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Learning Plan: ELEMENTARY & SECONDARY  

  Grade 5  
Grade 
Title of lesson  Word Problems -Review    
level 
Class time: 60-90 minutes 
 
The goal of this lesson plan is to review strategies and mathematical concepts, 
related to solving situational math problems. This lesson is intended to be a review 
of what they have learned (or not learned due to the pandemic) about solving word 
Relevance 
problems using strategies related to addition, subtraction multiplication, and 
division in grade 4. The goal is to gauge a better understanding of what students do 
or don’t know, so that we can better plan our future lesson plans and activities, to 
best fit the needs of our students.  
 
- Smartboard and projector  
- Whiteboard  
- Pencils, pencil crayons, highlighters, and markers  
Resources Required 
- Paper 
- Blocks for grouping and counting  
- Worksheet/Quiz (formative assessment)   
 
Competency 1 -To solve a situational problem related to mathematics.  
● Part 1:​ Students will be asked to participate in a group discussion in which 
they describe situations in which they used mathematics to solve situational 
problems.  
● Part 2:​ Students will be asked to solve situational word problems, using 
mathematical strategies related to addition, subtraction, multiplication, and 
division. They do this collaboratively in small groups.  
● Part 3: ​Students will be asked to show their ability to solve situational 
problems using mathematics when they complete the short quiz/worksheet 
activity at the end of the lesson.  
 
QEP Subject Area  Competency 2 -To reason using mathematical concepts and processes.  
Competencies  ● Part 2: ​Students will be asked to explain their work, and to explain the 
strategies they used when using specific mathematical concepts and 
processes to solve word problems.  
● Part 3: ​Students will be asked to show their work, and explain the concepts 
and processes used when solving the word problems when they complete 
the short quiz/worksheet.  
 
Competency 3 -To communicate by using mathematical language.  
● Part 1/2/3:​ Students will be asked to become familiar with mathematical 
vocabulary used in word problems, and to interpret or produce mathematical 
messages when discussing and solving situational word problems.  
 
The content focus of this math lesson is being able to ​dissect and solve situational 
Content focus  math problems​, using processes and strategies related to ​addition, subtraction, 
multiplication, and division.  
 
Essential Question(s) 
When do we use math to solve situations or problems in our everyday lives?  
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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner 
  
Lesson  Introduction (hook): TALK ABT FEEDBACK    
Timing    Student will know: 
Activity #1: Class Discussion (10-20 mins)   
  ● Strategies and processes related 
The goal of this introduction is to get the students  to solving addition, subtraction, 
excited to learn, and to introduce the essential  multiplication, and division 
question of the lesson, to get the students engaged  problems.  
and thinking.   ● How to solve word problems 
  using these strategies and 
Step 1: Have the class seated at their desks. Facilitate a  processes related to addition, 
whole-class group discussion revolving around the  subtraction, multiplication, and 
essential question of this lesson: ​When do we use math  division.  
to solve situations or problems in our everyday lives?    
 
Step 2: Allow the students to share their experiences 
with the class. Facilitate the discussion by getting every 
student involved, and by asking probing or follow up 
questions based on the students answer.  
 
Some questions you may ask include:  
● Could you elaborate on that point?  
● That's interesting, why do you say that?  
● Does everyone agree with this?  
 
You may also provide some examples if there is 
minimal participation:  
● When you are getting change at the grocery 
store.  
● When you are dividing snacks (ex. there are 4 
chocolate bars, we each get 2).  
● When splitting the cost of something.  
 
Step 3: Conclude the class discussing once you feel 
that you have had sufficient participation amongst your 
students, and they have a general understanding of 
when we use math to solve situational problems that 
arise in our everyday lives. 
 
 
 
  Development (Learning activities – step by step   
sequential procedure):   
   
 
Please consult the activity plan for more details on this 
 
activity:   
https://docs.google.com/document/d/1T626KCbibpNs Students will understand: 
WbrLL3m8X02IB20-59dWCrDsu6ocz6o/edit?usp=shari
ng  
 
Activity 2: Group Work (40-50 mins) 
   
Step 1: The teacher will divide the class into 4 different  ● How to solve situational 
groups, each group will be assigned a location in the  problems using mathematics.  
class, and each group will be given the same materials.  ● How to reason using 
(​5 mins)  mathematical concepts and 
  processes.  
Step 2: The teacher will then assign each group with a  ● How to communicate using 
different situational word problem (one each for  mathematical language. 
addition, subtraction, multiplication, and division). The 
teacher will read out each question to the class, and 
answer any questions that may arise.​ (5 mins).  
 
