Indiana Wesleyan University

Elementary Education Lesson Plan Template

2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will solve real-life problems using mathematical operations.
B. Objectives
 Students will demonstrate perseverance as they work to solve story problem.
 Given a real-world two-step problem, students will solve the problem using the four operations: addition,
subtraction, and multiplication.
C. Standards
 PS.1: Make sense of problems and persevere in solving them.
 3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and
division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

II. Management-
 Time: 35 minutes
 Materials
o Recording Sheet
o Signs for direct instruction
o https://www.youtube.com/watch?v=HIMdeEkIygo
 Behavior:
o Students will be expected to be participating in creating story problems.
o Students will be respectful the teacher as she presents the lesson.
o Students will work at a low volume when engaging in partner work.
 Space:
o Direct Instruction: During direct instruction students with be seated at their desks, but also up and in the
front of the room when prompted to come up.
o Partner Work and Independent Practice: Students will be working seated at their desks.

III. Anticipatory Set

• “Good morning! I am going to start out my lesson today by playing a short clip from a video”
o Play first 28 seconds of The Lowdown on Street Signs: https://www.youtube.com/watch?
v=HIMdeEkIygo
• “What does the video say that street signs tell us?”
• “What are some other signs that you see in your everyday life?”
o Stop sign, bathroom sign, etc.
 “What other clues do we see that let us know what to do or what is happening in our everyday life?”
o Yellow light, clock (time of day), sounds, etc.

Purpose Statement: Today we are going to work together to use signs and clues to help us solve real life math problems that you
might come across in your everyday life.

PLAN FOR INSTRUCTION

IV. Adaptation to Diverse Students-- Demonstrate your understanding of the development and approaches to
learning unique to the students in this class as you describe the specific instructional opportunities provided in
this lesson.

o Contextual problems were created to be relatable to all learners

o Kinesthetic movement is used to support students in the class with AD/HD
o Written problems and additional visual are supports for ELLs

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 (ACEI 3.2)
V. Lesson Presentation (Input/Output):

o Whole Group Instruction

 Solving Contextual Word Problems with students

o Pass out recording sheets

1. Clarenzia is selling Girl Scout cookies. Ms. Deavers buys three boxes of cookies for $4.00 each. How much
money does Ms. Deavers owe Clarenzia for the cookies? If Ms. Rust also buys $8.00 worth of Girl Scout
cookies, how much do the teachers owe Clarenzia total?

 “To solve this problem, I am going to need some helpers. When I call your name please come up to hold a sign.”
 Call student up according to the part of the problem that correlates.
 For the first half of the problem
o Box of cookies – 3 students “The problem starts out saying that Clarenzia is selling Girl Scout Cookies.
Ms. Deavers buys three boxes of cookies, so can I have (call on three students) come up and hold these
signs for me”
o $4 sign – 1 student “the cookies are $4 each, so can (select a student) come up and hold this sign”
o Equal sign – 1 student “and can (select a student) come up and hold the equal sign”
o Multiplication sign – 1 student “What operation sign would be used to find out the total cost of 3 boxes
of cookies that cost $4.00 each? (allow for student response) Can (select student) come up and hold
this sign for me?”
o $12 sign – 1 student “Who can tell me what the answer to this problem would me? (wait for student
response) can someone come up here and hold this sign”
 For the second half of the problem
o $12 sign – 1 student “The second part of this problem says: If Ms. Rust also buys $8 worth of Girl Scout
cookies, how much do the teacher owe Clarenzia total? What should we do first to set up this problem?
(Allow for students to decide that they need and $8 and $12) Great, can (select a student) hold the $12
sign for me?”
o $8 sign – 1 Student “and can (select a student) hold the $8 sign for me?”
o Equal sign – 1 student “Can (select a student) hold the equal sign for me?”
o Addition sign – 1 student “For this problem what operation sign would we use if we are finding the total
amount the teacher own to Clarenzia.”
o $20 sign – 1 student “What is the answer to this problem? (allow students to solve the problem) Great!
Can come up here and hold the $20 sign.”
 Have students model in front of the rest of the class, then show it in written form under the doc cam.
o Ask students to return to their seats
o “Now that you have seen what the equation looks like, then write it down and solve it together on your
recording sheet.”
 Guide students to be able to fill in the blanks to complete the equation
 Ask student what kinds of sign or clues they saw that helped them answer the problem.

2. Miss Rust left for school this morning at 7:00am. It takes 20 minutes for her to drive to school. What time
did Miss Rust arrive at Allen Elementary School? Miss Rust woke up an hour before she had to leave for
school. What time did she wake up this morning?

