Instruction Manual

1
Shannah Kane

TAT2 Task 3-Instructors Manual

Technology Integration Design

October 2015

Western Governors University

Master of Education, Learning and Technology

Multi-Step Word Problems for English
Learners

Instructors Manual

Table of Contents

Instructional Unit Overview.....................................................................................................4
Instructional Goal Statement....................................................................................................4
Intended Audience...4
Length of Instructional Unit .....................................................................................................5
Delivery Approach.........................................................................................................................5
Instructional Sequence ...............................................................................................................5
Materials............................................................................................................................................6
Task Analysis and Performance Objectives .......................................................................7
Lesson Overview............................................................................................................................8
Assessment of Student Performance.10
Delivery of Instruction ............................................................................................................ 11
Instructional Theory and Design .........................................................................................11
Design Process .............................................................................................................................12
Instructional Strategies .......................................................................................................... 12
Special Populations................................................................................................................... 13
Instructional Materials15
Physical Resources16
Detailed Lesson Plans............................................................................................................... 17
Lesson 1...........................................................................................................................................17
Lesson 2.......................................................................................................................................... 19
Lesson 3.......................................................................................................................................... 21
Lesson 4.......................................................................................................................................... 23
Lesson 5.......................................................................................................................................... 25
Lesson 6.......................................................................................................................................... 27
Lesson 7 ......................................................................................................................................... 29
Appendix........................................................................................................................................ 32
References .................................................................................................................................... 47

Instructional Unit Overview

This instructors manual can be found as an electronic version at:
multistepwordproblems4elstudents.weebly.com
Instructional Goal Statement
After spending a year in a sixth grade class as a teacher, I noticed a significant

struggle with multi-step word problems, especially with English Learners. English
Learners struggle with the added vocabulary included in multi-step word problems
therefore they often perform lower than their English Only classmates. I was able to
identify a great need for direct instruction to help the English Learners better understand
the mathematical vocabulary and the steps required to answer the word problems. Given
an assessment of five multi-step mathematical word problems (condition), the student must be
able to identify the necessary steps needed and compute the problems (performance) with at least
80% accuracy (criterion).
Intended Audience
The audience for this instructional event consists of 27 sixth graders, ranging in age from
10-11 years of age. These students are all classified as English Learners and their reading levels
range from third-fifth grade. The 27 students consist of 96% Hispanic and 4% Indian. The
students are each enrolled in an English Language Development class in which they are provided
enrichment to enhance their English language skills. These students are well behaved and have a
genuine interest in succeeding in school.
Students are in one single class for the entire day. Students are seated in groups of 5-6,
with all desks facing the front of the room. Each student has access to a Google Chrome Book
daily and is expected to integrate technology into their learning. Students work collaboratively,
in groups, for the majority of their day.
Length
This instructional unit consists of seven lessons, spread over a two-week period. Each
lesson is designed to be between 60-75 minutes in length. The teacher will have ten school days
to cover this unit and within those days, there is time allotted for reteaching (if necessary) as well
as assessment.
Delivery Approach
These seven lessons will be taught in a whole group environment. The lessons are a mix
of teacher led instruction, cooperative learning groups as well as interactive learning.
Technology will be fused into all lessons to help students remain engaged. The lessons have
been created to be engaging and interactive for students of all learning styles.
Instructional Sequence
Each lesson will be presented to students in a similar format. The teacher will introduce
the learning objective, activate prior knowledge (from a prior lesson), develop the concept and
then go into guided practice and then independent practice. The I do, We Do, You Do concept
will be followed. I Do-teacher model, We Do-students and teacher work together, I Dostudents only. The guided practice portion is the time where the teacher and the students
complete examples. This helps students become more familiar with the concepts. The
independent portion is where students are expected to complete problems on their own.
Materials Needed
In this unit, the teacher will have materials as well as the students. The teacher will
present each lesson in a similar format, using similar materials to help the students feel
comfortable in their learning environment.
The teacher will need access to a computer and Internet, TAPL sticks (wooden sticks
with each students name written on them so students can be called on at random), newsprint
chart (8), colored chart markers, sentence strips, and ELMO/overhead projector.
The students will need access to Google Chrome Books or personal devices (tablets or
smart phones), individual whiteboards, dry erase markers, pencils, math worksheets (included in
the Appendix).
In order for the students to be successful, they must have access to a device such as a
computer, tablet or smartphone as well as a dictionary. The students will be required to use
some form of technology, with Internet access, at home and in the classroom.
Task Analysis and Performance Objectives

Task 1: Identifying and Understanding Specific Mathematical Terminology (Addition
& Subtraction)
Performance Objective: Given a multi-step word problem, students will be able to
identify the mathematical operation that correlates with the terminology used in
given word problems, with 100% accuracy.
Task 2: Identifying and Understanding Specific Mathematical Terminology
(Multiplication & Division)
Performance Objective: Given a mathematical word problem, students will be able
to dissect a word problem by Students will be able to identify the mathematical
operation that correlates with the terminology used in given word problems with
100% accuracy.
Task 3: Identifying Specific Mathematical Operation and the Associated Data (Single
Operation)
correctly set-up the single mathematical equation based on the information provided in
the problem, with 100% accuracy.
Task 4: Identifying Specific Mathematical Operations and the Associated Data (More
Than One Operation)
correctly set-up mathematical equations (Multiple Equations) based on the information
provided in the problem, with 100% accuracy.
Task 5: Combining Multi-step problems to Compute One Single Problem
Performance Objective: Given a multi-step mathematical word problem, students
will be able to combine the answers to sub problems, within the main problem, to
compute one final answer, with 100% accuracy.
Task 6: Identifying Correct Unit of Measure
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identify units of measure by labeling the answer(s) with the correct units of
measure used in given word problems, with 100% accuracy.
Task 7: Computing Multi-Step Word Problems and Checking for Accuracy

Performance Objective: Given a multi-step mathematical word problem, students
will be able to identify the pertinent information by using the tools given to them to
compute the problem, with 100% accuracy.

