Student:

Courtney Ho

Mentor:

Mrs. Dara Marino

Title:

Break It Down!

Topic:

Multi-Step Word Problems

Date:

March 17, 2015

Time:

45min

Grade Level:

4th

School:

Roundy Elementary

1) State Standard: 4.OA.A.3 - Use the four operations with whole numbers to solve problems
2) Teaching Model:
Direct Method
Kagan - RallyCoach
3) Objectives:
Students will solve multi-step word problems by breaking the problem into simple and
manageable steps.
4) Materials and Technology Resources:
ELMO for modeling and sharing of students work
Word problem packet
Gold coins
5) Instructional Procedures:
A) Motivation/Engagement 1. Assign students to work in pairs, pass out word problem packet, and have one
student from each pair grab a bag of gold coins.
2. Briefly review expectations when using manipulatives.
3. The first problem in packet will be done together as a class using the ELMO
and Kagans Rally Coach structure.

i. Ask for volunteer to be teachers partner for this first model problem.
ii. Student (partner A) will read the multi-step word problem and teacher
(partner B) will write out the steps in the Break It Down box by asking
What are the steps? (DOK - Level 1, Recall). Have students repeat.
ii. Teacher (partner B) will model and identify the operation in each step
(DOK - Level 1, Recall), and student (partner A) will write next to the
corresponding step. Have the class repeat with their partner.
iii. Model to students how to show their work (DOK - Level 2, Infer) by
having student (partner A) use the gold coins and teacher (partner B)
drawing what student did in Solve It box. Have class repeat with their
partner.
iv. Switch partners by having partner B give solution in a complete
sentence out loud while partner A transcribes was partner B says into
Solution box. Have class repeat with their partner.
B) Development Activities/Learning Experiences
1. Thank student for being volunteer and have them return to their seat.
2. Have student pairs complete second and third problem on their own pace,
giving quiet signal when they are finished.
3. Teacher must check answers on second problem before allowing students to
move on to third and final problem.

C) Closure 1. After the pairs finish working, have a pair compare their work with another
pair at their table (DOK - Level 3, Strategic Thinking).
2. Have a pair come up to ELMO and show class their work (DOK - Level 3,
Strategic Thinking). The rest of the class should check their work.
D) Extension - If time permits, have students write a new multistep word problem
(DOK, Level 4 - Create) and on the back of their paper and the solution in their math
notebook. Then have partner groups at their table switch and solve each other problems.
6) Accommodations:
Students can work in groups of 3 to accommodate for odd numbers, rotate partners by
having each partner write in one box of the worksheet while the other 2 use manipulative
and come up with solution together.
7) Modifications:
Change numbers of word problem into something more manageable and have students
use manipulative (cubes) to help solve problem.
If student misuses manipulative, the pair looses the privilege to work with them and
they must show their work in Solve It box using traditional methods.
8) Differentiation:
Teacher will circulate while students are working to work with individuals who need the
extra help and attention.
Teacher can create a simpler word problem that doesnt include so many steps for those
students at a lower level.

9) Assessment of Learning:
A) Formative - When students are repeating the teachers model, take note on which
partner pair is working well and not so well. If major problems occur, have partners
switch before moving onto developmental activities.
B) Summative - Check students homework for understanding
10) Homework: Pass out new problem worksheet for students to complete at home, this will be
their exit ticket to line up and go to lunch. They can make a drawing in the Solve It box to
represent manipulatives, or they can show their work using traditional methods.
11) Reflection: I saw a big improvement during this lesson. Many of the students loved the idea
of using manipulatives to help them solve a problem, as many came up to me after and told
me how much the coins helped them. I also believe that the students were finally
understanding how to look at the problem step-by-step because I used the same format as I
did in the previous lesson. Not only did this save some time, but the students figured out that
the format would be the same and that I was looking for the same thing. It wasnt a new
model I had to teach, the students already knew my expectations. The only thing that didnt
work as planned is that the quiet signal was a lot more difficult to manage. The students
knew that they had to stop what they were doing after the first question and I would have to
check it before they moved on. I didnt realize that a lot of them would finish so quickly and
because there are many students in that classroom, it was hard for me to get to the groups
that finished quickly and have them use that down time efficiently. Next time, I would have
them maybe have them check their work at their tables first then have me come to check
them, so I have the time to walk around and help others.