Math Unit Plan: What’s in a Word Problem? file · Web viewLucina Ayvazian 2013Math...

Math

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: Wh

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Second Grade Math Unit on

Word ProblemsEDUC4553

Name: Lucina Ayvazian

Unit Title: What’s in a Word Problem: Math Unit

Grade Level: 2nd Grade

Academic Context of Unit: This unit would follow some review from the basic math concepts learned in first grade. This unit requires prior knowledge of basic addition and subtraction, and understanding of the symbols that relate to addition and subtraction. It also requires that students have a prior understanding of how to use a number line to solve addition and subtraction problems. Finally, it also requires students to have a simple understanding of place value.

1. Rationale for Unit: I chose this unit because the second grade class I was observing at the Hennigan school was working on word problems. I saw how the teacher taught it straight from the book and did not challenge the students to learn on a deeper level. I decided to plan a unit that would both challenge the students and cause them to enjoy learning. One of my major considerations in creating this unit is trying to find ways to make solving word problems fun and interesting. I used games, activities, centers, and manipulatives in order to create this effect.

2. Demographic summary of students and description of school context: My intended students are the students I observe at the Hennigan School in Jamaica Plain. They have a wide range of abilities ranging between students who count using their fingers—who will require concrete representation--to fairly advanced students who can use mental math to easily solve simple word problems. In this way, I am assuming that I have at least 2-3 ELL students, and 2 students with IEPs. I will also be assuming that most of the students are on the reading/writing level for second grade. I have tried to make it possible to modify the lesson plan for students who are not yet up to the reading or writing level for second grade.

3. Attention to diverse learners: I differentiated many of my lessons for students who need manipulative to solve math problems. I also tried to account for students with disabilities by providing handouts with clear instructions as well as verbal instructions. In addition, I tried to challenge the students I imagined that would be advanced by giving them more advanced work—without giving them more work.

4. Other considerations:

Understanding by Design

Title: What’s in a Word Problem __ Subject/Course: EDUC4553 SUBJECT AREA: Math

Topic: Addition and Subtraction Word Problems Grade(s): 2nd_ Teacher(s): Lucina Ayvazian

Date(s):____Two Week-Three Week Unit PlanStage 1 – Desired Results

Established Goal(s) / Content Standard(s):Operations and Algebraic Thinking 2.0 A: Represent and solve problems involving addition and subtraction1. “Represent and solve problems involving addition and subtraction. Use addition and

subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.”

Understanding(s):Students will understand that there are many strategies that they can use to solve addition and subtraction word problems. They will also begin to understand which strategy is better for which type of problem as well as which strategy they prefer to use when solving addition and subtraction word problems.

Essential Question(s)What are the ways can you solve an addition and subtraction word problem?

What steps do we take to solve an addition or subtraction word problem?

Which strategy is the best for solving this problem?Student will know:Students will know how to solve addition and subtraction word problems using concrete manipulatives, drawing, using strips of tens and ones, and using a number line. Students will also know how to group numbers by sets of 10 and will grow in their understanding of place value.

Students will be able to:Solve addition and subtraction word problems within 100 and be able to use three different strategies to do so: number line, using cubes, and strips of tens and ones. Students will also know how to write an equation that represents the problem and how to answer the question in words.

Stage 2 – Assessment EvidenceKey Formative & Summative Assessments used throughout unit

FormativeI will mostly be using informal teacher conferencing during pair and group work. I will also be asking students to reflect on their own understanding by using a thumb up if the understand something and a thumb down if they do not.

Summative / Performance TasksI will be having the students complete math journals during this unit. All work will be recorded in them and they will be collected every day and used to assess students work.

LESSON PLAN 1: REVIEW LESSON USING SLAP COUNTING GAME Grade 2Day One 45 minute lesson

1. Lesson Objectives

a. Knowledge Outcomes: Operations and Algebraic Thinking 2.0 A: Represent and solve problems involving addition and subtraction

1. “Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.”

b. Skill Outcomes: During the game students gain experience practicing as adding and subtracting numbers 1-6.

