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Students will be able to identify which strategy: Word Problem Worksheet [Formative]
writing an equation, drawing a picture or using a Word Problem Worksheet grading rubric
model would best fit to solve the word problem.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
Mathematically proficient students can apply the mathematics they
know to solve problems arising in everyday life, society, and the
workplace.
Students will be able to identify if the word problem Word Problem Worksheet [Formative]
is asking them to add, subtract, or both. Grading Rubric
Worldview Integration: For this lesson, the student will work on word problems that ask them to solve real
world scenarios such as earning money or buying items. Therefore, the students are learning how decimals can
apply to real life scenarios.
Instructional Resources:
Buschman, L. (2004, February). Teaching Problem Solving in Mathematics. Teaching Children Mathematics,
302-309.
Universal Design for Learning Networks/Domains (see UDL Guidelines )
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of Engagement
Representation
Options for Perception Options for action/interaction Options for recruiting interest
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
2.3 The students will be working 5.3 The word problems were Persistence
with worksheet that will guide individualized for each students 8.3 Students will work in groups
them through how to solve the according to their math skills. of four and talk through the
word problem. As a whole class, Therefore, I was able to challenge problem and share strategies and
we will work through a word the students who needed the answers.
problem and use the worksheet to challenge and reinforce concepts
show the students how to use the to the students who needed more
worksheet. support.
Options for Comprehension Options for Executive Function Options for Self-Regulation
3.3 I will teach the students 6.2 Students will be able to pick a
different strategies that they might strategy that will work best for the
use to solve word problems. problem that they were presented
with.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: THE LESSON
Time Teacher
Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
● Ask for one volunteers to come and act out a scenario
● Say: “(Name of student 1) has 8.50 dollars to spend at a bookstore (the front of the classroom).
She picks up a book and realized that it costs 3.75 dollars. If she buys this book, how many
money does she have left?”
● Ask: “How can we solve this problem?”
● Say: “We can solve it multiple ways.”
○ Write an equation
○ Draw it
○ Model it
● Solve the problem by writing an equation:
○ Ask: “Am I adding, subtracting, or both? How do you know?”
○ What two numbers am I adding or subtracting? How do I know?
● Solve the problem by drawing a picture
○ draw a person with 8.5
○ draw a book and write 3.75
○ Say: “Since she bought the book, she spent the money, so I can do the equation.”
● Solve the problem by modeling it
○ Draw a bar and say that this bar represents the total amount she had.
○ Draw a smaller bar underneath it and say that this represents the cost of the book.
Development: [It may help to number your steps with corresponding times.]
● Tell the students that today they will be working on word problems. First, they will work on
the word problem individually. Then, they will meet up with other students that have the
same word problem and talk through the strategies they used and the answer they obtain.
● Show the worksheet on the overhead projector and walk through it using a word problem
found on the Student Book pg 81 of the Math In Focus.
● Ask:
○ What information did the word problem give us?
○ What additional information must we find out to solve the problem?
○ What is the problem asking us to solve?
○ Is the problem asking us to add, subtract, or both?
○ What strategy will I use?
● Then, solve the problem as a class.
● Explain to the students that they will be solving the problem in small groups and then,
presenting to the whole class. One student will read the problem. Two students will explain
what strategy they used. The last person will share their answer and how they verify it.
● Separate the students in each table into groups of 5 according to their math skills. There will
be Group A, B, C and D.
● Then, pass out the word problems and worksheet. Have the students work on the word
problem individually for 10 minutes.
● After ten minutes, tell the students that in a few minutes they will move to their letter
groups. In their groups, they will discuss what strategy they used to solve the problem.
Then, they will discuss the answer and correct any mistakes they could have made.
● Point to which table is Group A, B, C and D is going to meet
● Allow the students to talk for 20 minutes. Walk around the room to make sure the students
are on task and to answer any questions
Group Presentations (we did not have enough time for this)
● Have each group present on their word problem
● One student will read the problem. Two students will explain what strategy they used. The
last person will share their answer and how they verify it.
Closure:
Whole Class Discussion
● Ask the class:
○ What strategies worked best for the problems you had?
○ What did you find helpful when solving the problem?