 “I am going to need some help to solve this problem just like I did on the last one. When I call your name,
please come up to hold a sign.”
 Call student up according to the part of the problem that correlates

 For the first half of the problem

o Clock at 7:00am – 2 students, one to set the clock, another to hold it. “The problem says that Miss
Rust left for school this morning at 7:00am. Can (select a student) come up and move the clock to
7:00? (allow student to set the clock at 7:00) Great, can (select a student) come up here and hold
the clock for us.”
o 20 minutes – 1 student “It takes Miss Rust 20 minutes to drive to school, so can I have (select a
student) come up here and hold the 20 minute sign?”

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 o Equal sign – 1 student “and can (select a student) come and hold the equal sign?”
o Addition sign – 1 student “In this problem if Miss Rust leaves her house at 7:00 and it takes her 20
minutes to get to the school, what operation sign will we use to solve the problem? (allow for
students to decided on sign) Great, can (select a student) hold the addition sign for me?”
o Clock at 7:20am – “So what time will it be when Miss Rust gets to school? (Allow student to decide
on an answer) Great, can (select a student) come and move the clock to 7:20 and hold it for us?”

 For the second half of the problem

o “The second half of this problem says that Miss Rust woke up an hour before she had to leave for
school.
o 7:00am – “What time did Miss Rust leave for school this morning? (Allow students to respond)
Great, can (select a student) come up and hold the clock for me?”
o 1 hour and Subtraction sign – If Miss Rust woke up an hour before she had to leave for school,
what do we need to do? (Allow student to decide what to do) Great, can (select a student) hold
the 1-hour sign and can (select a student) hold the subtraction sign? And can (select a student)
hold the equal sign for me?”
o “So, what is the answer to our problem? What time did Miss Rust wake up this morning? (Allow
students to solve the problem) Can (select a student) come up and move the clock to 6:00?”

 Have students model in front of the rest of the class, then show it in written form under the doc cam.
o Ask students to return to their seats
o “Now that you have seen what the equation looks like, then write it down and solve it together on
your recording sheet.”
 Guide students to be able to fill in the blanks to complete the equation
 Ask student what kinds of sign or clues they saw that helped them answer the problem.

Student work in pairs to solve problems.

 “Now that we have done a few problems together, you all are going to work with a partner who sits beside you to find
the solutions to another two problems.”
 “I will be coming around to check in with groups and answer any questions.”
 “When you get to the STOP symbol, please stop and raise your hand. I’ll come over and check your work and let you
know if you are ready to move on to the next question.”

3. Alejandro is reading Diary of a Wimpy Kid. If each chapter is 9 pages long and Alejandro has read 5 chapters,
how many total pages has he read? If the book is 217 pages, how many pages does Alejandro still have to
read?

4. Emily loves reading Magic Tree House books. She read Twister on Tuesday which was 70 pages and she is
currently reading Earthquake in the Early Morning which is 96 pages. If Emily read 34 pages of Earthquake in
the Early Morning, how many pages does she have left. When Emily finishes the books how many pages will
she have read total?

Independent work:

5. Each day the lunch staff at Allen Elementary School gets snack ready for all the students in the school. If
there are 97 2nd grade students and 103 3rd grade students, how many snacks must be enough for all the 2 nd
and 3rd grade students? If there are 493 total students at Allen Elementary, how many more snacks must be
made after snack has been made for the 2nd and 3rd graders have eaten?

(ACEI 3.3)
VI. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes?
 Before students move on to independent practice I will check to see that they understood and were able to
accurately solve the problems they worked on in pairs.

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  Work with students in small groups if necessary to check for understanding if necessary during the first centers
rotation.

VII. Review learning outcomes / Closure

 “So now that you have solved several two-step word problems, can someone tell me what some of the signs or
clues that you can look for to help you solve real-world problems?”

