinking.
Students will question and comment on the ideas of their peers.
Students will share their own models and strategies for problem solving.

Arizona College and Career Readiness (Common Core) Math Standards Addressed:
Common Core Math CONTENT Standards Addressed:

Grade 4
4.NBT.A.2. Read and write multidigit whole numbers using baseten numerals, number
names, and expanded form. Compare two multidigit numbers based on meanings of the
digits in each place, using >, =, and < symbols to record the results of comparisons.
Connections: 4.NBT.1
The expanded form of 275 is 200 + 70 + 5. Students use place value to compare
numbers. For example, in comparing 34,570 and 34,192, a student might say, both
numbers have the same value of 10,000s and the same value of 1000s however, the
value in the 100s place is different so that is where I would compare the two numbers.

Common Core Math PRACTICE Standards Addressed:

4.MP.2. Reason abstractly and quantitatively.

4.MP.4. Model with mathematics.
 4.MP.6. Attend to precision.
4.MP.7. Look for and make use of structure.

TASK(S):

Students will add multidigit numbers and solve using exponential form to demonstrate
their understanding of place value and base ten concepts. They will be expected to share
their reasoning as it not only allows them, but their peers to better understand the math
concepts and the idea of multiple entry points. Students will also be asked to problem
solve both independently and alongside their peers to demonstrate their use of invented
strategies and problem solving skills.

ANTICIPATED STUDENT RESPONSES: Thinking about the Students Thinking

Students will be adding numbers by first splitting the numbers into expanded form by place
value and then adding (ex. 240= 200+40+5).
Students might misjudge place value of numbers (ex. 245= 240 + 5)
Students may find difficulty in using large numbers such as 4 or 5 digit numbers
Students may struggle with separate change unknown problem- solving for the unknown
number, not knowing where to begin or what number to use
Putting numbers in expanded form and adding may be easy for students (especially when
dealing with 2 digit numbers and friendly numbers)
Students may struggle to express or explain the meaning of numbers and showing them using a
model

Vocabulary

Addition, adding
Sum
Expanded form
Model
Representation

Materials & Tools

Smartboard to display information

Slates (whiteboards and markers) for students to express and work through thoughts
Student math journals
Camera (phone) to take picture of student work and display on screen for class to see
These tools will make it simpler for students to express and share their ideas and
thought processes in which their peers can benefit from.

3 PART LESSON PLAN

1) BEFORE: Introducing and Posing the Task

Students will come into class and work on bell work. Bell work will be review regarding
adding and expanded form.
Class participates in short number talk:
Write problem 22+ 56 ...Think and solve this problem in your head, thumbs up when you
have it. Allow wait time before asking student to share how he/she got their answer. Ask
for another process (Is there another way to solve this?) until you have several entry
points.

Students will keep their math journals open and have slates ready for upcoming task.
2) DURING: EXPLORE the TASK

Students THINK about how they might go about solving the problem: Sean is saving his
money to buy a new baseball glove. The glove costs 28 dollars. He has saved 17 dollars
so far. How many more dollars does Sean need to buy the glove he wants?
Go ahead and solve in your math journals. When you are finished turn your journals over
and pull out your slates.
Teacher will assign partners as students start to finish up
Imagine you are in a different country. The country you are in does not use the same
number system as we do. You need to convince your friend to give you some more
money. You are trying to buy this baseball glove you really want and need to convince
your new friend to loan you more money so that you have enough to buy the glove. How
might you show/ represent this?
Using your slates, you will turn to your partner and without using numbers, show your
partner your strategy. (Think about how you would you represent your thought process to
someone who is not familiar with our number system. What do these numbers and the
splitting of the numbers in expanded form mean?)
You have started an ant farm. So far you have 572 ants in your ant farm. On the floor in
your room you notice a line of ants that have escaped. You look in your ant farm and
only count 385 ants. How many ants have escaped?
Solve this problem in a small group.
How might you represent this problem without using numbers? How might you represent
this problem and solution without using numbers or words?
Now create a poster with your group. Everyone will contribute to the poster. How can you
show at least two or three different ways to solve?

3) AFTER: Summarizing / Final Discussion

Teacher will have pre selected student and ask that student to share.
Students will share and explain their strategies for solving with the class.
Question/ comment- Teacher asks if there are any questions. Student answers any
questions and chooses a peer who wishes to provide positive feedback.
Teacher directs another student to share their work. Question and comment takes place
after student is done explaining.

ASSESSMENT
Students will write about solving addition problems with expanded form in their math
journals. Students will be asked to write a reflection to compare and contrast this method
of problem solving addition problems using expanded form from others they use in fourth
grade.
Students will share what they have learned with a partner and their group.
Teacher will ask students to volunteer what they have learned with the whole group.

ACCOMMODATIONS FOR ENGLISH LANGUAGE LEARNERS

Visuals on smartboard along with problems

Students share their written process for whole class to see
ELL students partnered with a student who will be helpful or who may be able to speak
Spanish.

ACCOMMODATIONS FOR OTHER STUDENTS

Some students may need scaffolding or further explanation.
Students can think about another way to solve or represent their process and solution
other than the one they have already come up with.
Students who have yet to reach an answer may need more time but should still
participate in sharing what they have so far or asking questions of peers.
VARIATIONS

Students who struggle may need to work with different numbers (17 and 8 instead of 28
and 17, 44 and 35 instead of 572 and 385).