2. Assessment:

a. Formative assessments: While playing the game students will be required to explain their answer for each time that they correctly slap the pile.

b. Summative assessments: The wrap up will be having students come back together as a group have each student give a high and a low of their experience with this game. Was it easy? Was it hard? What was your favorite part? etc. Teacher will use this to assess the level of student understanding about counting, adding and subtracting numbers 1-10 and beginning number sentences. This form of an assessment will also be used to assess the level of difficulty of this game for future uses. Because this is a review lesson about concepts from the previous unit, students should be comfortable adding and subtracting small numbers. This assessment will be used to assess whether or not all students are comfortable with this task as it is essential to understanding the next unit.

3. Materials: One deck of cards per group of 2-3 students. For each deck remove all of the cards besides Ace, and 2-6. Math journals or sheet of paper for each student to use as scrap paper.

4. Sequence of activitiesa. Hook: (10 minutes) explain rules of game Play the game as a class and do some practice addition and subtraction problems with

numbers 1-20. --ex. 1+4+5+3-6=7

b. Activities: (25-30 minutes)

Slap Counting Rules1. Remove all face cards and jokers from deck. If too difficult, remove all cards besides aces-5.2. Students go around putting one card face up in the pile. As this continues students will add or subtract the numbers to count the cards. (ex first a black 2, then a black 6, then a red 3, then a red ace etc=4)3. black cards = addition, red cards = subtraction4. students will slap when the numbers add up to the teacher assigned number. For example students may slap every time there is a 2 or 6 in a number (2, 6, 12, 16, 20+).5. if the pile turns negative–starting with a red card or having to many red cards in a row– you must start at zero. (4-6=0) When working with first graders this game will not go negative. If you are working with older students you may be able to allow the cards to go negative.6. The first student who correctly slaps receives the cards. the person who slaps correctly must also explain to the rest of the group why they were correct. (ex 3+5-4+3-1=6)7. If a student slaps incorrectly they must burn a card by placing one at the bottom of the communal pile.8. Students win by getting all of the cards.--play a group version of the game together with the class

Class Activities: Break students up into mixed ability groups of 2-3. Have each group in their own area—either on the floor or around one central desk. Begin with the entire class slapping when cards add up to a number with a 2, or a 4 in it.

(2, 4, 12, 14, 20+). Teacher will rotate among the different groups and ask students to explain why their slap

was correct and to attempt to give the number sentence. Encourage the students to begin by counting the cards out loud as a group and then if it

becomes too easy to slap, students may progress to adding and subtracting in their heads.

c. Differentiation: This game can be adapted by changing the slap numbers, adding or subtracting the amount of cards in the deck and adding to the explanation process.

d. Wrap-Up: (5-10 minutes) Have students come back together as a group. Have each student give a high and a low of their experience with this game. Was it easy? Was it hard? What was your favorite part? etc. Teacher will use this to assess the level of student understanding about counting, adding and subtracting numbers 1-10 and beginning number sentences.

5. Potential Pitfalls: Game may be too difficult or easy for some students and may need to be adapted during class.

6. Reflections

LESSON PLAN 2 CONCRETE MODELS

Day Two 45 minute lesson


a. Knowledge Outcomes:Operations and Algebraic Thinking 2.0 A: Represent and solve problems involving addition and subtraction1. “Represent and solve problems involving addition and subtraction. Use addition and


b. Skill Outcomes: Students will gain understanding of how to use concrete models to help to solve addition word problems. Students will also practice looking at word problems and being able to analyze them to find out what the problem is asking for.

2. Assessment:

a. Formative assessments: During work in pairs the teacher will come around and check in with each pair to see how they are doing and to check in to see if they have any questions about the material.

b. Summative assessment—At the end of the lesson students will complete one story problem on their own using concrete models to help them solve the problem. –problem will be written on the board. Students will solve it in their math journals. Finish by asking students to give a thumb up if they think they understand how to add numbers using cubes and a thumb down if they don’t.

3. Materials: 4 personalized word problems for the class to work on as a whole. Concrete models for each word problem. Math journals

4. Sequence of activities

a. Hook: On the rug with math journals (10 minutes) As a class students will work on solving story problems using direct modeling Have a story problem written on the board. Read story problem out loud to students. Have students solve problem by having other students act out the problem—first one

with pencils, second using students.

