STEM 433/533 Lesson Planning Template

(Complete answers in purple font)

Name: Krista Opauski Grade: 4th grade Topic: Vocabulary Focus

Brief Lesson Description: Allotted time is 5 days
This lesson is Shopping for Thanksgiving Lunch using single step and multistep addition and subtraction problems and single step
division problems with whole numbers.
Specific Learning Outcomes:
 Students will solve single and multi-step addition, subtraction, and multiplication problems with whole numbers.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson supports culturally relevant pedagogy as it allows students to use their prior knowledge about the meaning and symbols of
addition, subtraction, multiplication, and division. It also allows students to solve single step practical problems involving multiplication of
whole numbers.

Narrative / Background Information

Prior Student Knowledge:
In grade three, students developed an understanding of the meanings of multiplication and division of whole numbers through activities
and practical problems involving equal-sized groups, arrays, and length models. In addition, grade three students have worked on
fluency of facts for 0,1,2,5, and 10.
Math VA SOL: Visual Arts VA SOL: NCTM VA SOL:
4.4 d. The student will create and solve 4.1 The student will apply creative thinking Grades 3–5 Expectations: In grades 3–5
single-step and multistep practical problems to artmaking. each student should–
involving addition subtraction, and a) Apply imaginative and expressive ideas.
multiplication, and single -step practical b) Develop ideas individually and  develop fluency with basic
problems involving division with whole collaboratively. number combinations for
numbers multiplication and division and use
these combinations to mentally
compute related problems, such
as 30 × 50;

 develop fluency in adding,

subtracting, multiplying, and
dividing whole numbers;

 develop and use strategies to

estimate computations involving
fractions and decimals in
situations relevant to students'
experience;

 use visual models, benchmarks,

and equivalent forms to add and
subtract commonly used fractions
and decimals;

 select appropriate methods and

tools for computing with whole
numbers from among mental
computation, estimation,
calculators, and paper and pencil
according to the context and
nature of the computation and
use the selected method or tools.
Specific Problem-Solving Strategy being used:
The student will be able to
 create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication with whole
numbers.
 Use the context in which a practical problem
 Students will be able to find out the total cost of a purchase when buying more than one of the same items
 Students will be able to find the cost per person for the Thanksgiving meal for the number of people eating.

Possible Preconceptions/Misconceptions:
 Not understanding how to approach the problem.
 Not fully understand the concept of multiplication and they will create word problems that reflect addition.
 Focus on key words rather than placing an emphasis on thinking and reasoning
 When solving division word problems is not making sense of the remainder

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Day 1 – Access prior knowledge
 Discussion on Prior knowledge. Show video - https://app.seesaw.me/#/student/feed/class.42d84081-5cad-41a2-b3c3-
d6324cc89264/display/journal/person.5805c846-705a-48bb-a8d9-3e8aacb415f8
 Make a KWL chart – What you know? What you want to know? What are you going to learn?
 Review vocabulary – Add, difference, per, round, subtract, sum
 Present the following word problem: “We are planning a Thanksgiving lunch for a family of five. We all love turkey, mashed
potatoes, gravy, and the works. Don’t forget the pumpkin pie. Mom just got paid and is ready to go grocery shopping. It would be
nice to help her plan so that she can shop at one store and get the best buy for her money. She does not want to spend more
than $50 for all the food without tax. How can we help mom plan for exactly the amount of food she needs to purchase to feed
this family of five and stay within her budget?
 Lead a discussion to gather students’ ideas.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
Day 2 –
Materials needed:
Grocery store circulars from a newspaper or stores with food prices.
Shopping for Thanksgiving Lunch activity sheet
Calculators

 Explore with the students how to find the total cost of a purchase when buying more than one of the same items.
 Write the following problem on the board: If I went to the store and purchased three boxes of tissues and the cost is $1.50 per
box, how much would I spend on the three boxes?
 Ask a student to read the problem.
 Explain what information is provided in the problem
 Ask a student to explain what question the problem is asking you to solve.
 Teacher will clarify what per means when shopping and write the explanation on the board.
 Students will find the exact cost.
 Ask students what strategies they used to find the total cost. (Some students my use repeated addition, and some students
may mentally know)
 Students will be able to use calculators.
 Discuss the different strategies.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Day 3

