PUSD Math Common Core Lesson Plan Template
Teacher(s): Educational Services
Unit of Instruction / Theme: Problem-Solving with all four
operations and assess the reasonableness of the solution.
Lesson Title: Valentine’s Day
Date: 2/14/2014
CC State Standard(s):
DRAFT
Grade Level/Course: 4th grade
Duration:60 – 90 minutes
Grade 4
Operations and Algebraic Thinking
Use the four operations with whole numbers to solve problems
4.OA.3: Solve multistep word problems. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Number and Operations in Base Ten
Use place value understanding and properties of operations to perform multi-digit arithmetic
4.NB.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and
the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
X 1. Make sense of problems and persevere in solving them.
X 2. Reason abstractly and quantitatively.
X 3. Construct viable arguments and critique the reasoning of others.
X 4. Model with mathematics.
X 5. Use appropriate tools strategically.
X 6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeat reasoning.
(6-12 Only)
Standards for Mathematical
Practice (SMP):
(check all that apply)
CC Literacy Standard(s):
ELD Standard(s): A. Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics.
5. Listening actively to spoken English in a range of social and academic contexts.
9. Expression information and ideas in formal oral presentations on academic topics.
Lesson Foundations
Learning Objective(s)/Language Objective(s):


Students will collaborate in small group to solve a multistep
problem and assess the reasonableness of their answer.
Students will collaborate with peers to solve the problem.
Adapted: jcash2013 & Claremont Graduate University
Assessment(s): Describe each assessment in detail and
include its purpose in helping you monitor students’
progress towards specific learning objective(s).
Clear Link
1. Teacher will walk around to informally assess students’
progress by asking questions.
2. Students will solve the same problem using different
Date Revised: February 5, 2014

strategies to explain the similarities and difference between
these two strategies. Students will use clear and precise
vocabulary/language.
3. Students will complete T.I.P.S. Teacher will guide student’s
thinking process by asking questions.
4. Students will be able to describe orally and in writing how
they solved the problem.
Students will discuss the problem, share the strategies,
explain their reasoning orally and in writing, and present their
thinking and solution.
Essential Question:
 How does understanding base-10 number system help us add and subtract?
 What happens to a digit when multiplied by 10?
 How can we ensure our answer is reasonable?
 How can we organize our work when solving a multi-step word problem?
College and Career
X Demonstrating independence
Readiness Skills
X Responding to varying demands of
(check all that apply)
audience, task, purpose, and discipline
X Building strong content knowledge
X Comprehending as well as critiquing
Common Core Instructional Shifts (check all that apply)
Focus strongly where the Standards focus
Coherence: Think across grades, and link to major topics within grades
X Rigor: Require fluency, application, and deep understanding
Using technology & digital media
strategically and capably
Demonstrating understanding of
other perspectives and cultures
Proving point of view with evidence
Teaching and Learning
As you plan and write your lesson, use the following guiding questions to support the implementation of the skills, 4Cs, and rigor.
 How are the identified Common Core and Readiness Skills embedded in the lesson?
 Which of the FOUR C’s will be engaged during this lesson? (check all that apply)
X Communication X Collaboration
Creativity X Critical Thinking
 How is academic RIGOR demonstrated in this lesson through the DOK?
Depth of Knowledge (DOK) Level(s): (check all that apply)
Level 1: Recall X Level 2: Skill/Concept X Level 3: Strategic Thinking
Level 4: Extended
Lesson Opener (Sharing objective(s) and Engaging/Motivating Students): Describe in detail how you will communicate learning
objective(s). How will you purposefully engage students so they are either excited to learn “x” or feeling like “x” is important, worthwhile, and/or
relevant? How will you access prior knowledge? How will you teach vocabulary (if applicable)? How will you check for understanding?
Time
Allocation
5 minutes
Engaging/Motivating Students:
(anticipation)
Show pictures of candy hearts and Valentine’s day.
What Teacher Does
Ask students following questions:
 Why do you like to celebrate Valentine’s
Adapted: jcash2013 & Claremont Graduate University
What Students Do
Students will share their experience or
expectation on Valentine’s Day with
partners.
Differentiation
RTI (Benchmark, Strategic, Intensive)
ELD (Emerging, Expanding, bridging)
Project images of cards for Valentine’s
Day and Candy hearts.
Provide sentence frames to EL and
struggling students:
Date Revised: February 5, 2014




Day?
What is one special thing about Valentine’s
Day?
How did you celebrate Valentine’s Day?
What is the significance of Valentine’s Day?