Overview of Each Lesson

Lesson 1: Identifying and Understanding Specific Mathematical Terminology
(Addition & Subtraction)
Lesson Overview: This lesson will review specific mathematical terminology related to
addition and subtraction. This lesson will review how to determine whether addition
and/or subtraction will need to be used.
Lesson 2: Identifying and Understanding Specific Mathematical Terminology
(Multiplication & Division)
multiplication and division. This lesson will review how to determine whether
multiplication and/or division will need to be used.
Lesson 3: Identifying Specific Mathematical Operation and the Associated Data
(Single Operation)
Lesson Overview: This lesson will review how to identify and construct the single
operation needed in a mathematical word problem.
Lesson 4: Identifying Specific Mathematical Operations and the Associated Data

(More Than One Operation)
Lesson Overview: This lesson will review how to identify and construct multiple operations
needed in a mathematical word problem.
Lesson 5: Combining Multi-step problems to Compute One Single Problem
Lesson Overview: This lesson will review how to combine multiple sub-problems within a
mathematical word problem, to compute one single answer.
Lesson 6: Identifying Correct Unit of Measure
Lesson Overview: This lesson will review how to identify units of measure and label the
answer with the correct unit of measure.
Lesson 7: Computing Multi-Step Word Problems and Checking for Accuracy
Lesson Overview: This lesson will review how to use the tools from the previous lessons to
compute a multi-step mathematical word problem. This lesson will review how to check
the end answer for accuracy.
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Assessment of Student Performance

Throughout the plan of instruction, students will be assessed formatively and
summatively. During each lesson, the instructor will check for understanding periodically using
individual whiteboards as well as TAPL sticks. Students will complete problems and hold up
their answers on whiteboards for the teacher to see. This will allow the teacher to quickly check
for understanding. TAPL sticks are wooden sticks with each students name on them. The
teacher can pull them at random to call on a student to answer a question. This allows all
students to be accountable for the answers because they aren't sure if theyll be called on or
not. Each lesson will have guided instruction as well as independent practice that will be
assessed prior to moving on to the next lesson. The guided instruction is when the teacher
slowly loosens the reigns. The teacher is working with the students to complete the
problems. The independent practice is when the teacher releases completely and gives the
students time to complete problems independently, all by themselves. Some lessons will require
students to show their understanding by working collaboratively to produce a product.
At the end of the plan of instruction, students will be given an exam consisting of five
questions. This exam, located in the Appendix of this manual, will completed independently by
students. At the end of the students trimester, the school district will administer a formal exam
to assess the student's level of understanding of the standards taught in that particular
trimester. This district exam is sealed until it is given and will consist of multi-step word
problems in which students will be required to show their level of understanding of various
mathematical concepts previously taught.
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Delivery of Instruction
Instructional Theory and Design
Constructivism was used as the instructional theory to support the instructional strategies
found in this instructional unit. Constructivism can be used to help students connect their
experiences and prior knowledge with the teachings in the classroom for a greater
understanding. Throughout the lessons, its imperative that the instructor attempts to act as a
facilitator rather than giving lectures. The lessons consist of a mix of partner work, discussions,
group work, independent work and direct instruction. There is not one lesson that consists of
solely lecture. The role as the facilitator is to provide the students with tools to help them build
on their prior knowledge and come to their own understanding. The students will be given the
tools to construct knowledge for themselves.
In each lesson, make sure to introduce the topic using an example involving activities that
students would have prior knowledge of. Possible examples could include: recipes, cooking,
mathematics, cleaning their room, etc. These will not only help to keep the students engaged but
it will also allow students to connect and build on their prior knowledge with the new
information being taught to them. In addition to introducing each lesson with a familiar activity,
the instructional unit was designed to build upon the lessons prior. The second lesson in the unit
built upon the first lesson. By the end of the unit, lesson 8, students should be able to continue to
build and construct an accurate answer to a given word problem. Students should be able to
effectively use the tools provided to them in prior lessons and put them together to build a
correct answer.
The Constructivism theory allows students to gain confidence in their abilities because of
their ability to develop and strengthen their skills. The instructor should merely provide the
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students with the tools and the students can then take these tools and manipulate them to
construct their method to computing the correct answers.
Design Process
The design process used throughout the instructional unit was mirrored after Gagnes
Nine Steps of Instruction. This design process has proven to be beneficial for the English
Learners as well as the English Only student in the classroom. The steps of instruction provide
the opportunity to connect prior knowledge, and build on it so that the end goal can be mastered.
Gagnes Nine Steps of Instruction blend well with the Constructivist theory because it helps set
up the lessons for more meaningful experiences. Following Gagne steps, the teacher is given the
opportunity to activate prior knowledge and gain the attention of the students so that the students
can actively participate in their learning. The more the students are actively engaged in their
learning, the more they are going to understand and retain the knowledge.
Instructional Strategies
Cooperative Learning and Interactive Instruction. The Dick and Carey design model
works well with Gagnes Nine Events of Instruction because they are a similar format and are
both goal oriented. They also are both successful with encouraging the learner to build on their
prior knowledge and make connections with things they may have learned in the past. The Dick
and Carey design model works for the planning of this unit because it is flexible, easy to
understand and it laid out the components of the lesson in and order that would best benefit the
students (Carey & Dick, 2009). Instructors should be able to follow the Dick and Carey design
model easily because the lessons are presented in a format similar to Gagnes Nine Events of
Instruction (Gagne, 1992).
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The instructional strategies used in the lessons were Cooperative Learning and Interactive
Instruction. When considering these instructional strategies, the pre-instructional strategies were
kept in mind (ARCS, Keller, 1988). Cooperative learning was found in about half of the lessons,
specifically when students had to work with mixed-ability partners and/or group members to
maximize everyones learning and achieve accuracy with the tasks involved. Interactive
Instruction was found in every single one of the lessons, as it is a combination of explicit and
implicit instruction. This strategy entails a variety rather than just being teacher-centered or
learner-centered. This strategy allows instructors to make adjustments if needed, during a
lesson. If the instructor does not feel that the students were confident in the content being
presented, there is room to continue explicit instruction. If the instructor feels the students are
ready to discover their own knowledge, the reins can be loosened and implicit instruction
strategies can be implemented.
Special Populations
The target population, in which this unit is designed, includes English Learners and
English Only students. These students all learn differently therefore the lessons were designed to
include multiple intelligences. The lessons include aspects that are visual, kinesthetic, and
spatial, etc. There is also a mix of direct instruction, scaffolding, partner work, group work and
independent work included in the lesson so that the students are able to get support through many
avenues.
The individual lessons were designed to benefit all the learners in a specific class.
Since this unit is designed for a large population of EL students, which end to struggle with
vocabulary, there are numerous activities included at the beginning of the lessons to help them
connect their prior knowledge with what will be discussed in class. There are also many
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examples and activities included, that students would understand immediately. This helps
students gain confidence in their ability and in their work. Once an instructor is able to prove to
the students that they are capable, students generally tend to stay engaged and motivated
throughout the entire lesson.
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Instructional Materials for Unit
Teacher Google Classroom (available through Google Apps)

Teacher Peardeck Account (available through Google Apps)
Teacher Kahoot Account (available through Google Apps)
Google Docs (available through Google Apps)
Example Peardeck questions for each lesson
Example Kahoot questions for each lesson
End of Unit Assessment
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Physical Resources Needed
Laptop/Computer for Teacher

Document Camera for Teacher
Projection Screen
Sentence Strips (30)
TAPL Sticks-Wooden Sticks with Student Names (on another method to randomly
call on students)
Chart Paper (8)
Chart Markers
Laptops or Devices (tablets or smartphones) for Students
Whiteboards for Students
Whiteboard Markers for Students
Pencils for Students
Printed Assessment for Students

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Detailed Lesson Plans

Prior to the teaching the unit:
1. Activate a Google Classroom account through Google Apps. The Google Classroom
will generate a class code that students will use to join. Once the code is provided,
have the students sign in to Google Classroom through their Google Apps and enter
the code provided. Once the code is entered, students are in the virtual classroom
and will remain in there unless the instructor makes a change.
2. Ensure that all students have access to their Google Drive with Google Docs.
Students will be using Google Docs to create and work-in their virtual notebooks.
3. Sign-up for a teacher account on Kahoot.com, using your Google account.
a. Students will sign-in with a new code each lesson or day.
4. Sign-up for a teacher account on PearDeck.com, using your Google account.
a. Students will sign-in with a new code each lesson or day.

