FRAMEWORK FOR PLANNING A PROBLEM SOLVING LESSON

in MATHEMATICS

Name: Alicia Barrios

Lesson Title:

Grade Level: 3

Curriculum Resource(s):
Elementary and Middle School Mathematics Teaching developmentally written by John A, Van
De Walle. Chapter 13- Developing Strategies for multiplication and division computation.

Math Learning Goal:

Students will be able to multiply multi-digit numbers by using partial products.

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

AZCCRS Math CONTENT Standards Addressed:

3.OA.A.1. Interpret products of whole numbers
3.OA.C.7. Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division

AZCCRS Math PRACTICE Standards Addressed:

3.MP.1. Make sense of problems and persevere in solving them.
3.MP.7. Look for and make use of structure.

The Mathematics Task (or set of tasks):

TASK(S) and WHY:

Anitas Market is in need of your help! Working through the following problems, lets help
the owner at Anita Market in taking care of the store.

Standard Algorithm:
1. Problem 2. Mark gets paid 8 dollars an hour. If he works 28 hours a week, how much will
he be paid at the end of the week? Use standard algorithm to find the answer.
Why:

2 Problem 1.Useful Representation task:

Moises, a worker at Anitas market, has to count all the coca cola bottles that came into the
store. Each box has 15 sodas in it, and there are 5 boxes. How many bottles of coca cola does
Mark have in total? Draw a picture to represent one box of coca cola.
Why:

3. Warm up, if you change the numbers to 34 times 3 or 34 times 4. See my

 notes in the comment about using a warm up in the BEFORE part of the lesson.
Array Model:
The owner of Anita market wants to see how much money he made selling tortillas today. If he
sold 34 packets of tortillas and each packet costs 12 dollars find the total amount of money he
made.
Why:

4. Problem 3. Multiplying by 10/ Lattice multiplication teqnique

Anita Market is in need of new shelves. A new shelf costs 20 dollars. The owner wants to put in
10 new shelves. How much money will the owner need to spend on buying new shelves?
WHY:

For problems 5 and 6 use one of the four methods of multiplication that we use for
problems 1-4. (These would then be problems 4 and 5. Or you could just use ONE
of these and make it an exit ticket at the end of the lesson)

5. 34x4

6. 27 X 3

ANTICIPATED STUDENT RESPONSES: Thinking about the Students Thinking

For this lesson I want students to use a new method each time. This material will be
new to them, and I would like for them to see the several methods of multiplying
double-digit numbers.

1: Standard algorithm. The students will use the columns and standard algorithm to
find the answer. I took this idea from Figure 13.9 Pg 285 of our note book.
2 8

X 8

2: Useful representation: In this problem I would like students to draw what one box
of coca cola would look like. This will allow students to see that one box has 15 and
each time they multiply they are just adding 15. After they draw the picture, they are
free to use any algorithm.

3: Array mode (area model; arrays is more when we have rows and columns): I would
have shown students how to use this model before class. I would put an example that
looks like figure 13.8 page 284. This model will let students look at multiplication
through each part. I anticipate that students will move the numbers around and each
chart could look different. 12 X 34 (12 would be on the side) 30 4

10
 300 40

2 180 8

Then add all the numbers together: 300 + 40 + 180 + 8

You can use the array method with 2 digit by 1 digit numbers as well.

4: Lattice Multiplication technique:

I will use figure 13.11 as an example for students to use in this problem.

If this is their initial intro to multi-digit multiplication, I would leave out the lattice
method. It is problematic method for a couple of reasons one, kids tend to set it up
wrong and then they make errors and dont realize they have made an error; and
two, kids dont have any idea why it works it is not as easy to make sense of,
conceptually, as some of the other strategies like repeated addition, or the area
model, etc..

EXTENSIONS UP AND DOWN

Describe how you could adapt the task (i.e., task structure, context, and/or numbers) for
students who struggle with the mathematics (extensions down) and for students who are
ready for an additional challenge (extensions up).

For the students that are struggling with this a lot, I could give them extra tools. One tool Is
having a sheet with the different examples printed out and left for them to use. By allowing
them to see an example up close, they could follow what they see.

Think about adjustments to the numbers as another way to support students who need extra
support.

Vocabulary and Language Objectives

State: Make sure you include a student friendly definition of each. =)

Standard Algorithm:
Useful Representation task:
Array Model:
AREA MODEL:
Multiplying by 10:

Ones, Tens, hundredths, thousandths place.