Problem 1: Nicole and Allison went to CVS. Allison bought 23 pencils. Nicole bought 12 pencils. How many pencils did they have all together?

Problem 2: Mrs. Smith’s class has 7 boys and 5 girls. How many students are there in the class all together?

b. Activities: Go back to desks—write problem 1 on the board. Read problem 1 out loud to class (25 minutes) As a class solve the problem using the concrete models—cubes or pennies. As students are counting out cubes to solve the problem teacher will go around and

make sure that each student has one pile of 10 cubes/pennies and one pile of 8 cubes/pennies.

Then have students work in pairs to solve the first word problem. Each child (or each pair depending on amount of objects) will receive a set of concrete models—pennies, pencils, etc that correspond to the problem.

Come together as a class and ask students how they solved the problem and what their answer was.

As students explain how they got their answer introduce the concept of an equation. If a child says “I counted out 23 pencils and then counted out 12 pencils and then put them together” write this out as 23+12 and then ask the student for their answer and write =34. –explain how this is called an equation and it is using numbers to represent the work you just did with the cubes.

Write one more word problem on the board. Have students work independently to solve this problem using the concrete models.

In math journals: Have children draw a picture of their cubes and then try to write an equation that shows their work.

Have students to a think pair share with their neighbor to discuss how they solved the problem and what their answer was.

c. Differentiation: For more advanced students that seem to progress quickly through the problems, have them try to solve the problem using both numbers and pictures—this will move them in the direction of starting to think about equations.

d. Wrap-Up: (10 minutes) Go over the answer to the second problem as a class Have students come to the board and demonstrate with the models how they solved

the problem. Encourage the students to represent their work through drawings and to show how

they solved the problem by drawing out the number of cubes or pennies etc in the form of drawing circles or squares.

Finish by asking students to give a thumb up if they think they understand how to add numbers using cubes and a thumb down if they don’t.

5. Potential Pitfalls: Some students may get confused when switching from concrete models that directly relate to the question to concrete models that are used as counters—like the cubes.

6. Reflections

Word Problems: (change names to relate to current students)

1. Merissa is collecting pennies. On Monday her mom gave her 10 pennies, on Tuesday her dad gave her 8 pennies. How many pennies did she have all together?

2. Christina wants to collect more pennies than Merissa. She asks her family and friends for some. Her mom gives her 4 pennies. Her dad gives her 11 pennies. How many more pennies does Christina have than Merissa?

3. Sarah wants to go to the store and buy some candy. The candy costs 54 cents. Sarah already has 34 cents. How much more money does Sarah need to get her candy?

4. Mia and Sarah have 18 cherries and 13 grapes. How many pieces of fruit do they have?

LESSON PLAN 3 TRAIL MIX ACTIVITY

Day three 40 minute lesson


a. Knowledge Outcomes: Operations and Algebraic Thinking 2.0 A: Represent and solve problems involving addition and subtraction1. “Represent and solve problems involving addition and subtraction. Use addition and


b. Skill Outcomes: Students will be working on adding and subtracting ingredients, doubling recipes, as well as adding up total ingredients.

2. Assessment:

a. Formative assessments: Teacher will move through groups asking students questions and checking for confusion.

b. Summative assessment: The questions on the trail mix handout will be used as the summative assessment.

3. Materials: Trail mix recipe written on the board or on large poster board. A handout with the trail mix recipe and questions on it. See below.


a. Hook: (5-10 minutes) For today’s math lesson we are all going are going on a hiking trip and need to

make trail mix for our snack for the journey. Have written on the board the recipe for trail mix.—see below. Go over the recipe with the class—make sure everyone understands measurement

terms—ex with cups what a ½ cup means vs 1 cup. Ask “We need to make sure we make enough for everyone in the class. Can

anyone tell me how many servings/people this recipe is for?” How many of these recipes to we need to make in order to have enough for

everyone?

b. Activities: (20 minutes) After discussing the recipe with whole class. Divide students up into groups.

Pass out the recipe to each group. Each group will be responsible to make trail mix for their group. Students must account for their own likes and dislikes as well as allergies as they address the following ideas.

Students must add one item that is not already there, students must also subtract at least one food item from the trail mix.