Lesson 1: Identifying and Understanding Specific Mathematical

Terminology (Addition & Subtraction)
addition and subtraction. This lesson will review how to determine whether addition
and/or subtraction will need to be used.

Resources or materials needed: Teacher-> Newsprint chart (1), colored markers,
ELMO/overhead projector, laptop
Students-> Virtual Notebook (Google Classroom), device (tablet/laptop)

Lesson Objectives: Given a multi-step word problem, students will be able to identify the
mathematical operation that correlates with the terminology used in given word problems,
with 100% accuracy.
Time: Approximately 1 Hour

Step 1: Pre-instructional activities:
Students will log in to their Google accounts.
Students will sign-in to Kahoot using their unique code.
Students will sign-in to Peardeck using unique code.
Teacher will ask students to brainstorm with their desk partners about terms
related to addition and subtraction.
o Students will be given two minutes.
o Students will use the students response system, Peardeck to list the terms
they came up with.
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Teacher will display the class Peardeck on the projector to show all student
responses.
o Teacher will draw two circle maps, one with addition written in the center
circle and the other with subtraction written in the center circle.
Teacher will ask students to share terms they came up with that are related to
addition and subtraction.
o (sum, added to, plus, all together, etc.)
Teacher will write terms in circle map as students are sharing them.
Teacher will then orally rehearse simple word problems to show students how
words are used in the word problems.

o Ex: Kim has four shirts, Johnny has seventeen shirts and Sally has twelve.
How many do they have all together? (all together->addition)
Teacher will ask students to share with their partner what operation they think
should be used.
Teacher will call on volunteers to share answers.
Teacher will explain to class how students knew what operation the terms referred
to.
Step 2: Content presentation: Review of terminology related to addition and subtraction
Teacher will ask students to open up the Google Doc created for this lesson in
Google Classroom.
o Students will be instructed to write the lesson number, title and objective in
their virtual notebook.
Students will create chart in their Google Doc and fill in with terms for addition and
terms for subtraction.
Teacher will display an example word problem on Peardeck (L1.Peardeck and
Kahoot Questions),.
Teacher will help students determine whether addition or subtraction is to be used.
Teacher will display another word problem on Peardeck.
Students will write word problem in their virtual notebooks, using Google
Classroom, circle the identifying term and type the related operation in their virtual
notebook.
o Students will then write the operation on Peardeck so the teacher can see.
Teacher will display two more example problems on Peardeck (L1.Peardeck and
Kahoot Questions),.
Students will write specific term(s) used and relative operation on Peardeck for the
teacher to see/assess
o Teacher will check for understanding and provide appropriate feedback.
Step 3: Learner participation: Identifying terms and determining correct operations
Teacher will display a Google Doc within Google Classroom that lists several terms
listed.
o All terms listed will have been ones discussed in class.
Students are to make a copy of the Google Doc and interactively type the operations
that each term refers to.
Teacher will assign a quiz (L1.Peardeck and Kahoot Questions), containing six word
problems, on Kahoot.
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o Students are to use their notes from their virtual notebook, in Google
classroom, to identify the terms and conduct the related operation.
Step 4: Assessment:
Teacher will go over terms/operation in students virtual notebooks.
o Random students will be selected to answer.
Teacher will provide appropriate feedback.
Student Kahoot results will be assessed for teacher review.
Step 5: Follow-through activities:
Teacher will give students one minute to review notes in virtual notebook.
Teacher will call out terms and/or operations and students will have 30 seconds to
share with their partner.
Terms will be integrated into math review for the following morning.
Lesson 2: Identifying and Understanding Specific Mathematical

Terminology (Multiplication & Division)

multiplication and division. This lesson will review how to determine whether
multiplication and/or division will need to be used.


Lesson Objectives: Given a multi-step word problem, students will be able to identify the
mathematical operation that correlates with the terminology used in given word problems,
with 100% accuracy.

Teacher will review terms from prior lesson relating to addition and subtraction,
using the student response system, Peardeck.
Teacher will ask students to brainstorm with their desk partners about terms
related to multiplication and division.
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they came up with.
responses.
Teacher will put up blank newsprint chart on the whiteboard.
o Teacher will draw two circle maps, one with multiplication written in the
center circle and the other with division written in the center circle.
Teacher will ask students to share terms they came up with that are related to
multiplication and division.
o (times, equal parts, product, split, etc.)
Teacher will write terms in circle map as students are sharing them.
Teacher will then orally rehearse simple word problems to show students how
words are used in the word problems.

o Ex: Kim has four shirts; Johnny has twice as many shirts. How many shirts
does Johnny have? (twice as many->multiplication)
Teacher will ask students to share with their partner what operation they think
should be used.
Teacher will call on volunteers to share answers.
Teacher will explain to class how students knew what operation the terms referred
to.
Step 2: Content presentation: Review of terminology related to multiplication and
division
Google Classroom.
Students will create chart in their Google Doc and fill in with terms for
multiplication and terms for division.
Kahoot Questions),.
Teacher will help students determine whether multiplication or division is to be
used.
Teacher will display another word problem on Peardeck (L2.Peardeck and Kahoot
Questions),.
Students will write word problem in their virtual notebooks, using Google
Classroom, circle the identifying term and type the related operation in their virtual
notebook.
o Students will then write the operation on Peardeck so the teacher can see.
Teacher will display two more example problems on Peardeck (L2.Peardeck and
Kahoot Questions),.
Students will write specific term(s) used and relative operation on Peardeck for the
teacher to see/assess
o Teacher will check for understanding and provide appropriate feedback.
Step 3: Learner participation: Identifying terms and determining correct operations
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Students are to make a copy of the Google Doc and interactively type the operations
that each term refers to.
Teacher will assign a quiz, containing four word problems, on Kahoot (L2.Peardeck
and Kahoot Questions).
o Students are to use their notes from their virtual notebook, in Google
classroom, to identify the terms and conduct the related operation.
Step 4: Assessment:
Teacher will go over terms/operation in students virtual notebooks.
Student Kahoot results will be assessed for teacher review.
Teacher will give students one minute to review notes in their virtual notebook.
Teacher will call out terms and/or operations and students will have 30 seconds to
share with their partner.
Terms will be integrated into math review for the following morning.
Lesson 3: Dissecting Word Problems

Lesson Overview: This lesson will review how to dissect a mathematical word problem,
eliminate the unnecessary information and identify the useful information.


Lesson Objectives: Given a multi-step word problem, students will be able to dissect a
word problem by eliminating unnecessary information and identifying useful information
in order to successfully compute the problem, with 100% accuracy.

