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## Lesson Plan

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This lesson provided by:
 Author: Susan Jordan System: Mobile County School: Mobile County Board Of Education

General Lesson Information
 Lesson Plan ID: 33127 Title: What's the Question Again? Overview/Annotation: 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.

Associated Standards and Objectives
Content Standard(s):
 MA2015 (3) 8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) [3-OA8] 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] MA2015 (4) 3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [4-OA3] MA2015 (5) 12. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5-NF2] Example: Recognize an incorrect result 2/5 + 1/2 = 3/7 by observing that 3/7 < 1/2. 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]

Local/National Standards:

Primary Learning Objective(s):

• Identify information from a word problem.
• Make inferences from implied information in a word problem.
• Solve 1-, 2-, or 3-step word problems involving appropriate grade level computation.
• Explain strategies for problem solving.

Essential Question: How can I look at what is in a word problem to help me decide how to solve it?

Preparation Information
 Total Duration: 31 to 60 Minutes Materials and Resources: TEACHER:chart paper, markers, document camera, and overhead projectorSTUDENT:What Do We Know handout (1 per group), pencil, Group Problem Solving handout, one problem envelope per group, glue stick per group Technology Resources Needed: Document camera and overhead projector Background/Preparation: TEACHER:Use problem from Whole Class Problem sheet. Write the story information of the problem on 3 different pieces of chart paper. Do NOT write the question yet.Based on the number of groups, select problems from the grade level problems included. In a Word document (or write on index cards) type each problem selected from grade level problems included. Make sure to separate the story information from the question. (Example: story information is separated from the question by 2-3 lines.) Cut each problem into strips. Using an envelope, seal the question for the problem in the envelope and paper clip the question outside. Number each envelope.

Procedures/Activities:

Assessment
 Assessment Strategies Exit Slip with word problem.

 Acceleration: Students who can already problem solve with a provided problem can be given an equation or expression and told to write their own word problems. Intervention: If there are students who struggle with the problems provided, simpler problems or numbers should be used. Also, direct assistance with teacher can be done during independent small group activity.
 Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. Presentation of Material Environment Time Demands Materials Attention Using Groups and Peers Assisting the Reluctant Starter Dealing with Inappropriate Behavior Be sure to check the student's IEP for specific accommodations.