Materials & Tools

Consider:
Description of the Mathematics Tools you will have available for students:

Slate and Marker.

Poster board with examples of our vocabulary words.
Different colored pens.
Blank paper.
Class copies of worksheet.
Blank Poster board so group of students can display work.
Place value chart
Roles for students

3 PART LESSON PLAN

1) BEFORE: Introducing and Posing the Task

Consider how you will:

Transition students into the lesson : Math is usually done after bell work, therefor I
will use a multiplication review bell work to help there mindset get started for multiplying.
Great!

Introduce the task. I will introduce the task through a community/ math talk. I will
talk about the Cesar Chavez walk that we did a few weeks ago. I will then lead to the
store, Anitas Market that we walked by on our march. I will ask the students what they
know about the market. After we have discussed I will say that we will create a
scenario that could happen at Anitas market, or other local companies. Excellent, love
the connection to the march!

Get the students ready. Draw on prior knowledge and experience

The students will talk about Anita Market, and the things that help it be a successful
store. Then I will explain that math is very important for any business. This will lead to
a number talk about multiplication. We will talk about how we have seen multiplication,
and how we can continue to use it to solve problems. I will talk through the different
ways that we will use multiplication, and demonstrate 4 examples of the board.
Make sure all students understand what the task is asking: The students will
have the opportunity to talk through their math problems in pairs. They will work through
questions that I ask.
1. What is one way that we can solve this problem ( #2).
2. What do you think will be a challenge during our activity?
3. What do you think you will do well during our activity?
Finally, I will let students know that they can use their team members for this worksheet. After
they have completed a problem, I will walk by, and they will have to demonstrate one problem
on their poster board. Each student will have different roles (like the cards given in class). The
students will be able to talk about the problems and how they got their answer.

2) DURING: EXPLORE the TASK

Consider how you will:

Support students as they are working on the task.
 Find out about students thinking. I will be listening for ways that students
talk about the problem. I will be looking for pictures, and the vocabulary words.
To hear maybe we could do it like this, is there one more way to do this?

Support students thinking when needed

What strategy could you use to help you? Is there another way? What numbers
will be multiplied first?
Here think about some other questions you might be able to ask, for different
strategies. For example tell me about your picture or your diagrams. Where
can I see the 28 hours in your picture? What about the 8 dollar per hour?
(questions like that)

The students will work in their table groups to support each other. Each student will be
assigned a role. It will be important that each student is following his or her role. It is
important, because it will keep the students on track. What roles will you use?
Teacher: The teacher will be walking around, and making sure that the students are following
their roles. They will also answer and ask students questions. They will be looking for
student comprehension, and looking to see what problem the students will present. It is
also important, that If the students do not understand the problem as a whole class, we
stop and answer any confusion.

3) AFTER: Summarizing / Final Discussion

Consider how you will:

Facilitate a class discussion and a sharing of students strategies. Each table
group will have the opportunity to show one problem. They will create a poster board
with their work. This will allow students the opportunity to see what there classmates
are thinking. (great, consider my suggestion above to have each group represent
multiple strategies for the same problem on their poster) Do you have room in your
class to do a gallery walk? I think you might not they have small classroom at Davis,
right?
Encourage dialogue and debate: Each group will have the opportunity to answer
questions that are asked by the teacher or student. Then we will go through the work
as a class and make sure that our answer is correct. It is important to emphasize that
students will respect each other.
Questions to ask: What was the first step to the problem?
Were there any struggles that you ran into?
I dont quite understand can you explain it again?
What is one thing that you could have done different?
Is there another way to do this? Great questions!

Summarize the important mathematical ideas.

After each student present we will talk about how important math is. We will reflect on
the different stores, and jobs that use math. Here you want to be a little more specific
with the students. Once you determine how you will deal with the multiple strategies
you might select one strategy to really emphasize and summarize here or you might
think about two different strategies and how they relate and then you can summarize
those relationships.
ASSESSMENT

How will you assess what students learned?

I will Asses the students learning, when they are talking about their posters. I will look for how
well the group worked together. How the students helped each other understand the problems
and solutions.
What will you be looking for to see if they understand the main math goal of the lesson,
related to multi-digit multiplication.

ACCOMODATIONS FOR OTHER STUDENTS

I could change the numbers for the students that need help. Please give examples. I can also
create a worksheet where the student can use the different multiplication methods, but they
will plug them into the spaces given to them. What about language modifications? Do you
have any students who need language support?