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your
plan should include formal and informal assessment strategies to evaluate and strengthen instruction that will promote
continuous intellectual, social, emotional, and physical development of each student.
(ACEI 4.0)
 Observe students as they work in pairs.
 Ask questions throughout lesson to check for student understanding
o Why clues or signs do you see?
o How did you know to add/subtract/multiply?
 Check student work after solving the last problem independently
 Work in small group with a few students on the independent practice problem to ensure understanding.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
All students met the objective that said they would demonstrate perseverance as they work to solve story problems. All students in
the class, even Blake who I thought would be off-task as he normally is, were attentive and worked hard through the entire
lesson. The second objective was that given two-step real world problems, the students will solve the problem using one of the
four operations. Looking over the students' completed worksheets every student was able to correctly solve at least one of the
story problems completely. Many students found success solving several of the problems correctly.
2. What were my strengths and weaknesses?
Strengths: Confidence, clarity in speech, positivity, trusting relationships with students, personalized contextual problems to engage
students and make the work relatable.
Weaknesses: I corrected a student incorrectly about the operation sign that would be used in a problem. Multiplication or addition
would have been appropriate, but because I was looking for multiplication as the response, I said that addition was not correct.
The story problems could have been worded a little bit more simply. I should have transitioned the students better into partner
work by at least reading through the first problem and giving them a starting point.
3. How should I alter this lesson?
I would change a few of the problems slightly to make them easier for the students to comprehend on their own. I would also find a
way for students to write or fill out their worksheet while it is being modeled in front of the classroom. I would spend more time
pointing out clues in the word problems that are modeled in front of the classroom for my students to be able to recognize
them more easily on their own.
4. How would I pace it differently?
I liked the pace of this lesson and I don't think I would pace it much differently. I would like to increase efficiency in having students
model the problem in the front of the room.
5. Were all students actively participating? If not, why not?
Yes, all students were all actively participating, even Blake who is normally not engaged in classroom work. Some students were not
participating to their fullest when working in pairs if they were paired with a higher level student who was doing most of the
work for the group.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
The math problems were at different levels and about different contents. The students were first asked questions about signs they
see on the road, then it was connected to what those signs mean or tell us to do, and then the connection was made to the
word problems the students solved throughout the lesson.
b. Gardner’s Multiple Intelligences
Kinesthetic: Students were up and moving to create word sentences.
Visual: Students had visuals to support in creating work sentences and also stop signs on the page to let them know where to stop.
Interpersonal: Students worked together in pairs to solve word problems.
Linguistic: Students read word problems and had to comprehend the problem in order to answer it.
Logical-Mathematical: Students used logic and mathematical reasoning to solve the story problems.
7. Did the contextual questions provide support for all students in the classroom?

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Yes the contextual questions did provide support for many of the students in the classroom. This may have been more effective if I
had two different handouts to be able to use more student names and more relevant concepts. It also would be beneficlal for
me to get to know my students even more to know what they are the most interested in.
8. Were the questions formatted appropriately for student understanding?
The questions were not terrible, but a simplified version would have been much more effective for student comprehension. Some of
the students struggled to understanding the problem, but then understood it easily when I read it aloud to them. I need to make
sure that the students are appropriate for independent reading comprehension.
9. Would any aspects of the lessons have been better implemented in a small group setting?
I think the partner would would have been more effective as guided math instruction working in small groups. The students were
able to solve the problems, but I needed to speak to each group one-on-one and guide them, which makes me recognized that
they all needed additional instruction, and small groups would likely be the best format.

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 Solving 2-Step Problems with Miss Rust
With Miss Rust
1. Clarenzia is selling Girl Scout cookies. Ms. Deavers buys three boxes of cookies for $4.00
each. How much does Ms. Deavers owe Clarenzia for the cookies? If also Ms. Rust buys
$8.00 worth of Girl Scout cookies, how many dollars’ worth of cookies did Clarezia sell to
her teachers?

Part 1: _______ ____ ________ = ____________ Part 2: ________ ____ ___________ = ____________

2. Miss Rust left for school this morning at 7:00am. It takes 20 minutes for her to drive to
school. What time did Miss Rust arrive at Allen Elementary School? Miss Rust woke up
an hour before she had to leave for school. What time did she wake up this morning?

Part 1: _______ ____ ________ = ____________ Part 2: ________ ____ ___________ = ____________

With a Partner
1. Emily loves reading Magic Tree House books. She recently read Twister on Tuesday
which was 70 pages and she is currently reading Earthquake in the Early Morning which
is 96 pages. If Emily has read 34 pages of Earthquake in the Early Morning, how many
pages does she have left. When Emily finishes the books how many pages will she have
read total?

Part 1: _______ ____ ________ = ____________ Part 2: ________ ____ ___________ = ____________

2. Alejandro is reading Diary of a Wimpy Kid. If each chapter is 9 pages long and Alejandro
just finished chapter 5, how many pages has he read? If the book is 217 pages, how
many pages does Alejandro have left to read?

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On Your Own
1. Each day the lunch staff at Allen Elementary School gets snack ready for all the students
in the school. If there are 97 2nd grade students and 103 3rd grade students, how many
snacks must be ready to feed all the 2 nd and 3rd grade students? If there are 493 total
students at Allen Elementary, how many more snacks must be made after snack has
been made for the 2nd and 3rd graders?