 Explain to the students that the costs will be rounded to the nearest dollar unless the cost is exactly halfway between dollars.
 Explain if it is halfway, use the exact cost.
 Give examples – If the hamburger is $3.85, what would you do, (Round to $4.00) If the soup is $2.35, what would you do?
(Round to $2.00)
 Discuss rounding to the nearest dollar makes it easy to add the cost and mentally gives a good approximation of the cost.
 Write directions on the board.
 Students will work in pairs or groups of three.
 Hand out the Shopping Thanksgiving lunch activity sheet so that each student can keep a record of the group’s decisions.
 Allow students to use their own strategies.
 Make sure everyone understands the directions.
 Students will work together to discuss what they want to buy and record on their own sheet.
  Students will list each item purchased from the same grocery store.
 Students will determine which store has the best prices overall.
 Students will shop for items on the list, choosing the items and the number or quantity of each that they want to buy.
 Student will list each item purchased, the cost of each can, the total number or quantity purchased, round the cost per can and
then calculate the cost for the number of cans.
 Students will show all their work on notebook paper and submit it with their completed handout.

Vocabulary: add, difference, per, round, subtract, sum

ELABORATE: Applications and Extensions:
Day 4
Extensions:

 Have students collect funds for a local food pantry. Challenge them to plan to buy as much food as possible for the money that
they collect.
 Have students work in small groups to plan for a good attendance party for the class, working within a budget of $100. Have
students draw pictures of items they will purchase. Have them record their purchases, using the same format they used in the
main activity.
EVALUATE:
Day 5-
Formative Monitoring (Questioning / Discussion):
Questions:
 If you were feeding eight people instead of five, how would that change your plan? Would you still be able to feed everyone
with only$50, or would you need to spend more?
 If the turkey weights 25 pounds, how many pounds of turkey would each person get to eat at dinner if there were eight
people?
 If your mother bought two 12 packs of small bottle of water how many bottles of water could each person get to drink if there
were eight people?
 How close to $50 is the cost your group came up with, whether you are over budget or under budget? Explain how you
determined your response.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Project and Report
 Your mother invited the neighbors to join the family for Thanksgiving lunch, so now there will be 10 people for lunch. How will
you plan for extra food, including turkey? Explain your change in plans. There is one rectangular table in your dining room and a
round table in the kitchen. Illustrate seating for all 10 people, using both tables.
 Often shoppers use estimates to keep track of the cost of what they are purchasing to make sure they have enough money. Do
you think this is a good idea? Why or why not?
 Explain that your mother made a mistake and only bought two cans of green beans for the five people coming for dinner. Explain
what the best means would be to make sure that everyone invited go an equal amount of green beans.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) Students with ADHD, I will encourage them
to focus and seat them at the front of the class during discussions. Students will be grouped together according to their
disabilities; they will be grouped with students that will help their peers. I will repeat and model instructions and monitor
students, provide additional graphics and visuals. I will provide students with breaks. High incidence disability students will have
access to assistive technologies. I will provide parents with instructions as well.
 ELL – Provide a list of costs in whole-dollar amounts and provide play money. Adapt the Shopping for Thanksgiving Lunch activity
sheet to meet the needs of students, such as reducing the number of items. Find the cost of the meal with rounding the cost per
item or pound.
 Gifted learners – Students meeting expectation prior to the lesson will be grouped with students that may need more support.
Students will be given more open-ended and probing questions. Students will be given additional activities if they complete
worksheets. I will provide them with writing activities also.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice? I will evaluate my practice by observing student’s participation during the lesson.
 Where might/did learners struggle in the lesson? Students may not understand how to approach the problem and focus on key
words rather than placing an emphasis on thinking and reasoning.
 How can the lesson be strengthened for improved student learning? This lesson can be strengthened by practicing more problems
like this one.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? Yes, it allows everyone to participate in
the activity and encourages collaboration. It allows group work and students can learn from each other and discuss concepts with
peers who may have different views of their own.
 Shopping for Thanksgiving Lunch
Name Date

Directions
Shop for the items listed below. Remember, you are feeding a family of five, and one can of green beans will
not feed the whole family. The group must agree on what to buy. Plan and shop for a reasonable amount to
feed the family. For each item you purchase, list the item, the cost of one unit, and the number or quantity of
units. Round the cost per item or per pound to the nearest whole dollar, unless the cost is something like
$2.50. At the end, find the total of your purchases and find how close the cost is to your budget. If you go
over the budgeted amount, you will need to decide how to change your plan to meet your budget. Show your
work by attaching your worksheet to this sheet.

Round the cost Number of

Food Item Cost to the nearest items or Find the cost of
category purchased of per unit whole dollar quantity purchase
when needed purchased

12-pound
Meat $1.25 per pound 1
turkey

Vegetable
No. 1

Vegetable
No. 2

Another
side dish
of your
choice

Bread/
Rolls

Drink(s)

Dessert

Total cost of meal