*To finish the lesson, students will write summaries that describe how to determine whether a word problem requires multiplication or division. Garcia's lesson plan is divided into three sections — launch, learning task, and closure — and is outlined in the chart below.*

The final product will be a presentation that can be shared on the class website. Garcia will rely heavily on his interactive whiteboard to communicate visually with the class, he will also encourage his students to use a variety of technology tools, including: Mr.

Garcia decides to begin the class by reviewing the problem-solving process.

The following short video, Virtual Manipulatives, below provides an overview of how to make use of virtual manipulatives.

There are also many websites that offer lesson plans for teachers.

It helps to focus on how each step of the process supports students as they work to access the problem.

An example problem-solving process is provided below: Teacher-student interaction will help you differentiate instruction.There are many ways to help your students build these skills and understand how to use them in specific situations (see UDL Checkpoint 6.2: Support planning and strategy development).One strategy is to use a process chart, which can guide students as they tackle a new problem.Discuss with them how their picture, diagram, chart, expression, or equation relates to the situation in the problem.Ask them to explain why they chose it and why they think it is a good mathematical expression to use for the problem they are tackling.Most are able to apply their skills to solve word problems, but several students are still struggling — in particular, they have difficulty articulating explanations for their solutions. Garcia's students have been building a class website, through which they share useful resources with other third-grade students and show parents their progress in class. Garcia decides that his next lesson will reinforce their understanding of problem-solving strategies in alignment with the CCSS on mathematical practice (see above).Students will create their own word problems and write the solutions to those problems.They consider analogous problems, and they try special cases and simpler forms of the original problem in order to gain insight into its solution.They monitor and evaluate their progress, and they change course if necessary.There are many technology tools and resources that can support students as they work to understand problems and expand their repertoire of appropriate models.Virtual manipulatives can be used in addition to (or as an alternative to) the physical manipulatives that are already found in most mathematics classrooms.

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