Amber Roth

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Mathematics
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)Students will solve problems by adding, subtracting, multiplying, or dividing.

B. Objective(s)In pairs, students will correctly use addition, subtraction, multiplication, and
division to solve ten real-world story problems.

C. Standard(s):
3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.
3.AT.2: Solve real-world problems involving whole number multiplication and division within 100
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).
3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within
1000 (e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem).

II. MaterialsMrs. Conners math manipulatives and plates, recording sheets, key terms for
x, /, +, - (anchor charts), direction cards at each station, video.

III. Anticipatory Set (2 min)

I will have a video recording of my softball coach. He will introduce himself and ask the class to
help him prepare a meal for our team. We have some big games coming up, and he wants to make
sure we are fueled up with energy and ready to go. He is going to explain to the students that he has a
problem and doesnt know how much food to give us. (Video coming soon)

IV. Purpose: As you get older, you will start using division, multiplication, addition, and
subtraction in real-world situations. You need to be able to do these operations to figure out
how to split an amount of food into separate servings, or to figure out how much food you
need to get at the grocery store.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support
students development, acquisition of knowledge, and motivation.
(ACEI 1.0)
V. Adaptation to Diverse Student
Juquan: Struggles to read. He should be given a job that does not involve reading words
that are too challenging in this situation. Provide pictures by the words to provide context
clues.
Virgil: He has a possible emotional disability, but has not been identified. He will get
frustrated if he does not understand what is going on. Keep him on track, and if he is
struggling, give him some space and time to calm down. His coping skills are pretty good.
He also struggles with reading, but is able to identify the correct word when orally
prompted.
Atreyu: He has an emotional disability and does not have very good coping skills. However,
he is very bright academically. When he has a breakdown, pull him to the side and try to
calm him down.
Devalyn: He struggles with reading, but has a great attitude. He would do better with a job
that does not involve reading.
Lacresha: She is very low when it comes to math. She will need to be partnered with a
stronger student who will be willing to help her.
Wyatt: He is on medication now, but still needs some pre-correction. He loves to answer
every question, but will need to be reminded to be quiet every now and then.
 Jayda, Chase, maybe Gabriel: These students will need to be challenged. Ask them deeper
questions, such as their solving process and why they chose to solve the problem that way.
Gabriel can excel mathematically, as long as he is calm. If he is off the walls and has no
self-control, the focus will be more towards keeping him on task.
(ACEI 3.2)
VI. Lesson Presentation (Input/Output)
So, we have a specific request from my softball coach, and he seems like hes in a bit of a
tangle. Are you willing to help him out? Before we get started with all the planning, let me tell
you what youre going to need to do to help. We need to solve some problems. Look at the
anchor charts over here on the wall. At some point in time you received papers with these
terms on them. If you have them and know exactly where they are, you may get them out. If
not, just look up at the posters. You can use these today to figure out which operation to use.
Lets think about an example before we get into your jobs today. Say nine of us players want to
eat two pieces of cake for dessert. Coach Babs needs to know how many pieces of cake he
needs in all, so the nine players can each have two. First, what does he want to know? I have
my manipulatives right here on the screen. How can I use these pieces to figure out how many
total pieces of cake Coach Babs needs to make? So, if we have 9 players, who want two pieces
each, we would multiply 9x2, which equals 18. So, he needs to make 18 pieces of cake! This is
the kind of process you will go through today, but they will not always be multiplication.
(ACEI 2.3)
There will be ten stations with problem solving cards. You will be split into groups of two. Each station will deal with
figuring out portion sizes and how much food is needed, etc. to prepare for the softball meal. The students will have
____ minutes at each station, and will rotate clockwise. They will be spread out throughout the room to reduce chances
of distractions from other groups. Today you are going to be rotating through some stations. We are going to try to get
you through as many stations as possible. Each station will include a problem that you need to solve. You will solve
these problems by adding, subtracting, multiplying, or dividing. You are going to be able to use the plates and
manipulatives to help you solve these problems. I know these manipulatives are not actual representations of food, but
you can use them to see how many of each type of food will be needed, or to divide the food into groups. One of you
will be in charge of reading the problem, and your partner will be recording your answers on the recording sheet. You
only need one sheet per group, but I need you to put BOTH names on the paper. When you get to your station, I need
you to begin right away. I will have a timer on the screen. When the timer goes off, you need to drop what you are
doing, put the problem back where you found it, and rotate to the next station. If we have time at the end, you will go
back and finish any problems you did not complete. So, how many papers do you and your partner need? How many
names go on that paper? Left side of the room, go ahead and choose your partner and find a station you want to begin
at. (Left side, middle). During these stations, walk around to help students and answer questions. Make sure to ask
multiple levels of questions. Ex: Ask students to explain how they solved the problem and why they chose to solve it
that way.
(ACEI 3.3)
VII. Check for understanding.
As I walk around to interact with the students as they work in groups, I will ask them questions.
How did you solve this problem? Why did you choose that method to solve the problem? Is there
another way you think you could have solved the problem? This will show me whether or not
they understand which operation to use, and whether or not they are making sure their answers
make sense. This will provide good feedback as I figure out which students need extra
instruction. For those who are struggling, I will be able to walk through the problems with them
and provide more guidance. Their answers and confidence levels will show me how they feel
about the problems, and if they are gaining an understanding.