Students must make sure that the recipe will make enough for their entire group—3-4 students.

c. Differentiation: If students finish assignment early, they are to create their own completely new form of trail mix with all of the measurements listed and the total amount of cups.

d. Wrap-Up: (10 minutes) Students will share about their work—which ingredient they chose to add or subtract and why.

5. Potential Pitfalls—may not be challenging enough for all students.

6. Reflections

Name_______________________ Date_______________

Trail Mix Recipe:

Makes 6 servings

Ingredients:1 cup granola,½ cup unsalted peanuts,½ cup dried cranberries,½ cup dried cherries,½ cup dried apricots,½ cup raisins,½ cup chocolate chips,½ cup pretzels,½ cup Cheerios,½ cup Chex,

Directions: Combine fruit, nuts, and granola in a large bowl. Mix ingredients and serve.

Questions:1. How many cups of ingredients do you have in the whole recipe?

2. How many cups of dried fruit do you have in all?

3. As a group choose one ingredient to remove. Which ingredient is it?

4. As a group choose one new ingredient you want to add. What is it?

5. As a group choose one ingredient to double the amount of. Which ingredient? How much is it now?

LESSON PLAN 4 GROUPS OF 10

Day Four 35 minute lesson


a. Knowledge Outcomes: Operations and Algebraic Thinking 2.0 A: Represent and solve problems involving addition and subtraction1. “Represent and solve problems involving addition and subtraction. Use addition and


b. Skill Outcomes: Students will work on using concrete manipulative to aid them in adding, and will learn the skill of adding numbers using groupings of 10.

2. Assessment:

a. Formative assessments: As students are working on grouping cubes into groups of tens, teacher will rotate among students and check up on progress.

b. Summative assessments: Wrap up by having each student solve a story problem by grouping the numbers into groups of ten and drawing a picture of their concrete models in math journal.

3. Materials: cubes, math journal


a. Hook: On the rug (10 minutes) Quick review of previous lesson—as a class solve one story problem using concrete

models—interlocking cubes. Write on the board or on poster paper “Ms. A already has 43 pencils for the class. Another teacher brings her 24 more. How many pencils does Ms. A have?”

Give each student cubes to answer the question. Solve problem as a class.. Draw the picture and then write the equation using

numbers. Make sure that the students know that when working on their own problems they too need to write out the equation using numbers. (43+24=67)

Ask students if they thought that counting out each cube was an efficient way to answer the question—did it take a long time? Do you think that there might be a faster way?

Brainstorm with students ways that you might be able to answer the question in a faster way.

Model for students how to break cubes up into groups of 10.

b. Activities: (15 minutes) Introduce the idea of grouping numbers into groups of ten. Have students divide their blocks into groups of ten. –30 blocks=3 groups of ten Have students try to answer a word problem by forming blocks into groups of ten.

“Francelis has 30 marbles. Her sister brings her 25 more. How many marbles does Francelis have?”

Ask students which method they thought might be faster—counting cubes or grouping cubes? –turn to the person next to you and talk about this.

Ask students how might we draw a picture that represents a group of ten? How might we draw a picture that represents a single 1? (turn the person next to you and try to draw this in your math journals)

c. Differentiation: For the activity, students will be allowed to use concrete models if they ask for them or appear to need them; however, more advanced students will not be required to use them.

d. Wrap-Up: (have students to back to their desks) (10 minutes) Have this problem either pasted or written into students Math Journals beforehand:

“There are 40 yellow fish in the Aquarium and 21 blue fish. How many fish are there in all?”

Finish up by having each student solve the word problem hand out by grouping the numbers into groups of ten and drawing a picture of their concrete models. –making sure that students are also writing out their answer with an equation and the answer in a number form ie 13+11=24.

When everyone is done have students discuss with their neighbor how they solved the problem and what their answer was.

Go over the answers as a class. Ask students to come up to the board and draw their pictorial representations of the cubes they used.

5. Potential Pitfalls

6. Reflections

LESSON PLAN #5

Day five 30 minute lesson




b. Skill Outcomes: Students will learn and work on the skill of using strips of tens and ones to answer word problems.

2. Assessment:

a. Formative assessment—Teacher will go around and check in on each pair to make sure they are answering the questions in the correct format.

b. Summative assessment—Group work will be handed in as an assessment.

