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* *Reflection: Rigor
Multi-step word problems: Review and Support to Mastery - Section 3: The Assignment and Closure

I remember crying over word problems as a child. Instruction was not geared to finding strategies or equations to help us find our way. With Common Core, this is one example of the support in thinking that is demanded for us to give our students. I find great joy in building the bridges that give them the feeling that they can independently solve word problems.

As I worked to help them become independently solving word problems, I felt accomplished because I gave them the strategies, thinking patterns and vocabulary background for them to complete the word problems. They have the solving skills for the equations. This gradual release process hopefully will show success after we review the homework tomorrow.

*Exhausting!*

*Rigor: Exhausting!*

# Multi-step word problems: Review and Support to Mastery

Lesson 13 of 19

## Objective: SWBAT solve multi-step word problems with mutliplication, addition or subtraction.

To warm up today we worked on finding our factor pairs from 69-75. This continues to help us achieve standard 4.OA. B.4 Factor Pairs 69-72. This photo shows a student using a factor pair calculator to check to see if the number was prime.

I listed the numbers on my whiteboard and asked students to recall what listing strategies we have learned to easily find factor pairs.

Various students responded:

1. Start to list the factor pairs starting with 1x the product.

2. Use divisibility rules: If it's even, divide by 2. If the digits add up to a number that is divisible by 3, then it will divide by 3. It's divisible by 5 if the number ends in a zero or a 5. 10's have zeros on the end. ( I asked them which numbers they know are divisible by 2, 3, 5 and 10 right now just by using their rules.)

4.Stop at the "turn around" ( commutative pair) or decide if it probably is prime. I asked them to tell me what 'prime" means to review.They knew! They all agreed that a prime number has only one factor pair.

We divided up the class and part found 69-72 and the other part found factor pairs for 72-75.I gave both groups 72 because I wanted them to see that 72 has 6 factor pairs....That is one of the higher amounts of factor pairs we have found yet!

Students came up to the board one by one and they listed the factor pairs on the board. We discussed different factors, reviewed what the commutative pairs were and marveled at how many factor pairs 72 has!

#### Resources

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I directly instructed this lesson today with a comparison of one step and two step word problems that are very similar, using this Comparing Multi-Step Word Problems to One Step SB file. I did this because students who are struggling with multi-step word problems as well as my advanced students need to examine the differences in the wording between the two types of problems*. Common Core demands this type of rigorous work and thinking. I have seen students give up in the past prior to Common Core because they had no supportive resources to tap on to organize their thinking and develop their conceptual understanding.It is my hope that this lesson provides the in depth support they need. I followed my SB lesson exactly.*

Solving Word Problems Class Notes shows how a rich discussion helped students work hard to understand the differences. The hardest thing for me to get them to understand was why we need to create equations and solve from the equations! As this lesson progressed, we finally find the equation together: Getting There!

**I sent the class notes to them in their emails so they were there for them to refer to as they solved their word problems.*

* *After the whole class lesson, I partnered students that are below grade level achieving with at and above grade level achievers because I wanted students to really engage in a strategy methods conversation. Mixing these levels helps both groups with deepening their understanding of their own learning.

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#### The Assignment and Closure

*10 min*

I gave my partnered students enough time to solve two problems from the SB file. I roved the class and saw that they were working hard and dialogue was about setting up the KWS chart as we did in class. I noticed that equations were being formulated correctly with variables. It seemed that they were well on their way and would be able to independently solve the rest at home.

I stopped them for closure by returning to the SB file and used the third and fourth pages.

Embedded in SB File in the picture of the cat is a cute video of a cat chasing a laser beam.* I used the analogy between a cat not able to catch the laser light, compared to NOT using strategies. Solving problems without strategies is like chasing things we can't really catch. I wanted to drive the point home that there is no success in solving unless strategies in thinking and solving are used. *So, for my closure, I used the last two pages of the SB file. They tho*ught the cat video was hysterical.*

I asked them to create an analogy in their math notebooks to compare the cat with them not using strategies and equations. I talked as the video played. I said: "How is the cat like us when we don't use strategies? As we try to solve word problems without a plan, or without thought...it's like spinning and spinning around and never getting what we want...a solution!"

Below is a sample of one of my student's writing responses. An Analogy.

I assigned the rest of the problems for homework by printing a copy of the assignment directly from the SB file.

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- UNIT 1: Place Value and Multi-Digit Addition & Subtraction
- UNIT 2: Metric Measurement
- UNIT 3: Graphing and Data
- UNIT 4: Concepts of Multiplication
- UNIT 5: Geometry
- UNIT 6: Fractions 1: Understanding Equivalence in Fractions and Decimals
- UNIT 7: Fractions 2: Addition and Subtraction Concepts/ Mini unit
- UNIT 8: Fractions 3 Mini Unit: Multiplying Fractions by Whole Numbers
- UNIT 9: Division Unit
- UNIT 10: Addition and Subtraction: Algorithms to One Million
- UNIT 11: Place Value
- UNIT 12: Addition and Subtraction Word Problems
- UNIT 13: Multiplication Unit

- LESSON 1: Pretesting The Multiplication Unit
- LESSON 2: Introduction to Area Models
- LESSON 3: Area Models: Extension of Understanding
- LESSON 4: Area Models: 4 Digit by 1 Digit Multiplication
- LESSON 5: Getting Ready to Quiz: The Greatest Product Game
- LESSON 6: Quiz 1 in Multiplication: Area Model fluency 1x2,1x3 & 1x4 digits
- LESSON 7: Estimation of Products Using 1 Digit up to 4 Digit Equations.
- LESSON 8: Multistep Word Problems, Algebraic Concepts & Equations: Strategy Toward Mastery!
- LESSON 9: Quiz 2 : Multiplication Word Multi-Step Problems: 1x2,1x3,1x4 digit and estimation
- LESSON 10: An 1870's Classrom Meets Common Core: Drilling Math Facts & a Game of What's Wrong with This Answer?
- LESSON 11: Double Digit Multiplication and the Area Model
- LESSON 12: Powers of Ten: Review and Practice and Writing Clear Explanations
- LESSON 13: Multi-step word problems: Review and Support to Mastery
- LESSON 14: Quiz 3: Double Digit Multiplication, Estimation and Solving Word Problems
- LESSON 15: Estimating Double Digit by Double Digit Multiplication
- LESSON 16: Reviewing for Multiplication Assessment: A student jigsaw presentation.
- LESSON 17: RTI: Making Solving One Step Word Problems a Piece of Cake!
- LESSON 18: Estimation Scenarios: Writing Estimation story problems.
- LESSON 19: Assessing Multiplication