VIII. Review learning outcomes / Closure

Really quick, give me a thumbs up if you enjoyed todays lesson, thumbs down if you did not
enjoy it, and in between if it was ok but not your favorite. Turn to a partner and tell them what
you liked or disliked about the stations. Next, is anyone willing to share with the whole class
something they thought was challenging today? Last question: How did you decide which
operation to use? Was there a strategy you used, like cubing, or did you just read the problem
and check to see if it made sense in the end? What did you do?
Focus questions:
1. Did you enjoy the activity?
2. What did you like/dislike about it?
3. What was challenging?
4. How did you figure out how much food each person gets? What was your thinking process?
PLAN FOR ASSESSMENT
Informal: Walking around and observing the students collaborating with each other and thinking
through the process of solving the problems will help me gain an understanding of what they have
learned, and what they still have not grasped. The questions I ask (check for understanding) will also
help me understand their knowledge levels. The closure questions will also give me feedback on how
the students felt about the lesson.

Formal: Students will fill out recording sheets at each station. This will show me which operation they
chose to use, and if they understood which operation was appropriate in each situation. I also plan on
taking pictures of the students manipulatives as they solve the problems, which will show me their
thinking process, and how they chose to group the objects.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
Most of the students achieved the lesson objectives. The struggling students did not meet
the objectives. They did not have one-to-one direct instruction, which made it difficult for
them.
2. What were my strengths and weaknesses?
The 10 problems were engaging for the students. They loved the anticipatory set video. I
should have given more examples and taught the process more. I needed to do a better job
of managing the students when they got out of control during the stations.
3. How should I alter this lesson?
I should provide more instruction and examples for how to solve word problems.
4. How would I pace it differently?
I dont think I would pace it differently for this group of students. They had enough time to
work through everything.
5. Were all students actively participating? If not, why not?
The students were all participating in the beginning, but towards the end of the station time,
some began playing with the manipulatives. Without a lot of structure, they tend to get off
task easily, and thats what happened towards the end.
6. What adjustments did I make to reach varied learning styles and ability levels?
I had visuals for each station. I allowed students to work with others or by themselves. There
were manipulatives for students who need hands-on activities. Students could use manipulatives
or draw pictures. I used technology to provide a video from a community member. Students with
lower ability levels were working with partners of high ability levels. One person read the
problem, which allowed struggling readers to focus on what they were good at, other than what
they struggle with.
6. Were the manipulatives acceptable even though they were not real representations of the
food?
They did not seem to be a problem for the students since they had used them before.
However, some students began playing with them instead of using them to solve problems.
7. How could I make this less of a word problem activity, and more of a fun problem solving
activity?
I would like to decrease the amount of stations and make them all centered around one
specific problem that keeps growing as they go from one station to the next.
8. How can I make this more challenging for students who are advanced?
I would like to give the advanced students their own set of cards with more challenging,
multi-step problems. They seemed to breeze through some of these problems and finished
early.
9. What is my next step for remediation?
The lower ability students need one-to-one instruction to review how to solve these types of
problems, what words to look for, and how to decide between +-x/.

Revision Date: September 12, 2016

2007 ACEI Standard
Names:_____________________________________

Recording Sheet

Station Operation Answer

Used
(+, -, x, )
Garlic Bread
Pizza
Gatorade
Cookies
Brownies
Hot Dogs
Pie
Baked
Potatoes
Ham
Sandwiches
 Breadsticks

20 pieces of garlic bread are going to be made for the big dinner.
If only 10 players want garlic bread, how many pieces can you
to each player?

Coach Babs ordered 6 pizzas, with 8 slices on each pizza.

Question 1: How many slices of pizza are there in all?

Bonus: How many slices of pizza can be evenly distributed

among 12 players?
We need to provide some drinks, so the players dont get thirsty.
If each player fills a cup of Gatorade twice, how many cups of
Gatorade will Coach Babs need to bring in all? **Reminder:
there are 19 players.**

All softball players love dessert! Coach Babs is bringing 20

chocolate chip cookies, 10 peanut butter cookies, and 10
sugar cookies. How many cookies will be provided all
together?
The more desserts, the better! A pan of 30 brownies will also be
given to the players. If 17 players eat 1 brownie, how many
brownies will be left over?

Some softball players really love hotdogs. 10 players want

ketchup on their hotdogs, 3 want mustard, and 6 want relish.
How many hot dogs will be made all together?
Coach Babs ordered 5 pies (2 strawberry, 1 pecan, and 2 apple).
Each pie will have 6 slices. Calculate the product to find out
how many total slices of pie will be at the meal.

Baked potatoes are also on the menu. 9 players want cheese on

their baked potatoes, 2 want butter, and 5 want cheese and
bacon. Find the sum of how many baked potatoes need to be
made.
Coach Babs is planning on making 18 ham sandwiches for the
big meal. If only 5 players eat a sandwich, how many will be
left over?

Who doesnt love breadsticks? 7 of the players want to have 3

breadsticks each. Find the product to let Coach Babs know
how many breadsticks he needs to make.