Teacher will review mathematical terms discussed in the two prior lessons relating
to addition, subtraction, multiplication and division, using Peardeck.
Teacher will ask students to share with their desk partner about the meaning of the
terms useful and unnecessary.
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they came up with.
responses.
Teacher will put up blank newsprint chart on the whiteboard.
o Teacher will draw a line down the middle and label one side useful and the
other side unnecessary.
Teacher will ask students to think about when they clean their rooms at home.
o What are some things that are useful when cleaning?
o What are some things that are unnecessary when cleaning?
Class will discuss ideas.
Step 2: Content presentation: Review of identifying useful information and unnecessary
information.
Teacher will reinforce the terms useful and unnecessary.
Teacher will explain that in some math problems there is useful information and
unnecessary information.
o Useful information is whats needed to accurately solve the word problem.
Google Classroom.
o Students will define useful and unnecessary in their virtual notebooks.
Teacher will display a simple addition equation on Peardeck (L3.Peardeck and
Kahoot Questions), and ask students to share what information in the equation is
useful and what information is unnecessary.
o Ex: 3+4=7
o ALL parts in this equation are useful.
Teacher will display another example on Peardeck (L3.Peardeck and Kahoot
Questions),. Teacher will read the example and have students write the example in
their virtual notebooks.
Teacher will explain to students that information is useful and what information is
unnecessary, in the example given.
o Teacher will model identifying useful information, constructing an equation
and computing the equation for the students.
Teacher will display another example on Peardeck (L3.Peardeck and Kahoot
Questions),.
Students will work with their partner to identify useful and unnecessary
information.
o Students will be instructed to identify the useful information and eliminate
the unnecessary information.
Students will then work with their partner to construct an equation.
Students will share their work with the class.
Step 3: Learner participation: Identifying useful and unnecessary information.
Teacher will provide four example word problems, using Kahoot. (L3.Peardeck and
Kahoot Questions),
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Students are to list the useful information from each problem in their virtual
notebooks, on Google Classroom.
o Leave out unnecessary information.
o Students are to identify useful information, eliminate unnecessary
information and build an equation in their virtual notebooks.
o This requires students to use the information presented from prior lessons.
Step 4: Assessment:
Teacher will go over examples written in virtual notebooks on Google Classroom.
Teacher will review student responses on Kahoot.
Teacher will give students two minutes to review notes in their virtual notebooks.
Teacher will present example problems on Peardeck.
o Students will be given one minute per problem.
Teacher will select students, at random, to identify useful information, unnecessary
information and to construct an equation.
Examples will be integrated into math review for following morning.
Lesson 4: Identifying Specific Mathematical Operation and the

Associated Data (Single Operation)

Lesson Overview: This lesson will review how to identify and construct the single
operation needed in a mathematical word problem.


Lesson Objectives: Given a multi-step word problem, students will be able to correctly set-
up mathematical equations based on the information provided in the problem, with 100%
accuracy.
Teacher will review mathematical terms discussed in prior lessons relating to
addition, subtraction, multiplication and division, using Peardeck.
Teacher will ask students to share/brainstorm with their partner about terms that
relate to the four operations.
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they came up with.
responses.
Teacher will put up a blank newsprint chart on the whiteboard.
o There will be four columns respectively labeled-addition, subtraction,
multiplication and division.
Teacher will randomly select students to provide terms for each part of the chart.
o Chart will be completed and terms for all four operations will be listed.
Step 2: Content presentation: Review of identifying terms and constructing a single
operation equation
Teacher will explain that identifying terms and useful information is important to
accurately solving equations.
o Identify correct operation.
o Identify useful information and correct data/numbers to use.
Teacher will ask students to open up their virtual math notebooks, using Google
Classroom.
o Students will be instructed to write lesson number, title and objective in their
virtual notebook.
Teacher will display an example word problem using Peardeck (L4.Peardeck and
Kahoot Questions).
o As a class, the example problem will be discussed.
o A circle will be put around the identified terms; a box around useful
information and unnecessary information will be crossed out.
o As a class, one equation will be constructed and solved.
Teacher will display another example word problem using Peardeck (L4.Peardeck
o Students will work with their partner to identify terms, useful information
and unnecessary information.
o Partner teams will construct an equation and solve the equation and list it on
Peardeck.
Teacher will select random partner groups to go over the problem with the class.
o Students will identify terms, useful information and unnecessary information
independently.
o Students will type their answers on the Peardeck response system.
Teacher will call on random students to share their answers and explain to the class.
Step 3: Learner participation: Identifying terms and useful information to understand the
correct operation and accurate equation.
Teacher will provide three example problems, using Kahoot (L4.Peardeck and
Kahoot Questions).
Students are to list the useful information from each problem in their virtual
notebooks, on Google Classroom.
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o Leave out unnecessary information.

Students are to identify correct mathematical operation and construct an equation
with all pertinent data given in the word problem.
Step 4: Assessment:
Teacher will go over examples written in virtual notebooks on Google Classroom.
Teacher will review student responses on Kahoot.
Teacher will give students two minutes to review notes in their virtual notebook.
Teacher will project the previous quiz on Kahoot with three word problems.
o Kahoot quiz will already have identifying terms circled, boxes drawn around
useful information, unnecessary information crossed out, equations
constructed and solved.
o Students will have to go through each problem to determine accuracy.
If not accurate, students must identify the error(s) and correctly fix
the problem.
Teacher will go over each problem, calling on random students to provide answers
and discussion.
Examples will be integrated into math review for the following morning.
Lesson 5: Identifying Specific Mathematical Operations and the

Associated Data (More Than One Operation)

Lesson Overview: This lesson will review how to identify and construct multiple
operations needed in a mathematical word problem.

Resources or materials needed: Teacher-> ELMO/overhead projector, laptop

Lesson Objectives: Given a multi-step mathematical word problem, students will be able
to combine the answers to sub problems, within the main problem, to compute one final
answer, with 100% accuracy