Step 3: The students will be asked to then in their 
groups, collaboratively solve the word problem at 
hand. They will be asked to show their work (strategies 
and processes) used to solve the problem, and provide 
a full sentence answer. The teacher will roam the class 
to facilitate the group work and answer any questions 
that may arise. (​15-20 mins).  
 
Step 4: The teacher will finish the activity by facilitating 
a group discussion, in which each group shares their 
answer and the strategies/processes they used to solve 
the situational math problem. The teacher will facilitate 
this part of activity by asking probing questions, 
pressing on students' thinking, and answering any 
questions that may arise. The teacher will also provide 
feedback to the students ​(15-20 mins) 
 

  Students will do: 

 
● Participate in a whole-class 
discussion centred around the 
essential question of the lesson: 
When do we use math to solve 
situations or problems in our 
everyday lives?   
● Work collaboratively in small 
groups to solve situational math 
problems using the materials at 
hand, and to then communicate 
to the class both the answer, 
and the processes and strategies 
used to solve the problem.  
● Complete a short quiz that will 
serve as a formative assessment 
(assessment for learning).  
 
 
 Cross Curricular Competencies: 
 
● Uses information  
● Solves problems  
● Adopts affective work methods  
● Cooperates with others  
● Communicates Appropriately  
 
Broad Areas of Learning: 
 
● Citizenship and Community Life  
 
Universal Design for Learning/ 
Differentiation: 
 
Students will be provided with a variety 
of material that helps accommodate for 
various learning styles. Such as:  
● Blocks for grouping/counting  
● Pencils, and pencil crayons or 
markers  
● Paper  
● Smart Board  
● Whiteboard  
● Highlighters  
 
As each group of students will be given 
a different word problem, they have the 
choice on what strategies and materials 
they wish to choose to solve the 
problem. The materials help support a 
variety of learners such as visual (with 
the markers, highlighters, whiteboard 
etc), and kinesthetic/hands on learners 
(blocks, smart board, etc). The teacher 
will provide alternate ways to pose the 
question if requested (auditory 
learners). The teacher will also roam 
around the classroom, to offer guidance 
or answer any questions that arise. The 
teacher will also ask prompting 
questions, and help facilitate group 
discussions. The teacher will also 
provide extra materials to students at 
their request (such as what they used 
during the group work activity) to assist 
them when completing the quiz.  
 
 
Closure (transition):   FORMATIVE - Assessment FOR learning: 
    
Activity 3: Assessment FOR Learning -Quiz (15-20   
mins)  FORMATIVE - Assessment AS learning: 
   
The goal of this activity is to gauge what the students  n/a 
 
do and don’t understand from the first two review 
SUMMATIVE - Assessment OF learning: 
activities. This will help the teacher plan their future 
 
lessons and activities related to solving situational word 
n/a 
problems.  
 
Step 1: Assign the short 4 question Quiz to your 
students (one situational word problem for each of 
addition, subtraction, multiplication, and division).  
 
Step 2: Answer any questions that the students may 
have.  
 
Step 3: Have the students complete the quiz. (see 
questions below).  
 
Step 4: Gauge the students understanding of solving 
situational word problems using processes and 
strategies related to addition, subtraction, 
multiplication, and division. Use the information 
gathered during this lesson plan to help with your 
design of future activities/lesson plans related to 
solving situational word problems.  
 
Step 5: Give feedback and extra help if required.  
 
Further considerations (follow up activities) 
 
- More group work. Students can be given more complex word problems as they become more 
confident.  
- Video example explanations. This will help auditory/visual learners, and help provide another 
platform for the students to learn.  
- Worksheets or problems can be given to students as review or reach ahead for students who require 
more of a challenge.  
- Individual 1 on 1 help for students that require it.  
- Summative assessments such as a test, or portfolio of student work.  
 

Reflection: … what you might do differently and why  

 
If possible, I would have liked to provide more options for differentiation. However, our class has an aid 
that is able to help our students who have an individualized education plan (IEP). We will do our best to 
include these students in the activities and class discussions, however it is possible that they will be doing a 
different activity while I deliver this activity/lesson plan with the rest of the class.  
 
