Kia Williams Math Methods 4401Sec 10 Title of Lesson: Challenge 3 Topic: American Hero Problem Subject Area(s): Mathematics

integrated with social Studies content. Grade Level: 3 Description or Outcome Statement:

Students will be able to represent and solve word problems involving multiplication and division within 100. Students will be able to interpret multiplication problems as groups of objects being put together by using an array and labeling it with a multiplication sentence Students will be able to interpret division problems as groups of objects being broken apart into equal groups Students will solve two step problems using all four mathematical operations (+, -, x,/ ) Students will demonstrate methods to solve word problems by showing equal groups, creating arrays, using drawings and equations with a symbol for the unknown number to represent the problem. Students will be appropriate strategies to solve math problems. Students will be able to effectively communicate their methods using accountable talk.

Georgia Performance Standards/Common Core State Standards:

CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 7. 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.1 CCSS.Math.Content.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 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.3

SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy. (Susan B. Anthony (womens rights))
Specific Lesson Objective: Students will practice solving two step problems using mathematical operations and demonstrate methods to solve showing equal groups, creating arrays, using drawings and equations with a symbol for the unknown number to represent the problem.

Language Objective: One of the main goals for the students is to communicate their ideas using accountable in order to clearly express their thinking and methods to solve a word problem. Students will work in groups to communicate and share their ideas. Next, students will have a chance to explain their groups ideas to another group. The objective for all students is to be able to verbally and visually explain their methods for solving. (I expect all students to increase their communication verbally and visually. ELL students will have a chance to explain themselves visually, but will be encouraged to communicate with their groups orally.) Essential Question(s): What are the different methods that can be used to solve a word problem? Materials Needed: Computer Turbo quest Challenge 3 Big sheet of paper divided into four work sections and one middle section Pencils Enough space to lay out the sheet of paper Timeline Piece to give after the task is completed Interactive board Technology: Technology is incorporated into the lesson because this lesson is built into in a turbo quest unit. Throughout this unit, students will explore integrated lessons on their own using activities and directions prompted online. For the math specific section (labeled Challenge 3), students will have the choice to either read or follow the step by step directions or watch a video with instructions for the activity. Procedures: Mini-lesson (Approximately 15 minutes): Students will sit on the carpet. Teacher will place a multiplication word problem on the interactive white board such as: Jason had to solve this problem: Ryan is going to earn a little money this summer by mowing lawns in his neighborhood. He plans to charge $7.00 per yard and has his schedule worked out for the first two weeks of summer. In the first week he will mow 19 lawns and he has planned to mow 15 lawns in the second week.

Jasons answers: How much will Ryan earn in the first week? _133__ How much will Ryan earn in the second week? _105_

First, the teacher will ask the students what the problem is asking them. Then the students will be asked what is the problem is asking Jason to do. Teacher will then call on students to name the methods to solve this problem. The teacher will then write these method names on the interactive white board. (Methods include: showing equal groups, creating arrays, using drawings and equations with a symbol for the unknown number to represent the problem.) Next, the teacher will call on one student to solve the problem using the methods just given by the student. Teacher will make sure they are clearly explaining their thinking using accountable talk. Teacher will give examples of explaining an idea to solve a problem using accountable talk. During this portion, the teacher will be modeling or demonstrating any material that students need a clear understanding of. Motivation: The motivation in this lesson is to get the directions from the Turbo Quest and solve challenge 3. Statement of Purpose: The purpose of the lesson is not the answer. The answer is given, the purpose of the lesson is to practice the methods that can be used to solve word problems and effectively communicate your ideas to a group of people. Academic Language: Academic language in this lesson is referred to as accountable talk. When students are explaining their thinking to each other, they should be using vocabulary such as multiplication, array, equal groups, drawings, pictures, division, addition, and subtraction. Body of the Lesson/Guided Practice: After the mini-lesson, students will be directed to break off into their turbo quest groups (grouping based on behavior and skill), and be provided with one computer and/or iPad to each group. Students will begin Challenge 3 of the Turbo Quest.

Procedure: In the Turbo Quest challenge, the students first task is to read a passage on Susan B. Anthony. After reading the passage, the students must select the word problem that is best described in the passage (students will have a choice of three word problems). The problem described in the passage is the problems the students will work on. The Problem: The correct problem the students should solve is: Tonya solved this problem below. In 1872, Susan B. Anthony was arrested for voting in the front parlor of 7 Madison Street. The following year, Susan B. Anthony was arrested for trying to vote.

Anthony was tried and fined $100.00. Anthony refused to pay the fine, but was not placed in prison. If Susan B. Anthony decided to pay the fine at a rate of $25.00 a month, how many months would it take her to pay of the fine of $100.00? Tonya has solved this problem and she came up with the answer of 4 months. Show some of the strategies that Tonya could have used to solve this problem?

Check Point for Understanding: Once the students have selected their problem, they must raise their hands and their answer must be approved by the teacher in order to continue the challenge. Once approved by a teacher, the students will receive a big sheet of paper divided into five squares (one in the center and four huge squares around the center). In the middle of the paper, students are to write exactly what the problem is asking the student in the problem to do. Then, in the middle of the paper, they are to write what the problem is asking them to do. As a group, students will think of at least three methods Tonya could have done to solve this problem. Next, they will write/draw/explain one method in each box. Lastly, each group will raise your hand quietly and explain their methods to the teacher. By explaining their method to a teacher allows another check point for understanding. Information to Be Presented/Closure: Once explained to a teacher, they must explain their methods to another group. This is also used as a wrap up section of the lesson. After each group is done explaining, they may collect a piece of the time line and move on to the next challenge. (In the Turbo Quest, after each challenge the students collect a timeline piece based on the topic in their challenge. Their end goal is to put together a timeline of historical figures).

Assessment: In the math activity, students will be working on a math problem as a group. The teacher can then grade their work at the end based on the word problem rubric provided below. In this activity the teacher will also walk around and listen to students explanations and reasoning to see if they are communicating effectively while sharing their methods to another group. While listening to the students explanations and the checkpoints within the lesson, the teacher will use this as an informal assessment for understanding of the material. If students are not catching the concept, the teacher will pull them in a small group for re-teaching. The rubric will be on a scale of 20 point

Accommodations: This lesson will be done in small groups to keep students on talk and help students read the different challenges. In this specific challenge the group can help students learn by discussing and rein enforcing the different methods.

Re-teaching: Incase some students did not understand this lesson; the teacher will pull a small group and have another mini-lesson guided by the teacher. The students will break down another math problem similar to the one in this lesson using smaller digits. The teacher can lead a discussion similar to number talks. As practice after the number talk, the students will have a chance to do a problem on their own then discuss it in a student lead discussion. Students will be retested with the same rubric above on their individual work that was discussed in the lesson.

Extensions: If a student has mastered this problem, the students can select a method they feel would be the best way to solve a problem they develop from the information in the Susan B. Anthony passage. I choose this as an extension activity because it will give students another chance to review the material on Susan B. Anthony, and allow students to think deeper about methods used to solve math problems. Students will have a chance to work problems backwards and think about the strategies used to solve a problem before they develop a problem.