Teacher will review mathematical terms discussed in prior lessons relating to
addition, subtraction, multiplication and division, using Peardeck.
Teacher will review how to identify single operation in a word problem.
Teacher will ask students to review terms, listed in their virtual notebooks, that
relate to the four operations.
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Teacher will randomly select students to provide terms for each operation
discussed.
Step 2: Content presentation: Review of identifying terms and constructing multiple
equations with more than one operation.
Teacher will explain that identifying terms and useful information is important to
accurately solving equations.
o Identify correct operations within the word problem.
o Identify useful information and correct data/numbers to use.
Teacher will ask students to open up their virtual notebooks in Google Classroom.
o Students will be instructed to type lesson number, title and objective in their
virtual notebook.
Teacher will display an example word problem using Peardeck (L5.Peardeck and
Kahoot Questions).
o As a class, the example problem will be discussed.
o A circle will be put around the identified terms; a box around useful
information and unnecessary information will be crossed out.
o As a class, two operations will be identified and two equations will be
constructed and solved.
o Students will type the example problem in their virtual notebook.
o Students will work with their partner to identify terms, useful information
and unnecessary information.
o Partner teams will identify the two operations within the word problem and
construct two equations and solve the equation.
o The answers will be listed in Peardeck for each partner group.
Teacher will select random partner groups to go over the problem with the class.
o Students will type the example problem in their virtual notebook.
o Students will identify terms, useful information and unnecessary information
independently.
Teacher will call on random students to share their answers and explain to the class.
Step 3: Learner participation: Identifying terms and useful information to understand the
correct operations and accurate equations.
Teacher will display three example problems, using Kahoot (L5.Peardeck and
Kahoot Questions).
Students are to type the word problems into their virtual notebooks.
o Circle the identifying terms; draw a box around the useful information and
cross out the unnecessary information.
Students are to identify correct mathematical operations and construct the
equations with all pertinent data given in the word problem.
o Each example will have at least two different operations.
Teacher will project three more example word problems, using Kahoot
(L5.Peardeck and Kahoot Questions).
27
o Students are to circle the identifying terms; draw a box around the useful
information and cross out the unnecessary information.
o Students are to identify correct mathematical operations, construct
equations and accurately solve.
o This requires students to use knowledge from prior lessons.
Step 4: Assessment:
Teacher will go over examples written in student virtual notebooks, with class.
Teacher will collect/review student responses on Peardeck and Kahoot.
Teacher will provide necessary feedback.
Teacher will give students two minutes to review notes in their virtual notebook.
Teacher will open up the previous Kahoot quiz with three word problems.
o Problems will already have identifying terms circled, boxes drawn around
useful information, unnecessary information crossed out, operations noted,
equations constructed and solved.
o Students will have to go through each problem to determine accuracy.
If not accurate, students must identify the error(s) and correctly fix
the problem.
Teacher will go over each problem, calling on random students to provide answers
and discussion.
Lesson 6: Identifying Correct Unit of Measure

Lesson Overview: This lesson will review how to identify units of measure and label the
answer with the correct unit of measure.


Lesson Objectives: Given a multi-step word problem, students will be able to identify
units of measure by labeling the answer(s) with the correct units of measure used in given
word problems, with 100% accuracy.
Time: Approximately 45 minutes

28
Teacher will ask students to brainstorm with their partner about different units of
measure.
o What types of measurements are used?
o Traditional vs. Non-traditional
Teacher will put up blank newsprint chart on whiteboard.
o Teacher will draw a line down the middle, creating two columns.
o Teacher will label one side traditional and the other side non-traditional.
Teacher will explain what traditional and non-traditional is.
Teacher will call on students to provide example units of measure.
o Teacher will write on the chart, in correct category.
Teacher will explain that identifying units of measure will help make the answer
more clear.
o Example problem will be projected on Peardeck.
o Ex: If a recipe stated you needed 2 cinnamon. Would you know how much
cinnamon to add? 2 tablespoons? 2 cups? 2 jars?
Step 2: Content presentation: Review of identifying and noting units of measure within a
word problem.
Teacher will reinforce importance of providing complete answers.
Teacher will ask students to take out their virtual math notebooks.
o Students will be instructed to write lesson number, title and objective in
virtual notebook.
Teacher will put up a recipe on Peardeck.
o Students will be given 2 minutes to list all units of measure they can identify.
Teacher will call on students to share.
Kahoot Questions).
o Teacher will read problem out loud and help students identify the unit of
measure.
o Teacher will then solve the word problem and model how to label the answer
with the correct unit of measure.
Teacher will display another example problem on Peardeck (L6.Peardeck and
Kahoot Questions).
o Students will identify unit of measure and list it on Peardeck for the teacher
to see.
Teacher will scan answers and provide feedback as necessary.
Teacher will display 3 more examples word problems, separately, on Peardeck
(L6.Peardeck and Kahoot Questions).
o For each problem, students will identify unit of measure.
Teacher will scan answers and provide feedback as necessary.
Step 3: Learner participation: Identifying units of measure within a word problem and
accurately labeling the answer with the correct unit of measure.
Teacher will project a Kahoot quiz containing 5 example problems (L6.Peardeck and
Kahoot Questions).
The first problem will be completed as a class.
29
o All steps will be followed (circling, boxing, crossing out, listing sub
problems/equations, identifying units of measure, labeling the answer with
correct unit of measure, etc.)
Students will have an opportunity to ask questions.
Students will then be given 16 minutes to complete 4 remaining problems,
independently.
o Students will read example word problems and follow all steps previously
taught.
o This will require students to use knowledge from prior lessons.
Step 4: Assessment:
Teacher will assess student responses from Kahoot.
Teacher will go over the 4 problems with the class, explaining each, step-by-step.
Teacher will review and provide further feedback/review if necessary.
Teacher will assign a group activity where students are paired up in groups of 2-3.
o Students are required to create their own word problem that contains at
least two different operations, at least two sub problems and one identifiable
unit of measure.
o Students are to type the word problem on Peardeck
Groups will switch problems with another group and solve the problem given to
them.
o All steps will need to be followed and written out.
Once finished, groups will return answers to original group.
o Original group will check the accuracy of the other groups work.
Teacher will call on 3-4 groups to read their problem out loud and to solve, listing all
the steps on the Peardeck session.
Teacher will provide feedback as necessary.
Lesson 7: Computing Multi-Step Word Problems and Checking

for Accuracy

Lesson Overview: This lesson will review how to use the tools from the previous lessons
to compute a multi-step mathematical word problem. This lesson will review how to check
the end answer for accuracy.

sentence strips, ELMO/overhead projector laptop

30
Lesson Objectives: Given a multi-step mathematical word problem, students will be able
to identify the pertinent information by using the tools given to them to compute the
problem, with 100% accuracy.

Teacher will play a game with students to review mathematical terms learned in
prior lessons, using student whiteboards.
o Terms related to: addition, subtraction, multiplication and division
Teacher will then give students 5 minutes to review their notes, in their virtual
notebooks, from lessons 1-6.
Teacher will have pre-made sentence strips with all the steps of how to solve a word
problem.
Teacher will call on students to provide steps, in order, of how to identify key
aspects and solve the word problem.
Teacher will also review opposite operations.
o Addition Subtraction
o Multiplication Division
Step 2: Content presentation: Review of steps to accurately solve a word problem and the
steps to check for accuracy.
Teacher will reinforce importance of following all steps, in order, every time.
Teacher will show an example to students on Peardeck of how missing one step can
cause an incorrect answer.
o Teacher will show this to students by going back through the word problem,
in reverse, to check the answer.
o Teacher will show students that the answer is incorrect.
Teacher will explain that super scholars dont just solve equations; they go back to
check their answers to ensure accuracy.
Teacher will explain process for checking answers and students will take notes in
o Start with the answer and go through the problem in reverse, making sure to
do the opposite operations.
Teacher will show an example equation on Peardeck.
o Ex: 3x4=12
Teacher will show students how to check for accuracy, starting with the answer and
working backwards through the problem using opposite operations.
o Ex: 124=3
Teacher will display two more equations on Peardeck (L7.Peardeck and Kahoot
Questions).
31
o Students will use their virtual notebooks to check each problem.