Also, I would have liked to provide a more hands on approach for some of my students who prefer to learn 
this way. However, due to Covid-19 we are trying to limit the use of hands on material as we need to 
sanitize everything after using it, not sharing with other students, etc.  
 
Professional Competencies: list and explain.  

PC1: To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching 
students.  

● I will help communicate and interpret the knowledge required, so that all my students are able to be 
successful during this lesson. I will do this via the class discussion, by modelling students' answers, 
by asking probing and facilitating questions, and by answering any student questions that may arise 
throughout the lesson.  

PC2: To communicate clearly in the language of instruction, both orally and in writing, using correct 
grammar, in various contexts related to teaching.  

● I will always communicate clearly and concisely with my students, when leading the class discussion, 
when modelling students’ answers, and when answering student questions.  

PC3: To develop teaching/learning situations that are appropriate to the students concerned and the 
subject content with a view to developing the competencies targeted in the programs of study.  

● As this lesson is meant to be review of what students have learned in grade 4 (or did not learn 
because of Covid), it is meant specifically to target the subject content of Mathematics, specific to 
solving situational word problems related to addition, subtraction, multiplication, and division. The 
subject competencies are specifically targeted, in accordance with the QEP.  

PC5: To evaluate student progress in learning the subject content and mastering the related competencies.  

● As stated above, this is a review activity meant to evaluate their progress and what they do or do 
not understand from what they learned in grade 4, specific to solving situational word problems. 
Again, the competencies are specifically targeted, in accordance with the QEP.  

PC6: To plan, organize and supervise a class in such a way as to promote students' learning and social 
development.  

● This is done through the class discussions, as students are contributing to a ‘community of learners’. 
Also, students will be working in small groups during the second part of this lesson, therefore 
promoting the students' learning and social development.  

PC7: To adapt his or her teaching to the needs and characteristics of students with learning disabilities, 
social maladjustments or handicaps.  

● This has been considered in the differentiation section of this lesson plan, as students are given 
extra support, and different materials based on their specific preferences and learning styles. Some 
 students in my class also have an IEP, so their individual learning plans will be taken into 
consideration.  

PC10: To cooperate with members of the teaching team in carrying out tasks involving the development 
and evaluation of the competencies targeted in the programs of study, taking into account the students 
concerned.  

● This lesson was developed with consultation from my CT. My CT will also be helping during the 
co-teaching of this lesson, and our support worker will be helping our students throughout the 
lesson, when required.  

PC12: To demonstrate ethical and responsible professional behaviour in the performance of his or her 
duties. 

● As always, I will continue to maintain my ethical and responsible professional behaviour, when 
carrying out this lesson.  

 
 

Quiz Questions:  

Make sure each student shows their work, and provides a full sentence when giving their answer. 
Remember this is a review activity based on what your students should know (or don’t know due to 
the pandemic). These word problems will be slightly more difficult than those completed in the 
second activity. This assessment is meant to be formative.  

Q1 -Addition  
 
Liam is collecting cans for a local food drive. He already has 5 cans, his mom gives him 4 cans, and 
his grandma gives him 6 cans. The food bank will donate double the amount of cans donated. How 
many cans does Liam have to donate after the food bank doubles his donation?  
 
(5+4+6=15, 15x2=30, Liam has 30 cans to donate).  
 
Q2- Subtraction  
 
Jack has $20. He wants to buy some snacks for his birthday party. If he spends $6 on chips, $7 on 
candy, and $5 on chocolate, how much money does Jack have left?  
 
(6+7+5= 18, 20-18=2. Jack has $2 left.) 
  
Q3 -Multiplication  
 
Sam wants to buy chocolate for each of his classmates for Halloween. If each chocolate bar costs $3, 
and there are 12 students in Sam’s class, how much did Sam pay for all of the chocolate bars?  
 
(3x12=36, Sam has to pay $36 for the chocolate)  
 
Q4 -Division  
 
Ms. Sandra has 21 pencils for her class to share. If there are 7 students in her class who need pencils, 
and each student gets the same number of pencils, how many pencils does each student get?  
 
(21 divided by 7 = 3. Each student gets 3 pencils)  
 
 
 
 
 
 
 
Resources used:  
 
Quebec Education Plan  
 
http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ_mat
hematique-primaire_EN.pdf   

http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/formation_jeunes/54156_QE
P_Chapitre3_LOW.pdf  

http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ_do
maines-generaux-formation-primaire_EN.pdf