3. Materials: Assessment hand out, cubes for less advanced students


a. Hook: (10 min) ON THE RUG This lesson is a more formal introduction to strips of tens, and ones.—using them to

solve word problems. Begin by reviewing yesterday’s lesson with the class. “Yesterday we worked with

grouping large numbers into groups of tens. Does anyone remember how that can help us when adding numbers?”

Review the idea that it is possible to use this method without physically counting out each block. –have prepared several sticks of ten cubes. Ask students how many cubes one set is (10). Then if you add another set (20) and continue on. The idea is that one long rectangle drawn out can represent 10 cubes—and 2 long rectangles = 20 and so on.

Review: Now if I wanted to represent one single amount of something—like one fish or one marble—I would draw a cube to represent it. Each cube that you draw represents just one of the thing in the problem.

Lets look at a problem together and see if we can represent it using pictures.

“Steven’s mom is giving him stickers for doing well on his homework. On Monday his mom gave him 13 stickers. On Thursday his mom gave him 25 stickers. How many stickers does he have all together?”

Draw the answer out together.

+ first you count the number of tens—10, 20, 30. Then you count the number of ones.

(8). 38.

b. Activities: (10 min-15 min) BACK AT DESKS Have students work in pairs to complete two more problems. This will be like a think pair share. First students read the problem then they will

talk with their partner about how they might solve the problem. Then they will draw the picture and write out the answer.

c. Differentiation: for the pair work—some students may be able to use cubes if they ask for it or need it.

d. Wrap-Up: (5 min) After about 10 to 15 minutes come together as a class—go over the problems. Start to ask students how they answered the question—with words or

numbers? –begin to build foundation for writing equations by having students use the plus sign and the equals sign with their strips of ones and tens.


6. Reflections

Name_______________________ Date_______________

Instructions: Please solve the problem strips of tens and ones. Write a number equation of the problem and then write the answer and circle it.

1. Maple has 22 pieces of chocolate. Sarah has 35 pieces of chocolate. How many pieces of chocolate do they have together?

2. Ms. Kim has 64 oranges for her class. Ms. Chen has 26 for her class. How many oranges are there all together?

LESSON PLAN 6 ROLL A BIG ONE!

Day Six 40 minute lesson




b. Skill Outcomes: Students will gain understanding of place value. Students will work to understand the different between the ones, and tens places as well as how to tell which number is bigger when comparing two digit numbers.

2. Assessment:

a. Formative assessments: Teacher will monitor progress during game and rotate among groups to assess student understanding.

b. Summative assessment—Roll a big one sheet and the sticker notation.

3. Materials: Roll a big one sheet—one for each student. Dice—One for each pair.


a. Hook: (10 minutes) As a class, have a discussion of place value for two digit numbers. Write an example two digit number on the board. Have students recall which digit

is in the tens place and which is in the ones place. Tell the students that they will now be playing a game in pairs Model the game for students: Explain that students will be taking turns to roll the

dice three times total. The goal of the game is to get the two largest number out of your rolls. One student will roll and it will be the other students decision whether it should go into the ones place, tens place or in the trash.

Roll the dice and ask students to vote to decide which the number should go in. Continue until all three boxes are filled. Ask students if there is a possible higher number that could have been achieved. Why don’t you think we got to that number? What could we have done to change that?

Reminder: The goal is that the pair tries to get the biggest number possible from the digits they roll.

Divide students up into partners by mixed ability grouping—unless you want to differentiate by readiness—and make some of the game activities two digits instead of three. In this case organize partners by readiness.

b. Activities: (20 Minutes) Students will work in partners. Each group will receive one dice and two sheets of the

roll a big one hand out. One student will roll the dice. The other student will have to decide whether that role

goes into the ones place, tens place, or in the trash. This will repeat 2 more times (3 total). Students’ goal is to attain the highest number possible from the numbers rolled.

Once all numbers are attained students will draw out their two digit numbers in strips of tens and ones

c. Differentiation: Students will only be required to write 4 of their numbers in strips of tens and ones. Those who have time may complete all 6.

d. Wrap-Up: (10 minutes) Wrap up by having students try to add up all of their numbers that they placed in the

trash and see what the total for that is. Then have them add up all of their final two digit number and have them list out for the class what number they got—while this is not a competition, I think it is interesting to see that all the students got such different numbers from a roll of the dice.

