Lesson Plan

Lesson Title: If 2 students got 1 word problem, what could they produce in 100 minutes?
Grade: 6 Subject/Strand: Mathematics Unit: Mental Math
Location: Classroom Times: 100 minutes (11:30-1:10)
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
In this lesson students will be working in partners to solve word problems using mental math strategies. This lesson demonstrates that
mental math can be used in daily life outside of school. By placing the assignment in the context of a word problem, students are able
to collaboratively consolidate their knowledge from the previous math classes.

Edugains powerpoint slide on mental math addition claims that the aim of teaching students this skill is to have them solve problems
related to their lives, and to view and discuss thinking and strategies for the solutions
(www.edugains.ca/resourcesMath/CE/LessonsSupports/.../Addition.ppt, slide 4). Both of these goals will be achieved in this lesson
and throughout the remainder of the unit.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Mathematics - Number Sense and Numeration (page 88): solve problems involving the multiplication and division of whole numbers,
and the addition and subtraction of decimal numbers to thousandths, using a variety of strategies.
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Number Sense and Numeration - Operational Sense (page 88): add and subtract decimal numbers to thousandths, using concrete
materials, estimation,algorithms,and calculators. (T)
Mathematics - Number Sense and Numeration: Operational Sense (page 89): multiply and divide decimal numbers by 10, 100,
1000,and 10 000 using mental strategies (T)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn:
● To solve a word problem using mental math strategies
● To express my thinking using math vocabulary

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [X] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can:
● Work collaboratively to create a plan
● Use mental math strategies to solve the provided problem
● Express the mental math in words using relevant math vocabulary
● Orally share the solution strategy
● Correctly solve the problem

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students-
Performance (Write, Say, Do) What are the students doing to show their learning?
● Explaining the solution to the provided
Written word problem using mental math
Oral strategies
● Use relevant math vocabulary (ie
strategy names, sum, difference,
product) in written and oral
communication
Assessment Tool - Instrument used to
assess; Record Keeping format
● Did the students get the correct
answer?
● Did the students show their
thinking?
● Did they use mental math
strategies to solve the problem?
● Students will be marked on this
 criteria from their solution which
will be used toward their unit
grade.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
● Used mental math strategies in previous grades
● Been introduced to multiple mental math strategies specific for addition (whole numbers and decimals)
● Learned mental math strategies for subtraction (whole numbers and decimals)
● Practiced mental math strategies with whole numbers to the thousands
● Knowledge of basic, common math facts (addition, subtraction, multiplication, division)
● Learned mental math strategies to multiply and divide both whole numbers and decimals by powers of 10 and decimals
I.E.P. program implications: Accommodations, Modifications
Students with IEP modifications can be given a question that is relevant to their needs
Differentiation: Content, Process, Product, Environment, Assessment
Content: Two different options for problems to choose from
Process: Students will use a variety of strategies to solve the problem
Product: Student explanation of the problem and strategies will vary
Assessment: JD and partner will be modified to meet IEP requirements
Learning Skills/Work Habits: [X] responsibility, [X] organization, [ ] independent work, [X] collaboration, [ ] initiative, [ ] self-regulation
Responsibility: All portions of the question must be answered and the success criteria met
Organization: Organize the page and their thoughts (mental math strategy explanation) is a logical, easy to understand way. As I
cannot read their minds they must share the process they used to solve the problem.
Collaboration: Productively work in pairs to solve the provided problem. Listen respectfully to each other’s ideas and opinions.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
product, sum, difference, mental math strategies, compensation, make 10s
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

● Word Problem Question page (with success criteria)

● Large pieces of paper for each group
● Markers, pens, pencils, pencil crayons
● Magnets
● Word Problem YouTube video: 7 minute, 12 second video describing the BUCK strategy to solve word problems and providing
modeled examples
● Anchor chart

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 15 minutes (Indicate time breakdown of instructional elements)

“During this period, you will be working with a partner that I

have selected to solve a word problem using mental math
strategies. For many students word problems are one of the
worst parts of math. If you have a strategy to solve word
problems, they become much more simple to solve. This video
will teach you a potential strategy and give examples of using
the strategy.”

Play YouTube video.

“Let’s develop an anchor chart using the information from the
video. The acronym used to solve word problems was BUCK. Box the question
What do the letters stand for?” As students respond, write the underline important information
information on the anchor chart. circle definitions
knock out unnecessary information

“Now that we have this basis to be able to refer to well

solving your problems, let’s look at the learning goals and Read LG/SC
success criteria for the assignment.”
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 60 minutes (Indicate time breakdown of instructional elements)

“There are two word problems that you and your partner can
choose from to complete the assignment.” Read each word
problem.

“When you meet with your partner, you will have to decide
which problem you want to complete and use mental math
strategies to solve the problem. Each group will be given a piece
of paper this size to use as you deem necessary to convey your
thinking. Remember that with mental math we need to describe
our thinking in writing so that others can understand what we
did. I will be collecting these pieces of paper from each group at Work in partners to select and solve problem. Transfer required
the end to grade. Toward the end of the period, you and your information onto paper.
partner will share your solution with the class.”

Give students their partners and paper.

Provide time to complete the problem and use the provided

paper to record information.

Circulate classroom as necessary to provide assistance.

Provide a 5 minute warning to students.

Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 25 minutes (Indicate time breakdown of instructional elements)

“Let’s return to our desks to listen to our peers present their Read LG/SC
work. As we know, with mental math there are multiple ways to
find the correct solution so it is important to listen respectfully
with others share. Before we begin, let’s review the learning
goals and success criteria.”
Present/explain work and listen respectfully to other students
Select student groups to present their work. sharing.

Extension Activities/Next Steps (where will this lesson lead to next)

Students will:
● Participate in mental math revision games
● Write a mental math strategies test
● Use mental math addition, subtraction, multiplication, and division in their own lives outside of school
 Mental Math Word Problem Assignment

Learning goals:

● To solve a word problem using mental math strategies

● To express my thinking using math vocabulary

Success criteria:

● Work collaboratively to create a plan

● Use mental math strategies to solve the provided problem
● Express the mental math in words using relevant math vocabulary
● Orally share the solution strategy
● Correctly solve the problem

Select one of the two following word problems to solve with your partner. Use the
provided paper to display your answer and thinking. Remember that mental math
strategies must be explained to others.

Question 1:

Bob, his wife, and their daughter were driving to Nashville. They wanted to stay
overnight, sightsee the next day, and go home before bed. They needed to pay for
breakfast, lunch, and dinner. Breakfast at McDonald’s was $2.32 each. Lunch from
KFC was $3.29 each, and dinner at Wendy’s was $4.89. Estimate if $40 would be
enough to pay for all of their meals. Determine, using mental math strategies,
how much money would be required to cover all food purchases.

Question 2:

Jane’s mom needs to buy enough gas to fill up her tank. She needs 15 gallons.
There is a Shell station 3 blocks away selling gas for $1.19 per gallon.
Additionally, there is a Speedway one kilometer away selling gas for $1.07 per
gallon. Estimate how much it will cost Jane’s mom to purchase gas from each
station. Use mental math strategies to determine how much she will spend at each
station. How much money would she save by shopping at the Speedway?