Submitted by: Allyson Edge

Grade Level: 4th

CWID 50114467

Mentor Teacher Rob McFail

Subject/Topic: Math

Mixed Operation Word Problems

Rationale: The students will gain an understanding of
word problems and how to determine the operation.

Materials/Equipment:
Mixed Operations PowerPoint
Dry erase boards
Dry erase markers
Think Through Math website:
https://www.thinkthroughmath.com/testimonialscategory/home-page/
Input and output task cards
Scavenger hunt multiplication cards

TEKS Achieved:
Math:
111.6b (1B) use problem-solving to analyze given information,
formulate a plan or strategy, determine a solution, justify
the solution, and evaluate the problem-solving process and
the reasonableness of the solution.
111.6b (5A) represent multi-step problems involving the four
operations with whole numbers.
ELPS:
74.4c (3D) use grade-level content area vocabulary in
context to build academic language proficiency.

Blooms
Taxonomy:

Differentiated
Learning:

Knowledge/Remember
Comprehension/Understand
Application
Analysis
Create / Synthesis
Evaluation

Auditory
Visual/Spatial
Kinesthetic
Logical/Math
Verbal/Linguistic
Intrapersonal
Interpersonal

Accommodations:
1.

For a student with an auditory impairment, the

teacher will wear and use the FM/DM system.

Classroom Strategies:
Hands-On
Technology
Centers
Independent Activities
Charts/Graphs/Maps
Lecture
Problem Solving
Whole-group
Peer tutoring
Pairing

Curriculum
Integration:
Math
Reading

Objectives:

TSW use problem-solving to analyze given information in word problems, formulate a plan or strategy,
determine a solution, justify the solution, and evaluate the problem-solving process and the

reasonableness of the solution.

TSW represent multi-step word problems involving the four operations with whole number solutions.
TSW use grade-level content area vocabulary when solving mixed operation word problems to build
academic language proficiency.

Lesson Plan:

Introduction (Anticipatory Set/Focus/Motivation):

o
o

Information Giving
o
o

The students will be able to work out the word problems according to the appropriate operation on their dry
erase boards and also explain their thinking at the SMART board.
The teacher will assess the students ability to work through the mixed operation word problems.

Independent Practice:
o

The students will work through four math problems on their dry erase board. When they complete the
problem, they will hold up their board for the teacher to assess.
Students will then have the opportunity to solve the word problems on the SMART board.

The teacher will ask the following higher order thinking questions:

Why did you do follow that step? Can you explain your thinking?

How can we figure out which operation we will use in this word problem?

Can you justify your answer by checking your work?

Check for Mastery

o

Students will be able to recall key terms we use to identify the operation in a word problem.
The teacher will be assessing students knowledge of operation terms throughout the lesson.

Guided Practice:
o

The teacher will explain the learning objectives for the lesson.
The students will brainstorm key terms from Monday that help them identify the operation in a word
problem.

Check for Understanding

o
o

The teacher will show the opening slide of the PowerPoint. The teacher will then get the students excited
for crazy word problems with the possibility of their name being used.
The class will complete a warm up on their dry erase boards to review previous learned material.

The students will rotate through four math stations throughout the week:

The students will work through mixed operation word problems at the teacher table.

Students will solve four mixed operations word problems on their dry erase boards.

Students will receive small group attention and differentiation.

Students will practice their input and output tables in a partner game.

Students will use task cards with a partner to solve input and output table problems.

Students will independently participate in a scavenger hunt.

Students will practice their two digit by one digit multiplication and two digit by two digit
multiplication strategies.

Students will start at the first multiplication problem labeled Start, solve the problem,
and then search around the room to find their product and determine their next problem.

Students will work independently on technology.

Students will use computers to continue their progress on Think Through Math.

Assessment/Evaluation:
o

Students will be assessed on their ability to solve word problems with mixed operations.

The teacher will informally assess throughout the lesson by addressing student difficulties when
working with them on the carpet with their whiteboards.

Students will also be evaluated at the teacher table in a small group setting.

Closure / Culminating Activity:

o

Students can be pulled to the teacher table to clear up any misconceptions.

Students will review key terms to determine word problems operation.

Accommodations and/or Modifications:

o

During the lesson after students have solved the word problem and have been assessed by the teacher, the
students can solve challenge problems.

Either the teacher or a neighboring student can give challenge problems for students to further
their knowledge of the content.
If students finish their station early, they can work on Fast Finishers.

Fast finishers are activities located in a bin at the front of the classroom that students can work
on when they have finished their required tasks.

Reteach:
o

Students will complete an exit ticket before going into stations.

Each student will get a sticky note and write the operation to each word problem on the SMART
board.

The teacher will be assessing the students ability to identity the correct operation of a word
problem.
After stations, the SMART board timer will indicate that it is time for students to clean up and get ready
for ELM.

Enrichment/Extension:
o

Students will be assessed on their ability to identify key words that tell us the operation.

Before the students go to their stations, they will complete an exit ticket where they must identify
the operation of a word problem on a post it note.
Students will be assessed during station work on previously learned material.

Students will be assessed during the partner game on their ability to identify and apply the rule on
input and output tables.

Students will be assessed during independent work on consistently and accurately solving
multiplication problems.

For a student with an auditory impairment, the teacher will wear and use the FM/DM system.

Self-Assessment:

The teacher will ask himself/herself the following questions during reflection:

Were students on task and engaged?

Were students able to identify the key words used to distinguish the operation of a word problem?
Did the students gain an understanding of how to recognize the correct operation for different
word problems?

Did each of the math centers contribute to student learning?