Age Range: 7 – 8 years old
Time: 15 – 30 minutes
Lesson Number: 4

Objective:

We are going to learn how to break down word problems, understand what they’re asking, and solve them step by step!

Breaking Down the Problem:

Now it’s your turn! Solve the problem below:

Sarah buys 6 boxes of markers. Each box contains 8 markers. How many markers does she have in total?

Step 1: Identify Numbers and Units

  • What numbers do you see?
  • What do the numbers represent?

Step 2: Identify the Operation

  • What are the clue words?

Step 3: Write the Equation

Step 4: Solve!

Click Here to check your answer!

Answer: 6 x 8 = 48 markers

How’d you do? Here’s some more practice problems!

Practice Problems

A farmer has 8 baskets of apples. Each basket holds 12 apples. How many apples does the farmer have in total?

Click Here to check your answer:

Answer: 8 x 12 = 96 apples

Liam buys 5 packs of Pokemon cards. Each pack has 9 cards. He already has 7 cards at home. How many cards does he have now?

(Hint: this one has multiplication and addition!)

Click Here to check your answer:

Answer:
5 x 9 = 45 cards
45 + 7 = 52 cards

Emma’s bookshelf has 4 times as many books as Daniel’s. If Daniel has 15 books, how many books does Emma have? Then, how many books do they have together?

(Hint: this one has two multiplications!)

Click Here to check your answer:

Answer:
Emma’s books: 4 × 15 = 60 books
Add both totals: 60 + 15 = 75 books together

Your Turn!

It’s your turn to come up with your own multiplication word problem. Here’s how:

  1. Pick a theme – Choose something you love!
    • 🛒 Shopping (buying packs of trading cards, snacks, toys)
    • 🐾 Animals (counting legs, eggs, or spots)
    • ⚽ Sports (teams, scores, or equipment)
    • 🎨 Art (boxes of crayons, stickers, or beads)
    • ❓ Something Else
  2. Decide the numbers
    • Try and keep it simple!
    • Using 1 to 12 works well
  3. Ask a clear question – Use key words!
    • “total”, “each”, “altogether”

Great Job!

We made a multiplication game for you to play– see if you can multiply up to 2048!

How to Play:
– Use Left Arrow key ( <- ) to move the block left
– Use Right Arrow key ( -> ) to move the block right
– Try to combine blocks with the same number!

This game shows what happens when we keep multiplying by 2! Here’s an illustration:

1 x 2 = 2
2 x 2 = 4
4 x 2 = 8
8 x 2 = 16
16 x 2 = 32
32 x 2 = 64
64 x 2 = 128
128 x 2 = 256
256 x 2 = 512
512 x 2 = 1024
1024 x 2 = 2048
… and so on!

Extra Demonstration

Assessment

A+The student fully understands the problem, identifies all key details, and sets up the correct multiplication equation with no errors. They solve the problem accurately and clearly explain their steps in writing or speaking.
AThe student understands most of the problem but may miss one small detail. They set up the correct equation with only a minor error (like mislabeling) and solve it accurately. They explain their steps but may leave out one detail in reasoning.
A-The student grasps the problem but may overlook one important detail. They use the correct operation but make a small setup mistake. They still arrive at the right answer and give a brief explanation, though it may lack clarity.
B+The student gets the main idea but confuses some details. Their equation is mostly correct but has a flaw, leading to a minor calculation error. They provide a partial explanation with some gaps.
BThe student identifies some key details but misinterprets part of the problem. They set up an incorrect equation but make a reasonable attempt. Their answer is wrong due to the setup error, and they give only a minimal explanation.
B-The student struggles to extract key details and picks the wrong operation (e.g., addition instead of multiplication). Their answer is incorrect, and they give little to no explanation.
C+The student misunderstands the problem but still attempts it. Their equation is incorrect, but they show some effort. The solution is wrong, and they provide no explanation.
CThe student shows limited understanding of the problem. Their setup is incorrect with no clear reasoning, leading to a wrong answer and no justification.
C-The student shows little understanding of the problem and struggles to identify key details. Their equation is incorrect or missing, and their solution is wrong with major calculation errors. They provide no explanation or justification for their work.
DThe student does not demonstrate understanding, provides no correct setup or solution, and offers no explanation.
FThe student did not attempt the lesson.