Objective Sharing:
Introduce the task to students by explaining the
following:
I like to celebrate Valentine’s Day
because _________________.
I can tell one special thing about
Valentine’s Day that is __________.
My family (or I) ___________ to
celebrate Valentine’s Day.
The significance of Valentine’s Day is
__________________.
“Heart” is a symbol of love. On valentine’s Day we
gave candy hearts to express our love to those
around us. In this lesson you will help me figure out:
“Do I have enough Candy Heart to give to all of you?”,
“If I do, how many Candy Hearts will I have left after
giving 12 pieces to all of you?”.
After solving the problem, you also need to prove
your answer is reasonable by using mental math or
estimate.
Instruction and Practice: Describe in detail your instructional approach (direct, discovery, inquiry, etc.). What will you do to present the
content so it is comprehensible and purposefully designed to help students meet the learning objective(s)? What will you do for guided practice?
What will you do for independent practice? Furthermore, how will you promote and monitor student engagement and check for understanding at
all levels of instruction? How will you check for understanding? What questions will you ask to check for understanding?
Time
Allocation
What Teacher Does
Prior to problem solving: Anticipate student
responses (solve problems with different strategies).
Create a list of anticipated ways students may solve
the problem. Use the chart below to record student
thinking.
Anticipated strategy
Who
Sequence
did
what?
Visual/Pictures/Manipulatives
Number Line
Repeated Addition
Area Model of Multiplication
Distributive Property
Making a table
Adapted: jcash2013 & Claremont Graduate University
What Students Do
Before Problem-Solving:
In a small group, share their experience
on Valentine’ Day.
Differentiation
RTI (Benchmark, Strategic, Intensive)
ELD (Emerging ,Expanding ,Bridging)
Provide pictures of Valentine’s Day and
Candy Hearts.
Provide multiplicatives; such as: base-ten
blocks for students to use.
Read the questions with the teacher.
Think about the question, underline the
question, and copy the question.
Think about the important information
and circle it.
Ask the following questions to facilitate
the investigation to EL students and
students who are struggling:
 “How many students are there?
How many candies did each
student receive?”
 “How many candies did Ms.
Smith give to her students? How
many did she buy? ”
Date Revised: February 5, 2014

Other
5 minutes
(Discuss the
problem with
students and
checking for
understanding)
Before Problem-Solving:

Pass the “Valentine’s Day” problem (it can be on
T.I.P.S. form) to students:
“On Valentine’s Day, Ms. Smith gave her
25 students 12 candy hearts each. If
she had 3 boxes of 120 candy hearts
each. How many candy hearts did she
have left?”



Read/discuss the problem with students; including :
“What is the question?” and “Identify the important
information”
CFU: “What is the question?” and “Identify the
important information”
20-25
minutes
(students work
on task with
peers)
During Problem-Solving:
Arrange students in pre-selected small group.
Walk around the classroom to observe how students
approach the problem.
Ask the following questions to facilitate the
investigation to individual or small group of students:
 “How many students are there? How many
candies did each student receive?”
 “How many candies did Ms. Smith give to her
students? How many did she buy? ”
 “What do you have to find out first? How
could you do to figure this out?”
 “What number can you start with for this
problem?”
 “How did you figure out the answer?”
 “Why do you think the answer is
correct/reasonable?”
 “Is there any way to solve this problem?”
During Problem-Solving:
Explore the strategies to find the
solution for this problem.
“What do you have to find out
first? How could you do to figure
this out?”
“What number can you start with
for this problem?”
“How did you figure out the
answer?”
“Why do you think the answer is
correct/reasonable?”
“Is there any way to solve this
problem?”
Provide sentence frames for EL students:
First, I ___________
because_________________________.
After that, I _______________
because_______________________.
Then, I __________________
because_________________________.
Finally, I _________________
(because)_________________________.
Explain to each other their strategies
and record the strategies they will use
to solve this problem.
Share the solution orally with peers and
justify how they know their answer is
correct.
Monitor students by asking students to clarify their
thinking and record which students are using which
strategies.
Adapted: jcash2013 & Claremont Graduate University
Date Revised: February 5, 2014
Choose which strategies should be shared and in
what order.
15-20
minutes
(students
present their
solutions)
After Problem-Solving:
Ask students who are presenting and students in the
audience checking for understanding questions. After
the second student presents the teacher will also ask
students to make connections between each of the
strategies presented. Perhaps by comparing and
contrasting. The teacher will continue to help
students make the connections between each
strategy presented.
After Problem-Solving:
Students will share their solution orally
or listen to their peers sharing their
solutions.
Students will answer questions posed
by other students and the teacher.
Note: If none of the students use the Area Model for
multiplication or the Distributive Property to solve the
problem, teachers will reteach these strategies using
the same problem.
Closure: Describe in detail how you will know if lesson objective(s) are met? How will students reflect on their learning? How will
you connect learning to real world experience?
Time
Differentiation
What
Teacher
Does
What
Students
Do
RTI (Benchmark, Strategic, Intensive)
Allocation
ELD (Emerging, Expanding, Bridging)
Students will justify the reasonableness
Provide students with multiplicatives;
10-15
Pose the questions to students:
of their answer using estimate
such as base-ten blocks
“Why do you think the answer is correct/reasonable?
minutes
strategies; such as rounding the
numbers to the nearest tens or
hundreds.
Identify vocabulary that will
need to be introduced or
reviewed:
Materials and resources
needed for lesson:
Tier 1 Words:
Tier 2 Words:
Provide number line for students so assist
them with rounding.
Tier 3 Words:
Multiply, multiplication
Subtract, subtraction,
Distribution property,
Area Model of Multiplication
Number line
Paper, pencils or pens, number line, base-ten blocks, pictures of Valentine’s Day and candy hearts
Valentine's Day
Candy hearts
Left
Adapted: jcash2013 & Claremont Graduate University
Explain ,justify, diagram, organize, table,
reasonableness
Date Revised: February 5, 2014