Ms.

McAuliffe - Grade 4 Mathematics

Module 3, Multi-Digit Multiplication and Division (Lesson #13)

LESSON
OBJECTIVE
Students will
be able to:
Use
multiplication,
addition, or
subtraction to
solve multistep word
problems.

KEY POINTS OF THE LESSON

WHAT

Addition
Multiplication
Subtraction
Deciphering word problems (i.e. trigger words, verbs, etc.)
Solving multi-step problems
Modeling problems in drawings (i.e. arrays, tape diagrams, etc.)
Writing answers as complete sentences

HOW:
Using the Fantastic Four Steps to solving word problems
1. Read for key facts/clues (i.e. important numbers, words, verbs, etc.)
2. Draw a picture to model what you do know
3. Write a solution sentence (of what you dont know / are trying to find)
4. Solve, and plug in your solution to #3.
WHY:
Most math problems we come across and have to solve in every day life dont come in the
form of quick facts (i.e. solve 4 x 8), but rather in more subtle ways. We need to learn how to
decipher those problems and solve them.

END-OF-LESSON ASSESSMENT: EXIT TICKET

Solve using the Fantastic Four Steps:
1. Michael earns $9 per hour. He works 28 hours each week. How much does he earn in 6 weeks?
2. David earns $8 per hour. He works 40 hours each week. How much does he earn in 6 weeks?
3. After 6 weeks, who earned more money? How much more money?

CONNECTION TO THIS UNITS GOAL

This lesson builds upon students understanding of place value, and its use in multi-digit addition/subtraction, as well
as the three strategies we practiced for multi-digit multiplication. Furthermore, it builds on the same four steps we
used previously to solve 1-step word problems.
4. OPENING (10 min.)
Teacher Actions:

Student Actions

Teacher gives a DO-NOW to students: Part 1 asks students to do some quick

multiplication facts as a warm-up to help with multiplication in the word problems. Part
2 asks students to solve a word problem. Students are only given 2 minutes to solve,
and the expectation is that they struggle. As the teacher collects the Do-Now, the
teacher will lead a mini-discussion about why it was so hard to solve that word
problem, and what strategies might make it easier. The teacher then transitions into
introducing the Fantastic Four steps that students can use as a problem-solving
strategy.

Students work
independently to solve the
Do Now, and then engage in
a whole-class discussion
lead by the teacher about
their experience completing
the Do Now.

3. INTRODUCTION OF NEW MATERIAL (10min.)

Materials: Guiding packets and 4-step charts
Student Actions:
Teacher models the first problem for students using a think aloud strategy to
complete the four-step chart and solve the following problem:
Over the summer, Khadeef earned $180 each week for 7 weeks. He spent $375 of it
on a new tablet and $137 on clothes. How much money did he have left?

Students are taking notes to

familiarize themselves with
filling in the 4-step chart.

2. GUIDED PRACTICE (15 min.)

Materials: Guided Note sheet
Teacher Actions: (Most Guided)
Teacher introduces problem #2. Teacher calls on a student to read part A aloud, while
other students underline key facts/clues to help fill out the chart. Teacher calls on
volunteers to help fill out steps 1-2 of the chart. Teacher models how to fill out step 3,
and sets up the work for step 4. Teacher calls on students to help solve small parts of
step 4.
Problem 2: Part a)
In one month, Imani read 814 pages of her book. In the same month, Alicia read 4
times as many pages as Imani. How much did Alicia read?
Teacher Actions: (Medium Guided)
Teacher moves on to part B of question #2. A volunteer reads aloud part B while
students listen and underline clues in the problem. Students are then asked to
complete steps #1-2 on their own, on their papers (write out the facts they do know,
and draw a picture to model it).
The class comes back together, and student volunteers share out what they did for
steps #1-2. The teacher then asks student volunteers to help the class complete step
#3. After step #3 is complete, student volunteers help set up step #4 for the class, and
students are released to solve (step #4) on their own/plug their answers into step #3.
The class then comes back together and reviews student work on that problem.
Problem #2, Part b)
b) If Alicia read 143 pages more than Keshon, how many pages did Keshon read?