o Students will then write accurate or not accurate on Peardeck for the
teacher to see.
Teacher will assess and provide feedback as necessary.
Teacher will put up an example word problem on Peardeck (L7.Peardeck and
Kahoot Questions).
o As a class, the problem will be checked for accuracy.
o Students will then write accurate or not accurate on Peardeck for the
teacher to see.
Teacher will assess and provide feedback as necessary.
Step 3: Learner participation: Solving multi-step word problems and checking for
accuracy.
Teacher will project a Kahoot quiz, containing 5 word problems (L7.Peardeck and
Kahoot Questions).
Students will complete independently, using all steps previously taught, showing all
work (on scratch paper) and checking for accuracy.
Students will be given 20 minutes to complete quiz.
This will require students to use knowledge for prior lessons.
Step 4: Assessment:
Teacher will assess student responses on Kahoot.
Teacher will go over all 5 problems with the class.
Teacher will review responses and provide feedback/re-teaching if necessary.
Teacher will group students into groups of 4-5.
On newsprint chart, teacher will display a word problem with many parts missing.
o Parts missing will include: numbers, units of measure, operation symbols,
etc.
Students will work with their group members to complete and solve the word
problem.
o One member of the group will write the complete problem on a piece of
paper.
As groups are finished, they will bring their completed problem to the teacher.
First group to accurately complete problem will solve in front of the class.

Review all concepts after lesson 7 and prior to the assessment.

32
Appendix

Example questions for each lesson are included below. These can be used in the
student response system, Peardeck as well as the online assessment system, Kahoot.
You will need to create a new Peardeck or Kahoot quiz for each lesson. These
questions can be copied and pasted in each system for use.

The post assessment can be printed and copied for students.

Lesson 1 .34
Peardeck & Kahoot Example Questions

Lesson 2 ..

Lesson 3 .34

Lesson 4 ..

Lesson 5 .34

Lesson 6 ..

Lesson 7 .34

Post Unit Assessment

Assessment Rubric
Lesson 1
33

Example Peardeck questions:
These questions can be used with Peardeck to help students practice the concepts
being taught in this lesson.
1. Mario has 14 chocolate-chip cookies, 24 peanut butter cookies and 12 sugar
cookies. How many does Mario have all together?
2. Jane sold $312.58 worth of clothes at her garage sale. After the garage sale, Jane
went shopping for new clothes and she spent $127.42. How much does Jane
have left?
3. Kelly purchased a new backpack at Walmart for $14.97. Jameson purchased a
new backpack at the mall for $32.95. What is the difference in price between the
two backpacks?
4. Michael delivered 14 newspapers on Monday, 10 on Tuesday, 17 on Thursday,
13 on Friday and 42 on Sunday. How many newspapers did Michael deliver in
one week?

Example Kahoot questions for lesson assessment:
These questions can be used with Kahoot to assess the students understanding of the
concepts in the lesson.
1. The Long Beach aquarium gave away 137 tickets for Sundays event. An
additional 82 people showed up on Sunday and purchased tickets. How many
people in all, had tickets for Sundays event.
a. 55 people
b. 219 people
c. 137 people
d. 82 people
2. The movie theatre sold 19 large buckets of popcorn on Friday and 24 large
buckets of popcorn on Saturday. How many more buckets of popcorn did the
movie theatre sell on Saturday?
a. 43 buckets of popcorn
b. 11 buckets of popcorn
c. 5 buckets of popcorn
d. 24 buckets of popcorn
3. For Johnnies birthday, his mother brought 32 cupcakes for the classroom.
There are 29 students and 1 teacher. If each person had only one cupcake, how
many were left after everyone ate his or her cupcakes?
a. 61 cupcakes
b. 31 cupcakes
c. 3 cupcakes
d. 13 cupcakes
4. What is the sum of 15 and 162?
a. 147
b. 1063
34
c. 177
d. 14
5. What is the difference between 675 and 431?
a. 244
b. 1106
c. 200
d. 44
6. Ginny purchased a pre-paid cell phone with 1,000 minutes. Ginny used 412
minutes in her first two weeks. How many minutes does Ginny have left?
a. 600 minutes
b. 412 minutes
c. 176 minutes
d. 588 minutes

Lesson 2
35

1. Jamie went out to breakfast with her 3 friends. They each ate 4 pancakes and 2
eggs. How many pancakes and eggs were eaten in all?
2. Monica bought 3 dozen balloons for the birthday party. Each dozen is 12 balloons.
How many balloons total did Monica buy?
3. Jameson drinks 5 bottles a day. In 30 days, how many bottles does Jameson drink
total?
4. Lisa financed her car for 36 months. Lisas monthly payment is $214. At the end of
the 36 months, how much total will Lisa have paid to finance her vehicle?

1. There are 14 chickens on the farm. 7 of the chickens lay 3 eggs a day and the
other 7 chickens lay 2 eggs a day. How many eggs can the farmer collect in one
day?
a. 19 eggs
b. 56 eggs
c. 7 eggs
d. 35 eggs
2. The PTA was purchasing ice cream sandwiches for the students in the school.
Each box has 20 ice cream sandwiches. If the PTA purchases 15boxes, how
many students would receive ice cream sandwiches?
a. 300 students
b. 35 students
c. 5 students
d. 30 students
3. Marco saved up his birthday money and bought 7 packs of baseball cards. Each
pack has 24 cards. How many baseball cards in all did Marco buy?
a. 158 cards
b. 168 cards
c. 116 cards
d. 17 cards
4. Sally was getting ready for the party. Sally went to the store to purchase last
minute food and drinks. She needed to buy juice boxes for the kids attending the
party. Sally bought 5 cases of juice boxes and each case had 15 juice boxes. How
many juice boxes did Sally buy in all?
a. 10 juice boxes
b. 20 juice boxes
c. 75 juice boxes
d. 30 juice boxes

36
Lesson 3

1. Jimmys 3rd birthday is on Saturday. Jimmy loves racecars so his mom and dad
have decided to throw him a racecar party. Jimmy invited 15 friends but 2 were
not able to make it. Jimmy had a great time and loved getting to be the center of
attention that day. How many friends showed up for Jimmys party?
2. Ms. Goods 5th grade class loved Science. Everyday during their Science hour, Ms.
Good would conduct experiments with the class. Ms. Good has 14 girls and 12
boys in her class. How many students does Ms. Good have total in her class?
3. The City of Long Beach is a beautiful city with plenty of beach views. The city
offered an energy saving program to its residents. The city had 157 residents
sign up on Monday, 112 sign up on Tuesday, 68 sign up on Wednesday, 142 sign
up on Thursday and 212 sign up on Friday. How many residents signed up for
the energy saving program in the first 5 days?
4. On Saturday, the local YMCA is hosting a pancake breakfast. The YMCA
facilitates many programs for the community. The YMCA is located near the
local Target and grocery store so its accessible to many residents. The director
of the YMCA figured that he could make 72 pancakes out of 1 box of pancake mix.
Each box of pancake mix cost $2.36. If the director purchased 12 boxes of
pancake mix, how much would he spend on pancake mix?

