Para Professional Plan

NAME: Chase Murfitt
GRADE: 4th
LESSON: Single-digit by double-digit multiplication story problems
Paraprofessional Plan
Setting and Materials
Setting
Where: At the crescent moon table outside the resource room
When: 9:00-9:30AM
Materials
In the bucket by the table
3 whiteboards with story problems written on them
3 whiteboards (one for you, one for each student)
3 dry erase markers
3 whiteboard erasers
3 sheets of laminated graph paper
In the folder with the lesson plan
1 Teacher Problem Solving Strategy Checklist (same as student checklist but larger)
2 Student Problem Solving Strategy Checklists
2 Independent Practice worksheets
1 Independent Practice Answer Key
2 Mastery Measure Worksheets
1 Mastery Measure Answer Key
Behavior Expectation Poster
Vocabulary Words (posted on the word wall in the hall)
NAME: Chase Murfitt

GRADE: 4th
Primary Lesson
Objective
Learning Target to be
Written on the
Whiteboard

When given 2 single-digit by single-digit multiplication story problems, students
will use a checklist of problem solving steps to solve the problems with 100%
accuracy, on two separate occasions.
I can solve multiplication story problems!
Lesson Plan
Opening/Motivation
:
Time
What the Teacher Does
What the Student Does
Greet the students, and call for attention.

Signal for Attention Give me 5!
Behavior Expectations
Read the behavior expectations aloud from the
poster, and ask students to show you what each
expectation looks like.
1. Raise your hand to talk
2. Follow directions
3. Stay on task
4. Be positive and respectful
Learning Target
Have students read the learning target from the
board: I can solve multiplication story problems!
- Explain to students that this is what they will
be able to say at the end of the lesson.
Connect to Prior Learning
Ask students:
If students do not respond in a way similar to
the examples, use the examples yourself.
Students model what each

behavior expectation looks
like
I can solve multiplication

story problems!
Respond to the questions in

the following way:
A story problem is a
problem with a math
NAME: Chase Murfitt

GRADE: 4th

-
What a story problem is
equation in the story.
How we know if a story problem is a

multiplication problem
We know this when the

problem uses a multiplication
expression, such as ___ times
as many or ___ rows of ___.
Vocabulary
Ask students to read the following vocabulary from
the vocabulary visuals on the word wall
Multiplication To add a number to itself a certain
number of times
Sketch An array or representative picture
Story Problem A story that represents a
multiplication problem
Factors The number being multiplied
Product The answer to a multiplication equation
To check for student understanding of factors and
product, write 4 X 2 = 8 on the whiteboard. Point
to one number at a time. Ask students to give a
thumbs up if you are pointing to the product, and a
thumbs down if you are pointing to a factor.
Outline of Learning sequence: Model
Pass out the checklist to students.
Students read the vocabulary

from the word wall.
Students give a thumbs up if

you point to the product, and
a thumbs down if you point
to either of the factors.
Students read the steps that
NAME: Chase Murfitt

GRADE: 4th

Have students read the steps of the strategy that is
on their checklist
- Discuss each step, ask students what they
think that will look like
are on the checklist.

Students discuss what the
steps should look like.
Underline = underline the factors in the S.P.

Sketch = sketch an array or other representation of
S.P.
Show students the following story problem (already
written out). Have students read the story problem
aloud:
I baked 6 cookies. My mom baked two times
as many as me. How many cookies did my mom
baked?
Model solving the problem, checking off each step in
the strategy on the teacher checklist copy.
When going through the steps, ask students to guide
you through the steps. Pretend to forget and ask
them for help remembering which step to use (or to
check off).
Be sure to draw attention to how to think through:
- Determining what the story problem is asking
us to do
- Deciding what to underline and how to sketch
- Writing and solving the problem
- Ask students for help writing the
equation out. Have them show you which
factors to write on their fingers.
- Labeling the answer
Students read the story

problem aloud.
Students keep track of the
steps that you have done on
their checklist
Students show the factors for

the equation on their fingers
NAME: Chase Murfitt

GRADE: 4th
OUTLINE of Supervised Practice/Feedback:

