LEARNING-FOCUSED Lesson Plan

Plan for the concept, topic, or skill Not for the class period

Name
:

Topic:

Huffman Academy

Math - Multiplication & Division in

Word Problems

Learning Goals for this Lesson

Standards: 4.OA.A.1; 4.OA.A.3

Students Will Know:

How to write an equation to
represent a multiplicative comparison
described in a word problem
How to write a word problem
using a multiplicative comparison to
describe a given multiplication
equation.
How to describe a real-world
comparison situation that can be
represented by a given multiplication
equation

Lesson Essential Question:

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Students Will Be Able To:

Solve multistep word problems

posed with whole numbers and
having whole-number answers
using the four operations,
including problems in which
remainders must be interpreted.
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.

Activating Strategy:

Key vocabulary to preview and vocabulary strategy:

n/a

Lesson Instruction
Learning Activity 1:
After the teacher asks the students to consider what ways we can solve a
multiplication equation (bar model, equation, complete sentence, and
array), the students will be instructed to demonstrate two of these ways
with the factors 4 and 6 using their dry-erase boards. The teacher will
review dry-erase boards as they are held up (facing the front of the class)
for correctness and way of thinking.

In word problems, we are often comparing items or things, and our

answers need to reflect that. For example, if I say one student has one
pencil, and another student has three times as many pencils, what exactly
am I comparing? [Pencils.] What if I was to say that Mary has 4 pencils
and needs 5 times that many to sell for a fundraiser. Am I still comparing
pencils? [Yes.]

The teacher will model how to recognize that the factors and product in
an equation actually represent items/things. The teacher will write 5 x
number of pencils Mary has = number of pencils Mary needs. The
equation is 5 x 4 = 20, or 20 is 5 times as many as 4.

The teacher will model a similar equation comparing something

completely different, and using a bar model with labels:
Allen won 7 tickets at the carnival. Mark won 3 times as
many tickets. How many tickets did Mark win?
Tony has 4 books about spiders. He has 6 times as many
books about birds. How many books about birds does Tony
have?
The Birmingham Zoo has 4 tigers, but the San Francisco
Zoo has 10 times as many tigers. How many tigers does the San

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Graphic Organizer

Francisco Zoo have?

Assessment Prompt for LA 1:

The teacher will lead the students through pages 54 and 55 in the Read
Mathematics Instruction textbook. Students will work in groups to
complete problems 8 and 9 on page 55, which the teacher will review with
the class afterwards.
Learning Activity 2:
The teacher will introduce the concept of a missing factor with a given
product, instead of two factors and a missing product which the students
have been working with the entire time.

The teacher will present a word problem in which a product is given along
with one factor, and a question asking students to find the missing factor:
Johnny has 5 times as many appleseeds as June.
Johnny has 35 appleseeds. How many appleseeds does Johnny
have?
The teacher will ask, How can we write this equation? [5 x A = 35, or

35 5= A . The teacher will lead students through solving this

equation using a bar model and through calculation. Teacher will also use
Tell, Tell, Ask, Solve model.

The teacher will then lead students through another example, and then
allow students to work in groups to solve two equations with a missing
factor and a given product:
Sandra is moving. The large box can hold 8 times as
many cups as the small box. The large box can hold 24 cups.
How many cups can the small box hold?
6 times as many butterflies in the garden have orange
wings than red wings. 24 butterflies have orange wings. How
many butterflies have red wings?
Tori cooked all day. For dinner, she used 9 times as many
eggs as she did for breakfast. Tori used 54 eggs while cooking
dinner. How many eggs did she use while cooking breakfast?

The teacher will then lead students through working pages 56 and 57 in
the Ready Mathematics Instruction textbook, except numbers 16 and 17

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which students will work on in groups. The teacher will review these two
answers after students have a chance to review together.

Assessment Prompt for LA 2:

Students will complete page 59 in Practice & Problem Solving book
independently. Teacher will review with class afterwards and take up
pages.

Assignment

Learning Activity 3:

Students will complete

pages 61 & 62 of
Practice & Problem
Solving book as
assessment.

Students will work in pairs to complete a Tell, Tell, Ask, Solve model for
word problems with missing factors:
Beth reads 4 times as many pages per night as Holly.
Beth reads 16 pages per night. How many pages does Holly read
each night?
The pond by Tonyas house has 8 times as many frogs in
it as the pond by her grandmothers house. The pond by Tonyas
house has 48 frogs in it. How many frogs are in the pond by her
grandmothers house?
Jake purchased 64 candles. Jordan purchased 8 times
as many candles as Maggie. How many candles did Maggie
purchase?
Assessment Prompt for LA 3:
Students will complete pages 58 & 60 in Practice & Problem Solving
book independently.

Summarizing Strategy:

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