**Title:** What's the Question Again?

**Description:**
This lesson focuses on problem solving strategies with word problems that are 2 or more steps. Students are forced through the strategies to focus on the content of a problem before attempting to answer the "question" which tells what they are to solve. Visualization and communication are reinforced throughout the lesson. The strategies are generic. Included are problems for 3rd, 4th, and 5th grade computation. However, these same strategies can be used for all grade levels.
This is a College- and Career-Ready Standards showcase lesson plan.
**Standard(s): **

[MA2015] (5) 16: Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5-NF6]

**Subject:**Mathematics (3 - 5)

**Title:**What's the Question Again?

**Description:**This lesson focuses on problem solving strategies with word problems that are 2 or more steps. Students are forced through the strategies to focus on the content of a problem before attempting to answer the "question" which tells what they are to solve. Visualization and communication are reinforced throughout the lesson. The strategies are generic. Included are problems for 3rd, 4th, and 5th grade computation. However, these same strategies can be used for all grade levels. This is a College- and Career-Ready Standards showcase lesson plan.

**Title:** What's Your Question? Multiplication Word Problems

**Description:**
Students will explore multiplication and word problems. They will work cooperatively to examine a story scenarioand list possible questions to develop a completed word problem and solve it using a variety of strategies. The students will also create a word problem using an online story creator.
**Standard(s): **

[MA2015] (4) 10: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5]

**Subject:**Mathematics (4)

**Title:**What's Your Question? Multiplication Word Problems

**Description:**Students will explore multiplication and word problems. They will work cooperatively to examine a story scenarioand list possible questions to develop a completed word problem and solve it using a variety of strategies. The students will also create a word problem using an online story creator.

**Title:** Multiplication My Way

**Description:**
In this lesson, students will explore the US Algorithm Method of multiplication using a unique way of describing it known as the Turtlehead Method. Students will collaboratively work together to complete story problems using the US Algorithm Method of multiplication to solve two-digit by two-digit multiplication problems.
**Standard(s): **

[TC2] (3-5) 2: Use various technology applications, including word processing and multimedia software.

**Subject:**Mathematics (4 - 5), or Technology Education (3 - 5)

**Title:**Multiplication My Way

**Description:**In this lesson, students will explore the US Algorithm Method of multiplication using a unique way of describing it known as the Turtlehead Method. Students will collaboratively work together to complete story problems using the US Algorithm Method of multiplication to solve two-digit by two-digit multiplication problems.

**Title:** Nursery Rhyme Word Problems

**Description:**
In this lesson students will create basic addition, subtraction, multiplication, and division word problems using common nursery rhymes. Students will distinguish the key elements of word problems and incorporate those elements into a nursery rhyme.
**Standard(s): **

[TC2] (3-5) 12: Create a product using digital tools.

**Subject:**Mathematics (4), or Technology Education (3 - 5)

**Title:**Nursery Rhyme Word Problems

**Description:**In this lesson students will create basic addition, subtraction, multiplication, and division word problems using common nursery rhymes. Students will distinguish the key elements of word problems and incorporate those elements into a nursery rhyme.

**Title:** Too Much Paper; Too Few Trees?

**Description:**
A common phrase that both teachers and students often hear when using paper is "there goes another tree." In this lesson, students will use various math skills to determine the number of trees we actually use as paper in a school year. Students will also create a clinometer to measure trees, use the Internet to research the paper-making process, and make paper.
**Standard(s): **

[MA2015] (5) 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [5-OA2]

**Subject:**Mathematics (3 - 5), or Technology Education (3 - 5)

**Title:**Too Much Paper; Too Few Trees?

**Description:**A common phrase that both teachers and students often hear when using paper is "there goes another tree." In this lesson, students will use various math skills to determine the number of trees we actually use as paper in a school year. Students will also create a clinometer to measure trees, use the Internet to research the paper-making process, and make paper.

**Title:** Budgeting for the Oregon Trail

**Description:**
As a part of the online collaborative unit, Westward Ho!, students will work in cooperative groups of 4-5 students to decide what items they need to take on the Oregon Trail, determine the cost of the items, and complete a ledger to inventory (keep up with) items used on the trail. Information will then be used as part of a multimedia slideshow journal describing the journey.
**Standard(s): **

[MA2015] (4) 2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4-OA2]

**Subject:**Mathematics (3 - 4)

**Title:**Budgeting for the Oregon Trail

**Description:**As a part of the online collaborative unit, Westward Ho!, students will work in cooperative groups of 4-5 students to decide what items they need to take on the Oregon Trail, determine the cost of the items, and complete a ledger to inventory (keep up with) items used on the trail. Information will then be used as part of a multimedia slideshow journal describing the journey.

**Title:** Picture This

**Description:**
In this lesson, from Illuminations, students compose number sentences based on mathematics stories and then conduct a survey to determine how various people interpret pictures mathematically. They analyze and summarize the data they collect, and draw conclusions from their findings.
**Standard(s): **

[MA2015] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5-MD2]

**Subject:**Mathematics

**Title:**Picture This

**Description:**In this lesson, from Illuminations, students compose number sentences based on mathematics stories and then conduct a survey to determine how various people interpret pictures mathematically. They analyze and summarize the data they collect, and draw conclusions from their findings.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Times Six, Times Seven

**Description:**
In this six-lesson unit, from Illuminations, students who have previously studied the meanings of multiplication use its properties to help them memorize the products to 70, where 6 or 7 is a factor. Retention is fostered through class discussions, preparation of a personal multiplication chart, and game playing. The unit is most appropriate for students who understand the process of multiplication and have mastered the multiplication facts through the 5 table.
**Standard(s): **