1. What information is unnecessary? Jimmys 3rd birthday is on Saturday. Jimmy
loves racecars so his mom and dad have decided to throw him a racecar party.
Jimmy invited 15 friends but 2 were not able to make it. Jimmy had a great time
and loved getting to be the center of attention that day. How many friends
showed up for Jimmys party?
a. Jimmys 3rd birthday is on Saturday
b. Jimmy invited 15 friends.
c. 2 of Jimmys friends were not able to make it.
2. What information is unnecessary? Kaine loved to play with blocks. He loved to
build towers and cars with his blocks. When Kaine was 9 months old, his mom
bought him a block set. The block set contained 4 different colors of blocks.
Each color had 20 blocks. How many blocks did the entire set have in all?
a. Kaine was 9 months old when his mom bought him his block set.
b. The block set contained 4 different colors of blocks
c. Each color of blocks had 20 blocks
37
3. Shannah makes breakfast for her family every Sunday. Her family loves
pancakes and bacon so she makes sure to include those two items every Sunday.
This Sunday, Shannah had 5 members of her family, plus her to cook for. Each
person eats 4 pieces of bacon. If a 1lb package of bacon include 15 slices of
bacon, how many packages will Shannah have to buy in order to feed her family
for Sunday breakfast?
a. 20 pieces of bacon
b. 2 packages of bacon
c. 4 packages of bacon
d. 6 people
4. At the San Diego Zoo, they have over 1,000 species of animals. The Zoo is
featuring their new tiger habitat that contains 15 tigers. Each tiger eats 14lbs of
meat a day. How much meat does one tiger eat in 7 days?
a. 98lbs of meat
b. 1,000lbs of meat
c. 8lbs of meat
d. 90lbs of meat

38
Lesson 4

1. Monica is buying supplies for the campfire on Saturday night. Monica wants to
make smores. She loves smores and remembers making them when she was
younger with her brothers and sisters. Monica needs to figure out how many
chocolate bars to purchase. Each chocolate bar will be enough for 2 people. If
Monica purchases 10 chocolate bars, how many people will she have chocolate
for?
2. Theresa has a sweet tooth and she loves cookies. Theresa loves all types of
cookies but Oreos are her favorite. Theresa bought 3 packages of Oreos. Each
package contains 24 cookies. How many cookies does Theresa have in all?
3. Steven and his sister went back to school shopping for school supplies. Steven
prefers mechanical pencils and his sister prefers standard pencils. Steven picked
out 12 mechanical pencils and his sister picked 10 standard pencils. How many
pencils did Steven and his sister pick out total?
4. Monica starts every morning with 2 cups of coffee. If Monica drinks coffee 7
days a week. How many cups of coffee will Monica drink in a month with 30
days?

1. Nick went to Disneyland for his birthday. He spent all day at the amusement
park and had a great time. Before Nick left, he stopped to buy souvenirs. Nick
spent $35 on a sweatshirt, $5 on a key chain, $15 on a stuffed Mickey Mouse and
$12 on a Minnie Mouse frame. How much did Nick spend in all on souvenirs?
a. $67
b. $55
c. $3
d. $167
2. Karen is in the 6th grade at Gilbert Elementary School. Her teacher, Mrs. Johns
gives homework Monday-Thursday. Each night, Mrs. Johns assigns 45 minutes
of homework. How many minutes of homework does Karen get weekly?
a. 225 minutes
b. 45 minutes
c. 180 minutes
d. 90 minutes
3. Brittany plays soccer after school. Brittany has played soccer since she was 8
years old. One day, Brittany hopes to be a professional soccer player. Brittany
practices with her team twice a week. If the soccer season is 16 weeks long, how
many times does Brittany practice with her team in a season?
39
a.
b.
c.
d.
16
32
48
8
Lesson 5
40

1. Kelli goes to dance 5 days a week. Each day, Kelli takes two dance classes. How
many dance classes does Kelli take in a week?
2. Kaine enjoys swimming. Kaine swims 100 meters every morning in the ocean
and 100 meters every night in the pool. How many meters does Kaine swim in
15 days?
3. Ethan works at The Coffee Bean. For every hour than Ethan works, he makes
about 17 lattes. If Ethan works 3 hours a day, 5 days a week, how many lattes
does Ethan make in a week?

1. Debbye went shopping on Saturday afternoon. Her first stop was Walmart and
she spent $47.21. She then stopped for lunch at Waba Grill and spent $6.50.
After lunch she went to Macys and spent $112.05. If Debbye started with $300,
how much did she have left after her shopping and lunch trip on Saturday?
a. $159.26
b. $164.76
c. $135.24
d. $142.76
2. Sarah had to complete 45 hours of training in order to receive her swimming
certificate. Sarah completes 2 hours a day, Monday-Friday and 2.5 hours on
Saturday and 2.5 hours on Sunday. How many weeks will it take Sarah to
complete her training?
a. 15 weeks
b. 3 weeks
c. 45 weeks
d. 4 weeks
3. Bonnie needed to make 144 cookies for the school bake sale. Bonnie was able to
make 5 dozen cookies on Friday and 2 dozen on Saturday. How many more
dozen cookies does Bonnie need to make in order to finish?
a. 137 dozen
b. 5 dozen
c. 7 dozen
d. 12 dozen

Lesson 6
41

1. If a recipe stated you needed 2 cinnamon. Would you know how much
cinnamon to add? 2 tablespoons? 2 cups? 2 jars?
2. Identify the units of measure-
Sugar Cookie Recipe
1 cup butter
1 cup sugar
1 egg
3 cups flour
tsp salt
3. Monique ran 3 miles a day for 5 days straight. How many miles did Monique run
in 5 days?
4. The school swimming pool holds 1,220 gallons of water. The pool is drained and
cleaned 6 times in a year. How much water is used in a year to refill the pool?
5. Marvin is replanting his front lawn. Marvin purchased 14 packages of sod. Each
package contains 3 yards of sod. How many yards of sod will Marvin have in all?
6. Jessica is making cheesecakes for her Christmas party. Jessica is making 5
different kinds of cheesecake. Each recipe calls for 4 eggs and 2 cups of sugar.
How many eggs and how much sugar will Jessica need?
7. The high school football team brings water with them for their away games.
Each player drinks about 64 ounces of water during the game. If the team has 21
players, about how much water will the team need to bring with them?