As a class, discuss the strategies that students used to ensure that they got a high number.

5. Potential Pitfalls—activity may require more than the allotted amount of time.

6. Reflections

Name_______________________ Date_______________

Roll a Big One!

Number: Number in Strips of 10s and 1s1.

2.

3.

4.

5.

LESSON PLAN #7 NUMBER LINES

Day Seven 35 minute lesson


a. Knowledge Outcomes Operations and Algebraic Thinking 2.0 A: Represent and solve problems involving addition and subtraction


b. Skill Outcomes: Students will learn and practice the skills of solving word problems using the number line.

2. Assessment:

a. Formative assessment—During the think pair share—teacher will do best to move around pairs and listen in on their strategies. Also, during the wrap up students will be asked to close their eyes and give a thumb up or thumb down about how comfortable they felt using a number line on their own.

b. Summative assessment—Collect math journals after lesson in order to assess students understanding of how to use a number line to solve word problems.

3. Materials: Poster/or white board with word problems already written out. Math journals. Printed handout of a blank number line for all students on a half sheet of paper.

4. Sequence of activitiesa. Hook: (10-15 minutes)

Lesson will begin on the rug with a word problem on the board. Teacher will read problem out loud. *Students should have math journals with them on the rug.

“On Halloween Daniel received 7 pieces of candy at his first house. At his second house he received 5 more. How many does he have in all?”

Students will be asked how they think they would solve the problems. What is the first step you would do? –think pair share with a partner on the rug to discuss what they would do to solve the problem.

Have students share their strategies. –model it by solving the problem If not mentioned as an option: Ask students “how might you solve this problem

using a number line? Or do you think you could solve this problem using a number line?”

If no students know—model how to do it. Ask—what would my first step be? Draw a number line –starting with 1 and going all the way up to 20. Ask students where they should start?—at 7. How many places should I move it over? –5. What is my answer?

b. Activities: (15 minutes) Write one more problem on the board. This time with subtraction— “After going trick or treating, Daniel had 54 pieces of candy. He decided to eat 11

pieces of candy. How many pieces of candy does Daniel have left?” Have students do another think pair share to discuss how they would solve it

using a number line. –when they think they know how they know how to do it. Have students work in partners to try to solve the problem in their math journals.

After about 5 minutes ask for volunteers to share what their pair did first.—have students come to the board and draw their number line.

Ask other students if they agree or disagree with the student’s number line. Those that disagree may come to the board and draw their own. Solve the problem as a class—correcting any misunderstandings.

c. Differentiation: Pairs that are struggling in second think pair share may receive a small blank number line on a half sheet of paper—depending on students may give out to entire class.

d. Wrap-Up: (5-10 minutes) Conclude by asking students what they thought about using a number line—did

they find it easier or harder to solve a word problem using this method. Finish by asking students to close their eyes and give a thumb up or thumb down about how comfortable they felt using a number line on their own.


6. Reflections

LESSON PLAN #8 JIGSAW Day Eight 40 minute lesson


a. Knowledge Outcomes:

Operations and Algebraic Thinking 2.0 A: Represent and solve problems involving addition and subtraction


b. Skill Outcomes: To review and reinforce the strategies of solving word problems using a number line, counting cubes, and strips of tens and ones.

2. Assessment:

a. Formative assessment –Teacher will move around the groups to make sure that the students have assigned roles, make sure that everyone is participating, and assess student understanding of the problem. Teacher will work to correct any misunderstandings about how to solve the problem before the students start to work on the poster.

b. Summative assessment—the final poster will be assessed for all three steps—work to show how the students solved the problem, the equation and the answer written out in words.

3. Materials: Poster for each group with the word problem written out on the top. A handout of the problem so the students can solve the problem first before they put it on the poster. 6 Card labeled—two with number line, two with strips of 10 and two with circles/cubes. A Hat or basket to pick the cards out from.


a. Hook: at the rug (10 minutes) We will begin this lesson by solving a word problem—different from the one for the

activity together as a class—will be solving it in all three ways together on the board. “Natasha is selling bars of chocolate. She wants to sell a total of 33 bars. She has already sold 15 bars. How many bars of chocolate does Natasha have left to sell?”

