WGU D631 Task 2 Curriculum & Instruction Lesson |
Latest 2026/2027 Update | 100% Correct
1
Applying Instructional Models
Angela Taylor
MSCIN Program, Western Governors University
D631: Designing Curriculum and Instruction 2
May 7, 2025
Lesson Plan- Gradual Release
Grade:3 Subject: Math Topic: Two-step word
problems
, 2
Focus/Objectives:
- Use the read, write, and Draw strategy to solve multi-step word problems
involving addition, subtraction, multiplication, and division.
- Multiply and divide use to 10.
Materials: Math Workbook, chart paper, whiteboards
CCSS: 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the
range 10-90 using strategies based on place value and properties of operation.
(Council of Chief Officers, 2022.
Pg.24)
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the
total number of objects in 5 groups of 7 objects each. For example, describe a
context in which a total number of objects can be expressed as 5 × 7. (Council
of Chief Officers, 2022. Pg. 23)
Lesson/Activity: The lesson will follow the Gradual Release
Model Focused Instruction(I do):
- Fluency: Sprint multiplying and dividing with 1 and 0.
- Group counting review interpreting multiplication as repeated addition.
- Activity 1: Teacher leads the class in a brief lesson on decomposing the
word problem and finding the first step to solving the problem. The
teacher will explain that students need to understand that this is a multi-
step problem using all four operations: addition, subtraction,
multiplication, or division.
, 3
1.
2.
3.
necessary
, 4
Each group will be assigned a word problem to complete. While working in the
guided instruction the struggling students will need to use multiplication charts
or counters.
Group 1: Rose has 6 pieces of yarn that are each 9 centimeters long. Sasha
gives Rose a piece of yarn. Now, Rose has a total of 81 centimeters of yarn. What
is the length of the yarn that Sasha gives Rose?
Using counting cubes or blocks students should create 6 groups of 9. They
need to show that each group is equal. Students should be able to draw an
array to represent the equal groups and multiplication equation. (6X9=54) The
next step in the problem: Total is 81 CM. Students should subtract 81-54 to find
the length of the yarn.
Group 2: Julio spends 29 minutes doing his spelling homework. He then
completes each math problem in 4 minutes. There are 7 math problems. How
many minutes does Julio spend on his homework in all?
Provide students with clocks to model and solve the problem. Students should
be able to read the problem on their own. Students need to understand that
each math problem takes 4 minutes and there are 7 problems to solve. This can
be solved using equal groups and multiplication. (4X7=28) The next step is for
students to take the 28 minutes and the 29 minutes and use addition to solve for
a total amount of time.
Group 3: Pearl buys 125 stickers. She gives 53 stickers to her little sister. Pearl
then puts 9 stickers on each page of her album. If she uses all of her remaining
stickers, on how many pages does Pearl put stickers?
Students should recognize that the first step to this problem is to take 125 and
subtract 53. Then next step is to take that number and divide it into groups of 9.
Group 4: Tanner’s beaker had 45 milliliters of water in it at first. After each of
his friends poured in 8 milliliters, the beaker contained 93 milliliters. How many
friends poured water into Tanner’s beaker?
Students should recognize the first step to the problem is to take 93ml and
subtract 45ml. The next step is to take the difference of those two numbers and
dividing by 8.
Independent Learning (You do): Exit Ticket Shown below
Latest 2026/2027 Update | 100% Correct
1
Applying Instructional Models
Angela Taylor
MSCIN Program, Western Governors University
D631: Designing Curriculum and Instruction 2
May 7, 2025
Lesson Plan- Gradual Release
Grade:3 Subject: Math Topic: Two-step word
problems
, 2
Focus/Objectives:
- Use the read, write, and Draw strategy to solve multi-step word problems
involving addition, subtraction, multiplication, and division.
- Multiply and divide use to 10.
Materials: Math Workbook, chart paper, whiteboards
CCSS: 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the
range 10-90 using strategies based on place value and properties of operation.
(Council of Chief Officers, 2022.
Pg.24)
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the
total number of objects in 5 groups of 7 objects each. For example, describe a
context in which a total number of objects can be expressed as 5 × 7. (Council
of Chief Officers, 2022. Pg. 23)
Lesson/Activity: The lesson will follow the Gradual Release
Model Focused Instruction(I do):
- Fluency: Sprint multiplying and dividing with 1 and 0.
- Group counting review interpreting multiplication as repeated addition.
- Activity 1: Teacher leads the class in a brief lesson on decomposing the
word problem and finding the first step to solving the problem. The
teacher will explain that students need to understand that this is a multi-
step problem using all four operations: addition, subtraction,
multiplication, or division.
, 3
1.
2.
3.
necessary
, 4
Each group will be assigned a word problem to complete. While working in the
guided instruction the struggling students will need to use multiplication charts
or counters.
Group 1: Rose has 6 pieces of yarn that are each 9 centimeters long. Sasha
gives Rose a piece of yarn. Now, Rose has a total of 81 centimeters of yarn. What
is the length of the yarn that Sasha gives Rose?
Using counting cubes or blocks students should create 6 groups of 9. They
need to show that each group is equal. Students should be able to draw an
array to represent the equal groups and multiplication equation. (6X9=54) The
next step in the problem: Total is 81 CM. Students should subtract 81-54 to find
the length of the yarn.
Group 2: Julio spends 29 minutes doing his spelling homework. He then
completes each math problem in 4 minutes. There are 7 math problems. How
many minutes does Julio spend on his homework in all?
Provide students with clocks to model and solve the problem. Students should
be able to read the problem on their own. Students need to understand that
each math problem takes 4 minutes and there are 7 problems to solve. This can
be solved using equal groups and multiplication. (4X7=28) The next step is for
students to take the 28 minutes and the 29 minutes and use addition to solve for
a total amount of time.
Group 3: Pearl buys 125 stickers. She gives 53 stickers to her little sister. Pearl
then puts 9 stickers on each page of her album. If she uses all of her remaining
stickers, on how many pages does Pearl put stickers?
Students should recognize that the first step to this problem is to take 125 and
subtract 53. Then next step is to take that number and divide it into groups of 9.
Group 4: Tanner’s beaker had 45 milliliters of water in it at first. After each of
his friends poured in 8 milliliters, the beaker contained 93 milliliters. How many
friends poured water into Tanner’s beaker?
Students should recognize the first step to the problem is to take 93ml and
subtract 45ml. The next step is to take the difference of those two numbers and
dividing by 8.
Independent Learning (You do): Exit Ticket Shown below
