Lesson plan:

Lesson number: 1 of 3
Duration: 45 minutes
Personal teaching goals for this lesson: Be confident with content. Focus on
classroom management and time management.
Relation to curriculum: Develop efficient mental and written strategies and use
appropriate digital technologies for multiplication and for division where there is no remainder(VCMNA156)

Modelling question one:

a) The Smith family ordered four pizzas to eat. Each
pizza is sliced into 8 equal parts, how many pizza slices
do they have in total?

How do we know if this is

multiplication/division/addition or subtraction?
We look for language, are we looking for how many in
total or how many groups/parts.

Modelling question two:

There are 30 books on South American animals to be
handed out equally to five tables, how many books
would be on each table?

What are the key words we are looking for here?

30, equally, 5, how many each?

Basic structure of lesson:

To understand worded problems across multiplication
and division, extend this into second lesson (conducted
by mentor teacher) to solve worded problems using
effective strategies across multiplication and division.
Focusing on the pedagogical framework of the 5 Es
(Engage, Explore, Explain, Elaborate, Evaluate).

Step one: Students on mat. Explain the purpose of

lesson, to understand worded problems, introduce this
with modelling question one on interactive white board.
Class discussion on how you would determine if the
question was addition/subtraction/multiplication or
division. Looking for basic understanding of language
and being able to understand the difference between
multiplication or division worded problems. Students
then select a sheet from *,**,***, a method commonly
used within their math class. They then return to their
tables, using two different highlighters to differentiate
between multiplication and division problems. Est. time
10 minutes.

Step 2: Students highlight different problems, they will

have 7 minutes to complete task. Students will then be
asked to find a buddy who has the matching sheet to
them, they will then be asked to compare and discuss
answers with their buddy. Discuss briefly as group,
Check answers. Est. time 5 minutes

Step 3: Students return to mat, using modelling

question two, discuss the language used within the
problem, draw attention to the signs on the classroom
walls that show different language used within
addition/subtraction/multiplication. Est. time 5 minutes

Step 4: Students return to tables to highlight different

language used in each problem, deciding what is
important in solving the problem and what is not.
Students then find buddy from before and discuss and
compare answers before answers are briefly discussed
as group and checked. Est. time 7 minutes.

Step 5: Recap lesson. Student time to reflect, showing

fingers 1 5 how difficult did you find this task? In book
write one important step in finding if a problem is
multiplication or division? Est. time 6 minutes.
24.04.17 WALT: Understand worded problems
across multiplication and division *

a) The Smith family ordered four pizzas to eat. Each

pizza is sliced into 8 equal parts, how many pizza slices
do they have in total?

b) Lauren swims 8 laps every day, how many laps does

she swim in one week?

c) You are reading a book with 120 pages, if you want

to read an equal amount of pages each night, how
many would you have to read each night to finish in ten
days?

d) Lewis cabbage patch has 12 rows of cabbages. In

each row, there are 8 cabbages, how many heads of
cabbage does Lewis have in total?

e) Andrew had 47 lollies to share amongst 15 of his

friends, how many lollies will each friend get? Will there
be any left over?

f) If there are 24 cups of cereal in a box, and each

serving is two cups, how many equal servings are there
in each box?

g) If Georgia bought an ice cream from the milk bar

every day after school and each ice-cream cost her $4,
how much has Georgia spent in five days?

h) If you had 57 pencils and you had to share them

equally amongst five of your friends, how many would
each friend have? Would there be any remaining?

i) If you need 6 apples to make one apple pie and you

make 6 pies, how many apples have you used?

a) Multiplication, key words: four, 8, parts, in total

b) Multiplication, key words: 8, how many, one week (7)
c) Division, key words: 120, equal amount, how many, ten
d) Multiplication, key words: 12, 8, how many in total
e) Division, key words: 47, 15, how many, left over
f) Division, key words: 24, two, how many equal
g) Multiplication, key words: 4, five, how much
h) Division, key words: 57, share them equally, five, how many,
remaining
i) Multiplication, key words: 6, how many, used
24.04.17 WALT: Understand worded problems across
multiplication and division **

a) The Smith family was having a party. They ordered

twelve pizzas to eat. Each pizza is sliced into 8 parts, how
many pizza slices do they have in total?

b) Every day Lauren walks to her local pool which is 15

minutes away from her house. Lauren swims 11 laps every
day, how many laps does she swim in one week?

c) You are reading a book with 240 pages, if you want to

read an equal amount of pages each night, how many
would you have to read each night to finish in ten days?

d) Lewis is a gardener who grows many different plants.

