Rider Student Teaching Lesson Plan Format

Student Teacher: Angela Walter

Subject(s): Math
Unit: Unit 5
Lesson Title: Two Step Word Problems in Everyday Life
Grade: 3
1. Standards:
CCSS.Math.Content.3.NBT.A.3-Multiply one-digit whole numbers by multiples of
10 in the range 10-90 (e.g., 9 80, 5 60) using strategies based on place value
and properties of operations.
CCSS.Math.Content.3.OA.A.3-Use multiplication and division within 100 to
solve word problems 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.
CCSS.Math.Content.3.OA.D.8-Solve two-step word problems using the four
operations. 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.
2. Objectives:
Students will be able to engage in a series of math related activities that connect
everyday life to two step word problems.
3. Materials:
Pencils
Math Paper
Trays
Prompt Cards
Question Cards (20 for each station)
Smartboard with timer
Coupons
Calendars
Playing Cards
Baseball Stats
4. Procedures:
o Introduction:
As the students enter the room, they will play a round of Noggle.

The warm up game asks the students to make 100, in a path, using
only addition and multiplication.
The teacher will explain the activities to the class.

We have been learning about two step word problem and

different ways we can solve those problems. Last time we met, we
talked about two step word problems in our everyday lives. Today,

Rider Student Teaching Lesson Plan Format

we are going to complete a few activities that relate these word

problems to our everyday lives.
I will explain the four different activities the students will
complete.
I will also explain how the cycle process will work and how we
will change centers.
o The students will be told that they will write a two-step
word problem at the end of the activity so they should be
thinking of ideas as they work on the activities.

o Body:
The students will be divided into 4 groups.
Each group will work on a different activity.
Each activity will be timed with a timer on the smart board.
For each activity, the students will complete a corresponding worksheet
with questions.
Activity 1- The students will receive two coupons each. With the
coupon, the students will determine if they could buy both items or
not with a particular amount of money. When done, the students
can arrange the coupons from the greatest value to the least value.
If the students are done that, they may sort the coupons into
categories.
Activity 2-The students will count how many weeks are in a
calendar year. They will then determine how many weeks have
either a 13 or a 31. With that total of weeks, the students will figure
out how many weeks do not have a 13 or 31.
Activity 3-The students will randomly select 7 playing cards and
calculate the total. The students will then select one suit of cards.
They will calculate the total value on the cards. They will then
subtract that total from the total they had from the seven cards.
Activity 4-The students will select a baseball player. They will
calculate the total number of games they have played. They will
then figure out the total number of hits they have recorded. Once
they have those numbers, they will figure out how many game
their player did not have a hit.
o Closing:
With seven minutes remaining, the students will return to their seats.
The students will be asked to write a two-step word problem inspired by
the activities they participated in.
o As we prepare to take out test on two step word problems,
we engaged in activities that show the two step word
problems are seen in our everyday lives.
5. Assessment:

Rider Student Teaching Lesson Plan Format

oThe students will be assessed by their ability to create a word problem.

o The students ability to connect the activities to the unit will show if the
students had understood the unit.
oThe answer sheets the students will complete will show if the students were able to
take the necessary steps to solve the problems.
6. Accommodations, Differentiation, Management Issues, and Transitions:
Accommodations:
Students who are overwhelmed by the numbers will be given preselected cards or
activities that are easier to manage.
o Students will be given cards that are even or end in five so they are easier
to add.
o The students will be given coupons that are rounded to the nearest dollar.
Differentiation:
Because the activity includes centers, there is no differentiation in these
activities.
Management Issues:
The students will be assigned groups.
The students will be given direction before they are to move to their
activity.
For time management, a timer will be displayed in the smart board.
The students will be warned with two minutes left in the activity.
Transitions:
Instead of walking from station to station, the students will pass the materials on a
tray to the next group.
The students will be warned when there is two minutes left for each activity.

Lesson Plan Chart:

PROCEDURE
S
INTRO

BODY

TEACHER DOES

STUDENT DOES

EST. TIME

Place Noggle on the board

Walk in and try and figure out 8 Minutes

ways to make 100

Introduce the lesson

Give directions
Assign groups
Walk around and assist with
activities
Warn the students when there is
two minute left

Clear desk
Listen to directions
Meet with groups
Participate in activities
Complete worksheets
Wrap up activities
Pass the tray to the next group

5 Minutes
10
Minuteseac
h activity
Included in
the
10

Rider Student Teaching Lesson Plan Format

CLOSING

Stop the timer and give directions

Give the students directions
Walk around assisting students

Return to seats
Write two step word problems

minutes
1 Minute
7 Minutes

Directions for chart:

For the lesson that I will observed, please fill out this chart. For all other lessons, you may use the part
before this chart, or continue to use this chart.
In the column The teacher is: you will write what you are doing and a teacher minute by
minute, for example: reading short story. Taking attendance, conferring, etc.
In the column, Students are , you will write what the students are doing minute by minute,
for example: listening to read aloud, reflecting upon writing, clapping out the syllables, etc.
Write an estimation of the time that you believe it will take to accomplish each of the tasks.
(This is very difficult to do when you are just starting out)
The concept here is that beginning teachers tend to plan for what they will do to present the
lesson to the students. They generally do not consider what the students are doing minute by
minute, in response to what they do. Likewise, beginning teachers need to plan for what they
will do when the students are engaged in learning. Teaching is a contact sport, everyone in the
room is engaged throughout the lesson.