As a group, complete 2 story problems.
I have 6 tables in my class. Each table has 5
chairs. How many chairs are in my class?
I run 3 miles each day. How many miles will I
run in 8 days?
When solving the first story problem, lead students
through steps. Include:
- Prompts for what thinking should look like
- Give students opportunities to discuss
confusion
- Students show answers for steps on their:
- fingers (underline factors)
- whiteboard (write an equation, solve the
problem,
label and circle the answer)
- laminated graph paper (sketch)
When going through the steps on the second story
problem, allow students to take a leadership role
throughout the steps and their thinking.
Make sure they through each step and discuss their
thinking for the steps. If needed, guide the
discussion.
- Students show answers on their fingers,
whiteboards, or laminated graph paper
- Discuss differences
If students exhibit understanding of the
concept, move on to independent practice. If
Students should:
- Follow teacher prompts
- Think steps through
aloud
- Discuss any confusion
- Show answers on
fingers, whiteboard, or
laminated graph paper
Students should:
- Think steps through
aloud
- Discuss any confusion
- Show answers on
fingers, whiteboard, or
laminated graph paper
- Successfully complete
the steps of the
strategy
NAME: Chase Murfitt

GRADE: 4th
students are not exhibiting understanding,

continue to work with supervision and
feedback.
OUTLINE of Independent Practice:
Give students a worksheet with the following two
story problems.
I have 3 rows in my garden. In each row, I have
8 strawberry plants. How many strawberry
plants do I have?
I have 3 pets. My neighbor has 6 times as many
pets as me. How many pets do I have?
Observe student work and allow them time to solve,
but give feedback when necessary.
- Prompt students to work through the story
problems using their checklist.
- If students forget a step, remind them of the
step (if needed, discuss the step with them
again)
- Monitor student work, checking for
understanding
Closure:
Solve for the story problems,

using the steps on the
checklist
If students finish ahead of time, look over the

answers and give them feedback and a
challenge problem (unless they need to review
the steps used on a problem)
Administer the Mastery Measure.
Once students finish:

Re-read the target with students. Ask students to rate how they feel theyve
accomplished the target from a fist-to-five.
NAME: Chase Murfitt

GRADE: 4th

Give one more story problem that is in the middle of being solved. Using fingers
again, have students direct you through how to solve it.
Additional Work (if

student finishes
early)
Thank them for their hard work and have them go back to class!
Plan for students who finish Independent Practice early:
Check students work:
- If complete and student used the strategy correctly, give them a challenge
problem.
- If incomplete or student incorrectly used the strategy, prompt students to
review their work. If they dont catch their errors, guide students to the error
(and help them fix if needed)
Plan for students who finish Mastery Measure early:
- Give students a challenge problem to complete
Mastery Measure Sample

1. Jesse has 3 strawberry plants in his garden. Jesses neighbor has 6 times more strawberry plants. How many
strawberry plants does Jesses neighbor have?
2. Ben has 2 bags of Jolly Ranchers. Each bag has 9 candies in it. How many candies does Ben have?
NAME: Chase Murfitt

GRADE: 4th
Progress
Solving Story Problem Strategy - Mastery Measure

#1
Strategy Steps
1. Underline the
factor numbers.
2. Sketch to
represent the
story problem.
3. Write a
multiplication
equation.
4. Solve the
problem.
Problem 1
5. Label and
circle your
answer.
Monitoring
Problem 2

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NAME: Chase Murfitt

LESSON: Single-digit by double-digit multiplication story problems

NAME: Chase Murfitt

LESSON: Single-digit by double-digit multiplication story problems

What the Teacher Does

What the Student Does

Greet the students, and call for attention.

Students model what each

I can solve multiplication

Respond to the questions in

NAME: Chase Murfitt

LESSON: Single-digit by double-digit multiplication story problems

What a story problem is

equation in the story.

How we know if a story problem is a

We know this when the

Students read the vocabulary

Students give a thumbs up if

Students read the steps that

NAME: Chase Murfitt

LESSON: Single-digit by double-digit multiplication story problems

are on the checklist.

Underline = underline the factors in the S.P.

Students read the story

Students show the factors for

NAME: Chase Murfitt

LESSON: Single-digit by double-digit multiplication story problems

OUTLINE of Supervised Practice/Feedback:

NAME: Chase Murfitt

LESSON: Single-digit by double-digit multiplication story problems

students are not exhibiting understanding,

Solve for the story problems,

If students finish ahead of time, look over the

Once students finish:

NAME: Chase Murfitt

LESSON: Single-digit by double-digit multiplication story problems

Additional Work (if

Mastery Measure Sample

NAME: Chase Murfitt

LESSON: Single-digit by double-digit multiplication story problems

Solving Story Problem Strategy - Mastery Measure

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