Teacher will model how to answer the question and make sure that we have all three parts—showing work, equation, and answer written out in words.

b. Activities: (20 minutes)This activity will be like a modified version of a jigsaw. Students will be divided up into groups of three. Every group will receive the same

word problem on a poster board as well as a hand out of the problem to work on first and then copy onto the poster.

Each group will be responsible to solve the problem using a different method—cubes (represented pictorially through either circles or squares), number line, strips of tens and ones.

--“Malik is selling cookies for his boy scout troop. He has to sell 55 cookies to win a prize. He has already sold 34 cookies. How many more cookies does Malik have to sell to get the prize?”

One student from each group will pick a card from the hat that will tell them which strategy they are using.

Each group will be responsible to solve the problem, show their work using their strategy, write an equation and write out the answer in words.

There will be two groups solving using strips, two groups solving using cubes and two groups solving using the number line—they will be assigned by the teacher

The poster boards will be displayed on the wall to demonstrate the steps to solving a word problem using each strategy.

c. Differentiation: Each student in the groups will be assigned a role—presenter, writer or drawer. In this way students who are not as fluent in English can draw or students who don’t like to present but are good at writing can be responsible for writing the problem on the poster.

d. Wrap-Up: (10 minutes)Each group will have one presenter that will present their poster to the class and explain how they solved the problem. Posters will be hung up around the classroom.

5. Potential Pitfalls: If the groups are not differentiated by readiness, it is possible that a group with more advanced students could select the cubes strategy while a group that thinks more concretely may get the number line strategy. However all students need to know all strategies.

6. Reflections

Name_______________________ Date_______________

Instructions: Please solve the problem using the strategy you picked from the hat. Either strips of tens and ones, drawing of squares/circles,

or number line. Write a number equation of the problem and then write the answer and circle it.

1. Malik is selling cookies for his Boy Scout troop. He has to sell 55 cookies to win a prize. He has already sold 34 cookies. How many more cookies does Malik have to sell to get the prize?

Strategy: ________________________________________________

LESSON PLAN #9 DIFFERENTIATED MATH CENTERS

Day Nine, (3-4 day lesson) –each lesson will be roughly 30 minute




b. Skill Outcomes: To review and reinforce the strategies of solving word problems using a number line, counting cubes, and strips of tens and ones. To allow students time to gain experience working in groups

2. Assessment:

a. Formative assessment—Teacher will rotate through each group—answering questions, encouraging discussion and giving suggestions when necessary.

b. Summative assessment—There will be no formal summative assessment for this lesson because it is a review lesson designed to give students further practice with solving word problems. However, students in centers 2 and 3 will be required to hand in their work on their hand out.

3. Materials: Matching game for center 1, teacher designed 2-3 word problems for center 2. Hand out with instructions for center 3.


a. Hook: (5 minutes)Teacher will go through and model each center—which will have been previously set up at different stations around the classroom. Teacher will explain what students will be doing at each center and then take questions before the students are divided up into their groups.

b. Activities: (25 minutes)Math Centers: Differentiated centers—this lesson will run over three days—each group will a have a chance to be at each station. Center 1: For students who need the most concrete help with word

problems: Matching game–students work in pairs to play a face up matching game. Students must match the story problem to the drawing of it—either number line, circles or strips of ten and then to the equation/number sentence.

Center 2: For students who only need a little more practice with story problems: teacher designed word problems. Have each student in group find a different way of solving the problem–concrete representation, strips of ten or number line and then have students compare results and equations and explain how they got their answer.

Center 3: For students who have a complete understanding of story problems: Have students work in groups to create their own addition and subtraction word problems

c. Differentiation: Students will be placed in ability groups. Students with the lowest understanding will start with the matching game, and then move to center 2 and then finally center 3 if they are able. The highest level group will begin at center 3 then move to center 1 then go to center 2. The middle group will go from center 2 to 3 and then end with center 1.

d. Wrap-up: On a fourth day of lesson plan/or for homework—have students solve each other’s word problems that they created in center 3 and give feedback about whether or not they thought the word problems made sense and could be solved.