Lewis cabbage patch has 9 rows of cabbage. In each row,
there is 7 cabbages, how many heads of cabbage does
Lewis have in total?

e) Andrew is having a birthday party and is making party

bags for all his friends. He had 75 lollies to share amongst
15 of his friends, how many lollies will each friend get? Will
there be any left over?

f) If there are 48 cups of cereal in a box, and each serving

is two cups, how many equal servings are there in each
box?

g) If Georgia walked past the same milk bar every day, and
every day she bought an ice cream from the milk bar every
day and each ice-cream cost her $4, how much has
Georgia spent in 12 days?

h) If you were doing an art project with nine of your friends,

and you had 108 pencils and had to share them equally
amongst all your friends, how many would each friend
have? Would there be any remaining?

i) If you worked at a bakery in Carnegie and were asked to

make 20 apple pies and each pie was made from 6 apples,
what would be the total number of apples you would need?

a) Multiplication, key words: twelve, 8, parts, how many, in total

b) Multiplication, key words: 11, how many, one week (7)
c) Division, key words: 240, equal amount, how many, ten
d) Multiplication, key words: 9, 7, how many in total
e) Division, key words: 75, 15, how many, left over
f) Division, key words: 48, two, how many equal
g) Multiplication, key words: 4, 12, how much
h) Division, key words: 108, share them equally, nine, how many,
remaining
i) Multiplication, key words: 6, how many, 20, total number
24.04.17 WALT: Understand worded problems across
multiplication and division ***

a) The Smith family was having a party. There were 3 children

in the family, James, Adam and Daniel. They are having all their
friends over from school. Roughly 30 people. They ordered
sixteen pizzas to eat. Each pizza is sliced into 8 parts, how
many pizza slices do they have in total?

b) Every day Lauren walks to her local pool which is 15 minutes

away from her house. Sometimes she drives. Lauren swims 12
laps every day, how many laps does she swim in a fortnight?

c) It is the second week of the holidays. You are reading a book

with 360 pages, if you want to read an equal number of pages
each night, how many would you have to read each night to
finish in ten days?

d) Lewis is a gardener who grows 12 different types of fruits

and vegetables. Lewis cabbage patch has 12 rows of cabbage.
In each row, there is 11 cabbages, how many heads of cabbage
does Lewis have in total?

e) Andrew is having a birthday party and is making party bags

for all his friends. He had 105 lollies and 30 balloons to share
amongst 15 of his friends. How many lollies and balloons will
each friend get? Will there be any left over?

f) Jack eats cereal for breakfast most days. However,

sometimes he eats toast. If there are 36 cups of cereal in a box,
and each serving is two cups, how many equal servings are
there in each box?

g) If Georgia walked past the same milk bar every day, that was
2km away from her house, and every day she bought an ice
cream from the milk bar and each ice-cream cost her $4, how
much has Georgia spent in 15 days?

h) If you were doing an art project with nine of your friends on

endangered animals, and you had 180 pencils to share equally
amongst all your friends, how many would each friend have?
Would there be any remaining?

i) If you worked at a bakery in Carnegie and you needed to

make 240 apple pies in 4 hours and you needed 6 apples to
make one pie, what would be the total number of apples you
would need?

a) Multiplication, key words: sixteen, 8, parts, how many, in total

b) Multiplication, key words: 12, how many, fortnight (14)
c) Division, key words: 360, equal amount, how many, ten
d) Multiplication, key words: 12, 11, how many in total
e) Division, key words: 105, 15, how many, left over
f) Division, key words: 36, two, how many equal
g) Multiplication, key words: 4, 15, how much
h) Division, key words: 180, share them equally, nine, how many,
remaining
i) Multiplication, key words: 6, how many, 240, total number

Modelling question one:

a) The Smith family ordered four pizzas to eat. Each
pizza is sliced into 8 equal parts, how many pizza slices
do they have in total?

How do we know if this is

multiplication/division/addition or subtraction?
We look for language, are we looking for how many in
total or how many groups/parts.
Modelling question two:
There are 30 books on South American animals to be
handed out equally to five tables, how many books
would be on each table?

What are the key words we are looking for here?

30, equally, 5, how many each?

Basic structure of lesson:

To understand worded problems across multiplication
and division, extend this into second lesson (conducted
by mentor teacher) to solve worded problems using
effective strategies across multiplication and division.
Focusing on the pedagogical framework of the 5 Es
(Engage, Explore, Explain, Elaborate, Evaluate).

Step one: Students on mat. Explain the purpose of

lesson, to understand worded problems, introduce this
with modelling question one on interactive white board.
Class discussion on how you would determine if the
question was addition/subtraction/multiplication or
division. Looking for basic understanding of language
and being able to understand the difference between
multiplication or division worded problems. Students
then select a sheet from *,**,***, a method commonly
used within their math class. They then return to their
tables, using two different highlighters to differentiate
between multiplication and division problems. Est. time
10 minutes.

Step 2: Students highlight different problems, they will

have 7 minutes to complete task. Students will then be
asked to find a buddy who has the matching sheet to
them, they will then be asked to compare and discuss
answers with their buddy. Discuss briefly as group,
Check answers. Est. time 5 minutes
Step 3: Students return to mat, using modelling
question two, discuss the language used within the
problem, draw attention to the signs on the classroom
walls that show different language used within
addition/subtraction/multiplication. Est. time 5 minutes

Step 4: Students return to tables to highlight different

language used in each problem, deciding what is
important in solving the problem and what is not.
Students then find buddy from before and discuss and
compare answers before answers are briefly discussed
as group and checked. Est. time 7 minutes.

Step 5: Recap lesson. Student time to reflect, showing

fingers 1 5 how difficult did you find this task? In book
write one important step in finding if a problem is
multiplication or division? Est. time 6 minutes.