1. The US Womens Soccer team brings 3 jerseys, per game for each player. The
team has 20 players. If the team is going overseas for a Victory tour and they are
going to play 11 games. How many jerseys in all does the team need to pack?
a. 660 jerseys
b. 60 jerseys
c. 33 jerseys
d. 66 jerseys

2. The UCLA football team has 38 players. Each player gets 4 tickets per home
game. If there are 12 home games, how many tickets does each player receive
per season?
a. 1,824 tickets
b. 48 tickets
c. 152 ticke
d. 3 tickets
42
3. Jamie started with 60 clean bibs. Jamie does laundry once a week. If Jamies 3-
month old baby uses 5 bibs a day, how many clean bibs will Jamie have after the
first 7 days?
a. 35 bibs
b. 7 days
c. 25 bibs
d. 60 bibs
4. Jennifer needs 1 cup of chocolate chips for every batch of cookies she makes. If
Jennifer makes 13 batches of cookies on Saturday and 11 batches of cookies on
Sunday, how many cups of chocolate chips will she need?
a. 13 cups of chocolate chips
b. 11 cups of chocolate chips
c. 2 cups of chocolate chips
d. 24 cups of chocolate chips
5. Mikey purchased a new cell phone and is trying to keep track of the minutes he
uses. For the first week, Mikey used 58 minutes. On the second week, he used
42 minutes. On the third week he used 51 minutes. If Mikey used 300 total
minutes for the month, out of a 4-week month, how many minutes did he use the
last week of the month?
a. 149 minutes
b. 151 minutes
c. 449 minutes
d. 451 minutes

43
Lesson 7

1. Kelli goes to dance 5 days a week. Each day, Kelli takes two dance classes. How
many dance classes does Kelli take in a week?
2. Theresa has a sweet tooth and she loves cookies. Theresa loves all types of
cookies but Oreos are her favorite. Theresa bought 3 packages of Oreos. Each
package contains 24 cookies. How many cookies does Theresa have in all?
3. Kelly purchased a new backpack at Walmart for $14.97. Jameson purchased a
new backpack at the mall for $32.95. What is the difference in price between the
two backpacks?
4. Mario has 14 chocolate-chip cookies, 24 peanut butter cookies and 12 sugar
cookies. How many does Mario have all together?
5. Jane sold $312.58 worth of clothes at her garage sale. After the garage sale, Jane
went shopping for new clothes and she spent $127.42. How much does Jane
have left?

1. Sarah had to complete 45 hours of training in order to receive her swimming
certificate. Sarah completes 2 hours a day, Monday-Friday and 2.5 hours on
Saturday and 2.5 hours on Sunday. How many weeks will it take Sarah to
complete her training?
a. 15 weeks
b. 3 weeks
c. 45 weeks
d. 4 weeks
2. Ginny purchased a pre-paid cell phone with 1,000 minutes. Ginny used 412
minutes in her first two weeks. How many minutes does Ginny have left?
a. 600 minutes
b. 412 minutes
c. 176 minutes
d. 588 minutes
3. The movie theatre sold 19 large buckets of popcorn on Friday and 24 large
buckets of popcorn on Saturday. How many more buckets of popcorn did the
movie theatre sell on Saturday?
a. 43 buckets of popcorn
b. 11 buckets of popcorn
c. 5 buckets of popcorn
d. 24 buckets of popcorn
44
4. Nick went to Disneyland for his birthday. He spent all day at the amusement
park and had a great time. Before Nick left, he stopped to buy souvenirs. Nick
spent $35 on a sweatshirt, $5 on a key chain, $15 on a stuffed Mickey Mouse and
$12 on a Minnie Mouse frame. How much did Nick spend in all on souvenirs?
a. $67
b. $55
c. $3
d. $167
5. Karen is in the 6th grade at Gilbert Elementary School. Her teacher, Mrs. Johns
gives homework Monday-Thursday. Each night, Mrs. Johns assigns 45 minutes
of homework. How many minutes of homework does Karen get weekly?
a. 225 minutes
b. 45 minutes
c. 180 minutes
d. 90 minutes
45
Post Unit Assessment:

Directions: Read each word problem carefully. Follow all steps learned in class to solve
each problem.
Must show all work, make necessary annotations, label answers with correct units of
measure and check for accuracy
1) Jamie has 42 purple pencils, Carey has 5 blue shirts and Bobby has 9 boxes of
marbles. Each one of Bobbys boxes holds 50 marbles. How many marbles does
Bobby have?

2) On Saturday, I walked 2 miles in 1 hour for Relay for Life. If I maintained this pace
for the 8 hours I walk, how many miles total did I walk?

3) A peanut butter cookie recipe calls for 2 cups of creamy peanut butter, 1 cup of
sugar and 3.5 cups of flour. You want to make 23 recipes for a bake sale. How many
cups of flour will be needed to make all the cookie recipes?

4) Ms. Kane is hoping to improve her swimming skills. She bought a two-year
swimming pool pass at the community pool for $780. If she makes one payment per
month for two years, how much is each payment?

5) Mrs. Gray bought four strings of Christmas garland that were each 12 feet long. She
needs 45 feet of garland to string on her Christmas tree. Does she have enough
garland? If not, how much extra does she need? If so, how much extra does she
have?
Assessment Rubric:
Each problem is worth a total of 10 points. Students may receive partial credit for
problems even if they did not provide the correct answer.
Point System:

1 point-circling identifying terms

1 point-crossing out unnecessary information

1 point-box around useful information

2 points-constructing proper equation(s)

2 points-providing accurate answer

1 point-labeling unit of measure

2 points-checking for accuracy
Scoring:

Points Received/Percentage Correct
Score
50pts-44pts
A

100%-88%
43pts-37pts
B

86%-74%
36pts-32pts
C

72%-64%
31pts-26pts
D

62%-52%
25pts or below
F

50% or below

Students who score 85% or above, will have mastered the objective.
Students who score below 85% will receive re-teaching based on their needs.

46
47
References

Carey, L., & Dick, W. (2009). The systematic design of instruction. Upper Sadle River, NJ:
Merill/Pearson.
Gagn, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.).
Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.
Keller, J.M., & Suzuki, K. (1988). Instructional designs for microcomputer courseware-ARCS
motivational model. Hillsdale, NJ: Lawrence Erlbaum.

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1

Instructional Unit Overview

After spending a year in a sixth grade class as a teacher, I noticed a significant

Task Analysis and Performance Objectives

Task 7: Computing Multi-Step Word Problems and Checking for Accuracy

Overview of Each Lesson

Lesson 4: Identifying Specific Mathematical Operations and the Associated Data

Assessment of Student Performance

Instructional Materials for Unit

Teacher Google Classroom (available through Google Apps)

Physical Resources Needed

Laptop/Computer for Teacher

Detailed Lesson Plans

Lesson 1: Identifying and Understanding Specific Mathematical

Lesson 2: Identifying and Understanding Specific Mathematical

Lesson 3: Dissecting Word Problems

Lesson 4: Identifying Specific Mathematical Operation and the

o Students will be given two minutes.

o Leave out unnecessary information.

Lesson 5: Identifying Specific Mathematical Operations and the

Lesson 6: Identifying Correct Unit of Measure

Lesson 7: Computing Multi-Step Word Problems and Checking

o Students will use their virtual notebooks to check each problem.

Post Unit Assessment:

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