Name: Sara Hussain Obs.
#: 1
Subject Area: Math Date: 9/21/20
Time Duration: 60 minutes Grade: 4th
Lesson Title: 1-6: Guide to Solving Number Stories
Unit: Unit 1: Place Value; Multidigit Addition and Subtraction.
Content Standard Alignment:
Focus Clusters:
Use the four operations with whole numbers to solve problems.
Use place value understanding and properties of operations to perform multidigit arithmetic.
CCSS.MATH.CONTENT.4.NBT.A.2
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare
two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the
results of comparisons.
CCSS.MATH.CONTENT.4.NBT.A.3
Use place value understanding to round multi-digit whole numbers to any place.
CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number answers using the four
operations, including problems in which remainders must be interpreted. Represent these problems using equations
with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
CCSS.MATH.PRACTICE.MP1
Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP7
Look for and make sure of structure.
Lesson Objectives/Instructional Outcomes:
1. Students will be able estimate sums.
2. Students will be able to solve a multistep number story.
3. Students will be able to review and apply an approach that can be used to solve number stories.
4. Students will be able to solve addition and subtraction number stories.
Instructional Materials/Resources:
1. Smart board
2. Math lesson slides.
3. Laptop
4. Students math journals
5. Pencils
6. Math home link.
Methods and Instructional Strategies
Anticipated Student Misconceptions:
Students believe that every sentence within the word problem is directly related to solving the problem
whereas there is often information in the story problem that is just “fluff” and not helpful in solving the
problem.
Concept Prerequisites:
1. Students will already know how to add and subtract two digit numbers.
2. Students will already know the place value of digits in a number.
3. Students will already know how to write number models.
Introduction- In order to hook students into this lesson, I will bring the students back from their
Anticipatory Set: individual reading time and prepare them for math. I will say, “Okay friends it is time
for math so please put your books away and take out your math journals and a pencil
please.” Once I see that everybody is ready, I will pull up the math slideshow and get
started with the warm up. I will say, “To get you all warmed up for this lesson I am
going to show you a story problem that you will solve using estimation.” Once I
present the warm up activity to the students I will give them some time to work
through the problem and have a couple students share their answer and strategy with
me.
Instructional Activities: 1. To begin the lesson, I will continue going through the slideshow after the warm
up slide is presented. I will present the learning targets on the next slide that will
be displayed as “I can statements”. This will allow students to prepare themselves
for what they are about to learn and have an idea of what they will be able to do
by the end of the lesson.
2. On the next slide is a page presenting a sample story problem that I will be
working on with the students. This is for the students to get more practice with
solving number stories. The first thing I will address is what the we already know
from the story problem and what we are trying to find out. Next, I will ask, how
can you find the number of stories Terrell needs to climb? What will you do first?
And what strategy or tool can you use? Since this is the first question in this
lesson, I will most likely tell them the answers to these questions or at least ask
them to attempt it and then will call on people to answer for the next example. I
will also make sure I mention that you can use number models and letter to stand
for the unknown quantities and go over how to apply that to the specific story
problem. We will them move on to making estimations before getting the exact
answer, I will show the students how to round up or down based off of the
number and what we can estimate the answer to be. I will also discuss the
strategies that can be used to add or subtract to solve these number stories.
3. The slide includes several examples just like that for the students to practice. I
will do the next example with the class and this time lean more towards them for
the answers to the question, I will call on students and we will work through it
together. For questions 4 and 5, I will put students in breakout rooms for 10
minutes to work on the next story problem together. I will tell them, “okay friends
now that we have worked on a couple problems together, I am going to put you in
breakout rooms to discuss the next problem with your group and work on it
together. We will regroup in about 10 minutes and discuss what you
mathematicians came up with, let’s get to work!” I will pop into the breakout
rooms and check in with them to make sure they are on the right track. I will then
regroup with the class and go over what strategy they used to solve the problems
and guide those who need the help.
Wrap Up- To end the lesson, I will compliment the students on their hard work and say, “You
Synthesis/Closure: mathematicians did a wonderful job today in Math and I loved the teamwork I was
seeing in the breakout rooms today!” I will assign the students their homework for
tonight with will be home link 1-6. I will inform them that this will be due Tonday
and we will go over the answers together.
Transition(s):
In order to transition students to lunch I will tell them to put their math materials away. I will then tell the students to
make sure they are on mute and their video is off before they go off for lunch and be back by 12:55 because then I
will explain how they will go to their specials class next.
Differentiation According to Student Needs
For students who are struggling I will spend more time with them in their breakout rooms and work with them for a
longer period of time. I will do the math journal page with them if I have to. For the students who excel in math, I
will just check in with them and leave the breakout room and let them work on the journal pages. For students who
finish those math problems before their five minutes are over, I will tell them they can start working on the math box
page.
Assessment (Formative and Summative):
I will be formatively assessing the students as they work in the breakout rooms and work on solving the
problems in their math journal. I will check in with them and ask them if they need any help with the
problems. Throughout the lesson I will ask students to give a thumbs up or thumbs down if the content
makes sense to them. As I formatively assess them, I will be writing down notes for what I can do next time
for kids who are struggling with certain concepts in this lesson.
Personal reflection on the lesson:
Questions I will think about-
How were my classroom management techniques?
Did the students understand? How do I know?
How could I have formatively assessed them differently?
What other strategies could I have introduced?