[MA2015] (4) 2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4-OA2]

**Subject:**Mathematics

**Title:**Times Six, Times Seven

**Description:**In this six-lesson unit, from Illuminations, students who have previously studied the meanings of multiplication use its properties to help them memorize the products to 70, where 6 or 7 is a factor. Retention is fostered through class discussions, preparation of a personal multiplication chart, and game playing. The unit is most appropriate for students who understand the process of multiplication and have mastered the multiplication facts through the 5 table.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** The Variable Machine

**Description:**
This Illuminations lesson provides an introduction to the use of variables. Students explore the idea of variable as a symbol that can stand for any member of a set of numbers, and they substitute numbers for variables (letters) to discover unknown values.
**Standard(s): **

[MA2015] (5) 6: Read, write, and compare decimals to thousandths. [5-NBT3]

**Subject:**Mathematics

**Title:**The Variable Machine

**Description:**This Illuminations lesson provides an introduction to the use of variables. Students explore the idea of variable as a symbol that can stand for any member of a set of numbers, and they substitute numbers for variables (letters) to discover unknown values.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Understanding Distance, Speed, and Time Relationships

**Description:**
In this two-lesson unit, from Illuminations, students use a software simulation of two runners along a track. Students can control the speeds and starting points of the runners, watch the race and examine a graph of the time-versus-distance relationship. They examine graphs of related data and investigate scenarios involving constant rates of change.
**Standard(s): **

[MA2015] (5) 23: Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., *x*-axis and *x*-coordinate, *y*-axis and *y*-coordinate). [5-G1]

**Subject:**Mathematics

**Title:**Understanding Distance, Speed, and Time Relationships

**Description:**In this two-lesson unit, from Illuminations, students use a software simulation of two runners along a track. Students can control the speeds and starting points of the runners, watch the race and examine a graph of the time-versus-distance relationship. They examine graphs of related data and investigate scenarios involving constant rates of change.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Finding Products

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students examine the role of commutativity and the multiplicative identity, play a multiplication game, and explore products where one of the factors is 6. They also create a personal multiplication chart.
**Standard(s): **

[MA2015] (5) 22: Relate volume to the operations of multiplication and addition, and solve real-world and mathematical problems involving volume. [5-MD5]

**Subject:**Mathematics

**Title:**Finding Products

**Description:**In this lesson, one of a multi-part unit from Illuminations, students examine the role of commutativity and the multiplicative identity, play a multiplication game, and explore products where one of the factors is 6. They also create a personal multiplication chart.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Making Your First Million

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that enable them to develop the concept of very large numbers.
**Standard(s): **

[MA2015] (8) 6: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. [8-EE4]

**Subject:**Mathematics

**Title:**Making Your First Million

**Description:**In this lesson, one of a multi-part unit from Illuminations, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that enable them to develop the concept of very large numbers.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8

**Title:** Multiplying Turtle

**Digital Tool:**
Online Video **Web Address URL:**
http://www.teachertube.com/viewVideo.php?video_id=77588 **Standard(s): **

[MA2015] (4) 10: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4-NBT5]**Digital Tool Description:** A woman narrates the steps of two digit by two digit multiplication. It is a slideshow. This turtle method is an interesting and fun method for kids to learn double digit multiplication.

**Title:**Multiplying Turtle

**Digital Tool:**Online Video

**Digital Tool Description:**A woman narrates the steps of two digit by two digit multiplication. It is a slideshow. This turtle method is an interesting and fun method for kids to learn double digit multiplication.

**Title:** Technology in Math (Small Group/Centers)

**Digital Tool:**
Tenmarks **Web Address URL:**
http://www.tenmarks.com **Standard(s): **

[MA2015] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6-SP5]**Digital Tool Description:** Tenmarks is a free web resource for math. In addition, educators can create accounts for students in which students can access the site 24/7. Tenmarks is design for students in grades second though tenth grades. Tenmarks provides a multiple choice styles of questions for students. Tenmarks allows teachers to personlize instruction for students whether they are below, on, or above grade level in math. In addition, tenmarks is great for small group instruction, centers, and intervention. It provides indivdualize data for students and is a good tool to measure mastery of standards for testing and content knowledge.

**Title:**Technology in Math (Small Group/Centers)

**Digital Tool:**Tenmarks

**Digital Tool Description:**Tenmarks is a free web resource for math. In addition, educators can create accounts for students in which students can access the site 24/7. Tenmarks is design for students in grades second though tenth grades. Tenmarks provides a multiple choice styles of questions for students. Tenmarks allows teachers to personlize instruction for students whether they are below, on, or above grade level in math. In addition, tenmarks is great for small group instruction, centers, and intervention. It provides indivdualize data for students and is a good tool to measure mastery of standards for testing and content knowledge.

**Title:** Number and Operations Web Links

**Description:**
This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.
**Standard(s): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**Subject:**Mathematics

**Title:**Number and Operations Web Links

**Description:**This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,1,2,3,4,5,6,7,8,9,10,11,12

**Title:** Communicating about Mathematics Using Games: Playing Fraction Tracks

**Description:**
Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This e-example from Illuminations contains an interactive version of a game that can be used in the grades 3-5 classroom to support students' learning about fractions. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.
**Standard(s): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**Subject:**Mathematics

**Title:**Communicating about Mathematics Using Games: Playing Fraction Tracks

**Description:**Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This e-example from Illuminations contains an interactive version of a game that can be used in the grades 3-5 classroom to support students' learning about fractions. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5