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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.
Primary Learning Objective(s):
Essential Question: How can I look at what is in a word problem to help me decide how to solve it?
Additional Learning Objective(s):
31 to 60 Minutes
Materials and Resources:
TEACHER:chart paper, markers, document camera, and overhead projector
STUDENT: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
NOTE: This approach can be introduced in one lesson. However, if teachers wish to continue working with students on this, it may be spread out over a period of 5 days and used as a Problem of the Week with only 5-10 minutes spent on each portion a day. The problem would not be solved completely for 5 days.
Exit Slip with word problem.
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.
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
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.