1. INDEPENDENT PRACTICE (15 min.)

Student Actions: (Most

Guided)
Students listen and
underline clues in the
problem, while the problem
is read aloud twice. Students
are asked to volunteer to
solve small steps that the
teacher sets up.
Student Actions: (Medium
Guided)
See description to left.
Students are expected to
engage in silent,
independent work, as well as
collaborative, whole-class
work during this stage.

Materials: Independent Practice/Homework Sheet

For the last problem, the teacher reads all 3 parts of the problem out loud twice while
students listen and underline key facts and clues to help them solve. Then, students
are given 10 minutes so draw, solve and write for all 3 parts of this last problem.
The teacher circulates and positively narrates students who are silently and
productively working, and offers targeted help to students who raise their hands.
After 10 minutes, the class re-groups to talk about progress and issues problemsolving during their independent practice time. Answers are shared, and
misconceptions are addressed for 5 more minutes.
Problem #3:
a) Tajanae earns $9 CLEAR bucks per hour for sweeping. She works 28 hours each
week. How much does she earn in 6 weeks?

Students finish the last steps

to solve parts A C of
Problem #3. Students are in
their seats, working silently
and independently on filling
in their four-step charts and
solving the word problem.
After 10 minutes of work,
students come back together
as a class and share out
about the answers they got,
questions they had, and
strategies they used to
problem solve.

b) Ronald earns $8 CLEAR bucks per hour for being a table captain. He works 40
hours each week. How much does he earn in 6 weeks?
c) After 6 weeks, who earned more money? How much more money?
5. CLOSING (10 min.)

Lesson Summary:
Today we focused on a strategy we can use to help break about any word problem into easy steps. This strategy
asks us to first identify the facts we do know in a word problem, so we know what we are starting with/working from.
Then, we have to draw what we know as a picture, so we have a visual to work from. Then, we write the beginning of
a solution sentence (i.e. the total number of crayons she has is _____ ) so that we know what we are looking to solve
for in the problem. Finally, we actually go in and do the math using the steps we got from our key facts/drew in our
drawing. When we find an answer, we plug it in to our solution sentence to make sure our answer is complete, and
answers the question we were asked.
Prep. for exit ticket
ASSIGN EXIT TICKET (8 minutes) see example above.
ASSIGN HOMEWORK
Lesson 13 Word Problem Practice Challenge Homework

See below for lesson materials:

DO NOW

1. Find the product of the factors as fast as you can:

3x2=
30 2 =
300 2 =
3,000 x 2 =
30 x 3 =
3,000 x 3 =
300 x 5 =
70 x 5 =
4x8=
400 x 8 =

2. Challenge Word Problem:

There are 400 children at Park Elementary School. Park High
School has 4 times as many students. How many students attend
BOTH schools IN ALL?

Name: _______________________________

Date: _____________

Lesson 13: Challenge Homework

Word Problem Practice
1. A pair of jeans costs $89. A jean jacket costs twice as much.
a) How much does the jacket cost?

b) What is the total cost of a jean jacket and 2 pairs of jeans?

2. Iman went shopping at Game Stop.

a) He bought a video game on sale for $15. The original price of the game
was 3 times that amount. What did the game cost before the sale?

b) Iman also bought a movie on super-sale for $7. The original price of the
movie was 5 times that amount. How much did the movie cost before the
sale?

c) All together, how much money did the game and the movie cost before
they went on sale?

3. Sprint sold 762 iPhones this month. Verizon sold 3 times as many
phones as Sprint.
a) How many phones did Sprint sell?

b) If T-Mobile sold 143 less phones that Sprint, how many did T-Mobile sell?

CHALLENGE PROBLEM:
How many iPhones did all three companies sell altogether?

4. Place Value Review: What is the value of the underlined digit

(Not the PLACE, but the VALUE)
Example: 498,200 - The value is
400,000

Example: 95,807 - The value is 5,000

a) 1,297,645 - ______________
b) 309 - __________________
c) 70,500 - ________________

d) 3,999 - ________________
e) 31 - ___________________
f) 26 - ___________________
g) 751,002 - _______________
h) 802,910 - _______________

Sample Lesson Plan