UbD Lesson Plan Template

Teachers Name: Twana Ambrose

Subject/Course: Mathematics

Lesson Title:
Word problems
Approximate Time Frame:
1 hour
Essential Vocabulary:

Grade Level: 3rd

Factors- are the 2 numbers multiplied together

Product-the answer when two factors are multiplied
Times=multiply=repeated addition
Word problem: mathematical exercise where significant background information on the problem is presented as text rather than
in mathematical notation

Brief Overview (Summary) of the Unit (Topic, Activities, Assessments):

Students learn by using a given equation to write a word problem.
Student will work in groups to write the word problems using magazines, local newspapers,
and local flyers. These resources will be placed on the tables and up against the walls in the
classroom, in 3 different areas, as inspiration for their word problems.
Students write word problem based on 3 given equations as an individual assessment.

Stage 1 Desired Results (Acquisition, Meaning Making and

Transfer)
Goals/Key Standards (Common Core ELA, Math or District AND Indian Education for All
Essential Understandings):
SWBAT write a multiplication word problem for a given equation.

Transfer: Students will demonstrate understanding of repeated addition and identifying

equal groups and apply it to a new problem or situation, in a group and independently.
(What kinds of long-term, independent accomplishments are desired?)

Meaning Making: Students will understand and keep considering

Understandings: Students will understand that...the ability to identify and use appropriate
functions to solve a problem is the heart of mathematics.
Essential Questions (Long Term and Topical):
How does writing a word problem help you understand that the ability to identify and use
appropriate functions to solve a problem is the heart of mathematics
Acquisition of Knowledge and Skill

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Knowledge: Students will know how to pick a theme, identify group, determine whats in
each group and calculate total.
Skills/Performance: Students will be able to use repeated addition and equal groups to
multiply, and use sentences and prior background knowledge and experience to choose
themes and write word problem sentences.

Stage 2 Assessment Evidence

Performance Task or Other Key Evidence of learning (What will students understand and/or
be able to do?)
to choose a theme, identify group, determine whats in each group and calculate total.
Key evaluative criteria to measure Performance Task(s) or Key Evidence:
Examples: Rubric, Checklist, etc.
First, Choose your setting.

Is it a park?

New York?

A mall?
Second,

What is my group? Factor #1 (draw circle to represent group)

Students,
tourist,
shoppers

Third, What is in each group? Factor #2 (place item in the circle, i.e ball in inside student circle)

Balls

Tokens

Shoes
Fourth,

What is my total? Product

Water balloons
Tokens
Shoes

Other Evidence to reflect student learning (formative and/or summative measures)

Exit Ticket
Name:________________

1) Calculate and then write a word problem for the following equation:

2x3=

First, Choose your setting. _______________

Second, What is my group? Factor #1 ______________

Third, What is in each group? Factor #2 _________________

Fourth, What is my total? Product__________________

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______________________________________________________
______________________________________________________
2) Calculate and then write a word problem for the following equation:
4x4=

First, Choose your setting. _______________

Second, What is my group? Factor #1 ______________

Third, What is in each group? Factor #2 _________________

Fourth, What is my total? Product__________________

______________________________________________________

Exit Ticket Exemplar

Name:________________

1) Calculate and then write a word problem for the following equation:

2x3=

First, Choose your setting. __School____

Second, What is my group? Factor #1 _____desks_____

Third, What is in each group? Factor #2 _____pencils_______

Fourth, What is my total? Product______pencils________

At school, there are two desks. Each Desk has three pencils. How many pencils are there in
all? 6 pencils

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updated 8/10/2016

2) Calculate and then write a word problem for the following equation:
4x4=

First, Choose your setting. _____Store__________

Second, What is my group? Factor #1 ____baskets_________

Third, What is in each group? Factor #2 ______toys___________

Fourth, What is my total? Product______toys____________

At the store, there are four baskets. There are four toys in each basket. How many toys are
there in all?

Stage 3 - Learning Plan, Experiences, and Instruction:

Learning Activities: Consider the WHERETO elements Whos the Hardest Working
Person in the Room?
The Teacher will
The Student will
Give equation and ask students to SWBAT write a multiplication word
W
Where are we going?
What is expected?

write word problem then ask how

they did it then state learning
intentions

problem for a given equation.

