A lesson plan is a written document that lays out how a teacher will present instruction on a daily basis. It is important to know that most lesson plan templates have several c

Unit Title: Multiple/Divide whole numbers and decimals single step and multi-step word problems.

Focus of the Day: Monday

Condition: Given five-word problems using whole numbers and decimals.

Behavior: The student will find the product or quotient.

Criteria: Student will get 4 out of 5 correct.

SOL # Learning Objectives:

Monday:

SOL 5.4 The student will

The student will create and solve single-step and multistep practical problems involving multiplication and division.

SOL 5.5 The student will

The student will create and solve:

1. For the product and quotient of two numbers as decimals.

1. Single-step and multistep practical problems involving multiplication and division of decimals.

Specific Objective: (Setting a Purpose)

Determine an appropriate method of calculation to find the product and quotient of two whole number and two numbers expressed as decimals through thousandths, selecting from among paper and pencil, estimation, mental computation, and calculators.

Estimate to find the number that is closest to the product or quotient of two whole numbers and numbers expressed as decimals through thousandths.

Find the quotient and product of two whole numbers and numbers expressed as decimals through thousandths, using paper and pencil, estimation, mental computation, and calculators.

Materials Needed:

Anchor chart (UPS Check)

Vocabulary (what new vocabulary will be introduced during this lesson?)

Quotient

Product

Divisor

Dividend

Multistep

Estimation

Essential Questions of the Day:

Essential Questions:

What are key words to look for when having to multiply or divide?

What situation call for the computation of quotients? … products?

How do we determine whether it is more appropriate to estimate the solutions to problems than to compute them? What determines a reasonable estimation for a given situation?

Enduring Understanding

Understand the meaning of mathematical operations and how these operations relate to one another when creating and solving single-step and multistep word problems.

How do the mathematical operations relate to one another when creating and solving single-step and multistep word problems?

Possible Misconceptions (What might confuse students? Or what might they miss?)

Daily Spiral Math Review (5 problem strand review)

Number Sense:

Which group of numbers only consist of composite numbers?

a. 37, 29, 14, 55

b. 9, 58, 19, 17

c. 17, 37, 61, 97

d. 46, 18, 36, 69

Computation and Estimation:

Multiply: 3.57 x 23

Measurement and Geometry:

What is the perimeter of a rectangle that is 25 mm wide and 15 mm long?

Probability and Statistics:

How many different outfit combinations can you make if you have 4 shirts and 6 pair of parts?

Algebra

57 x C = 513: What is C?

Mental Math – Number Talks (Develop mathematical abilities)

Brain Buster: 37 + 42 -1 =

Problem-Solving and SOL Concept Lesson

CPA Model

(What instruction will be provided to students to help students through the problem-solving approach?)

· Division Word Problem: Blueberries

· Two-Step Word Problem: Truffles

Teacher will review strategy on how to solve word problems using the SOLVE method.

Understand: First we have to understand what the problem is saying. We can do this by retelling the problem; reading it twice; taking notes; studying any charts and diagrams; looking up any words and symbols that are new or we are unsure of.

Plan: Next, we decide on a strategy. What operations will we use and what steps should we use to solve the problem?

Solve: Then, we solve the problem. Follow the plan and work carefully. If our first attempt doesn’t work, we try another plan.

Look back: Finally, we check our answer. We ask ourselves if our answer makes sense. Is it reasonable?

“I DO”

The teacher will review the strategies

The teacher will model:

You do:

Shawn read 47 books. Each book had 312 pages. How many pages did Shawn read all together?

We do:

Betty, Greg, and Francine shared 12 cookies. How many cookies did each person get?

You do:

Linda went to dinner. She paid for her and her 3 friends’ food. The bill came up to $65.72. How much was each person’s food?

Stations for the week:

I ready math

Reflex math (multiplication drill)

Teacher station (word problems)

Prime/composite

Released test items Math

Rounding Decimals

Bloom’s Taxonomy Used:

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

(List the questions being asked of students according to Bloom’s taxonomy?)

Remembering: the key words that identify a subtraction problem and an addition problem.

Create: story problems that involve multiplication or division of whole numbers and decimals.

Apply: problem solving strategies to find the product or quotients of whole numbers and decimals.

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used to make sure there is

evidence within throughout instruction.)

☐ Similarities and Differences

☐ Homework and Practice

☐ Setting Objectives and Providing Feedback

☐ Summarizing and Note Taking

☐ Nonlinguistic Representations

☐ Generating and Testing Hypotheses

☐ Reinforcing Effort and Providing Recognition

☐ Cooperative Learning

☐ Cues, Questions, and Advance Organizers

Common Formative Assessment (Checking for understanding)

Math Facts Practice

Reflex Math

Reflections: (What would you do differently, change or improve? What concerns do you have?)