Do you remember in our previous class we

learned about equal groups and that we
discussed that it was foundation for
multiplication, then we used repeated addition
to calculate products with factors from 1
through 6 an you wrote an equation for a
multiplication word problem. Today you are
going to write a word problem from a given
equation.

Students will recall our previous class

Will give students a do now

write multiplication equations.

Student is using previously

acquired skills and knowledge to
complete do now and begin to
absorb todays lesson.

How will we hook

(Introduce this to)
the students?
How will we preassess student
knowledge,
understanding and
skills to inform
instruction?

E
How will we equip
students for
expected
performances?

Will give steps to write a word

problem:
First, Choose your setting.

Is it a park?

New York?

A mall?
Second, What is my group? Factor #1 (draw
circle to represent group)

Students

tourist

shoppers
Third, What is in each group? Factor #2 (place
item in the circle, i.e ball in inside student
circle)

Balls

Tokens

Shoes

grade 3

updated 8/10/2016

where we learned about equal groups and

that we discussed that it was foundation for
multiplication, then we used repeated
addition to calculate products with factors
from 1 through 6 an you wrote an equation
for a multiplication word problem.

Fourth,

R
How will we rethink
or revise? (on-going,
formative, keep
coming back as
needed)

E
How will students
self-evaluate and
reflect their
learning?

T
How will we tailor
learning to varied
needs, interests, and
learning styles?
(differentiation,
accommodation,
modification)

What is my total? Product

Water balloons
Tokens
Shoes

May be a misunderstanding with why factor #2

and the total have the same unit

Students are taking notes on in their guided

notes worksheet. Students are raising hands
and then asking questions.

The factor being written as a word vs. a

number
Four vs. 4
Teacher is asking:

Student is reflecting on

What do we do First?

What do we do First?

What does factor #1 represent?

What does factor #1 represent?

What does factor #2 represent?

What does factor #2 represent?

What the difference between the product and a

factor? How does that difference affect the
word problem?

What the difference between the product and

a factor? How does that difference affect the
word problem?

Teacher Actions: (Most Guided)

I would ask questions like, What do you do
first? Why ?And direct student to the steps
on their paper. I would write sentence for 1st
of word problem, then ask them to frame
2nd sentence.

Student Actions: (Most Guided)

Student would refer to the steps on their
paper.

First, Choose your setting.

Teacher Actions: (Medium Guided)

I would ask questions like, What do you do
first? And direct student to the steps on
their paper.

Second, What is my group? Factor

#1

Third, What is in each group? Factor

#2

Teacher Actions: (Least Guided)

I am asking questions like, What did you
do to get to that question?

Fourth, What is my total? Product

I will write the equation for independent

practice on the board.
Write a word problem for the following
equation?
6x3=18

Student Actions: (Medium Guided)

Student would refer to the steps on their
paper.

First, Choose your setting.

Second, What is my group? Factor

#1

Third, What is in each group? Factor

#2

Fourth, What is my total? Product

Student Actions: (Least Guided)

Student is explaining the steps

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First, Choose your setting.

Second, What is my group? Factor

#1

Third, What is in each group? Factor

#2

O
How will we organize
the sequence of
learning? (please
include the
sequence)

Fourth, What is my total? Product

I do, We do, You do

I do, We do, You do

I do: Teacher gives steps to writing word

problem, and writes a word problem

I do: Students follows along with teacher

as she writes steps to writing word
problem, and writes a word problem

We do: Class with assistance from teacher,

writes word problem.
You do: Class breaks out in to groups and
creates their own word problems using
newspapers and magazines

We do: Students with assistance from

teacher, writes word problem.
You do: Students breaks out in to groups
and creates their own word problems
using newspapers and magazines

Special Needs (include all learners on the continuum from disabled to gifted
& twice exceptional):
Modifications (changes to the Core
Accommodations (supports or
standard(s) and level of proficiency
instructional adjustments):
expected):
Student would answer one question on
I would ask questions like, What do you do first? And
assessment instead of two.
direct student to the steps on their paper. I would write
sentence for 1st of word problem, then ask them to frame
2nd sentence.

Plans for after this lesson/competency is complete (How will you extend,
enrich?):
Students will be provided equation and ask to write multiplicative word problem without
scaffolding/prompts for each step.

Key Resources Used: Websites, books, film clips, etc.

Type of Resource(s):
Name of Resource(s):
Newspaper
Northeast times
Magazine
Parents
Magazine
Car

grade 3

updated 8/10/2016