5. Potential Pitfalls—Most advanced students may not be challenged by center one or two while the lowest students may not be able to complete center 3.

6. Reflections

Name______________________________________Date______________________________

Center 2: Solving Word Problems

1. Dennis has a fish tank with 15 blue fish and 23 red fish in it. How many fish does he have all together?

Strategy: _______________________________________________________________

Work:

Equation: ______________________________________________________________

Answer: _______________________________________________________________

2. Jill has a homework sheet with 23 math problems on it. She solves 8 of the problems. How many problems does Jill have left?

Strategy: _______________________________________________________________

Work:

Equation:_______________________________________________________________

Answer: _____________________________________________________________Name_________________________________________Date___________________________

Center 3: Make Your Own Word Problems! 1. Problem using Addition: 24+21=45

Word Problem: ________________________________________________________________________

Strategy: __________________________________________________________________

Work:

Equation:_________________________________________________________________

Answer: __________________________________________________________________

2. Problem using Subtraction: 34-12=22

Word Problem: ___________________________________________________________________________

Strategy:__________________________________________________________________

Work:

Equation:_____________________________________________________________________ Answer:_____________________________________________________________________

Center 1

+

=

After going trick or treating, Daniel had 24 pieces of candy. He decided to eat 11 pieces of candy. How many pieces of candy does Daniel have left?

+

= 17

+

=

Nicole and Allison went to CVS. Allison bought 11 pencils. Nicole bought 9 pencils. How many pencils did they have all together?

Megan has 33 cookies for her class. She makes 17 more. How many cookies does Megan have?

There are 33 yellow fish in the Aquarium and 21 blue fish. How many fish are there in all?

+

=

Ms. Kim has 22 oranges for her class. Ms. Chen has 13 for her class. How many oranges are there all together?

Sarah wants to go to the store and buy some candy. The candy costs 50 cents. Sarah already has 31 cents. How much more money does Sarah need to get her candy?

+

=

Maple has 23 pieces of chocolate. Sarah has 15 pieces of chocolate. How many pieces of chocolate do they have together?

+ ? =

Mrs. Smith’s class has 12 boys and 5 girls. How many students are there in the class all together?

+

=

Mia and Sarah have 18 cherries and 23 grapes. How many pieces of fruit do they have?

On Halloween Daniel received 6 pieces of candy at his first house. At his second house he received 15 more. How many does he have in all?

+

=20

LESSON PLAN #10 REVIEW LESSON

Day Ten 35 minute lesson


a. Knowledge Outcomes: Operations and Algebraic Thinking 2.0 A: Represent and solve problems involving addition and subtraction1. “Represent and solve problems involving addition and subtraction. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.”

b. Skill Outcomes: Students will demonstrate their knowledge of the different strategies to solve a word problem as well as the steps you take to get there. Students will also be practicing the skill of being able to explain their work—and how they got their answer to a partner.

2. Assessment:

a. Formative assessments: During group activity on the rug, teacher will monitor student understanding and participation. During individual activity, teacher will monitor students understanding but will try to let students solve the problem on their own.

b. Summative assessment: each student must pick a story problem from a bag (written on a flashcard) solve the problem in all 3 ways (drawing circles, strips of ten and number line) as well as provide the equation and the answer written out in words.

3. Materials: 10 different word problems written out on flashcards. (2/3 copies of each one so that each student may have at least one partner) word problem organizer


a. Hook:--ON THE RUG. (10 minutes) Teacher will demonstrate activity for class Teacher will pull one of the flashcards out of the hat. As a class solve the problem in all three methods. Make sure you also provide the

equation and answer in words. Allow students to come up to the board and draw one way to solve the problem and

have them explain their work to the class.

b. Activities: (15-20 minutes) The ticket to leave the rug will be that each child will draw a flashcard from a hat or

basket and that is the problem they must solve –in all three ways.

Once back at their desks students will receive an organizer that will help them to solve their problem.

For this activity, the teacher may rotate and help read the problem to struggling students—but not help the student or tell them how to solve the problem because this will be used as an assessment to demonstrate their understanding before the test.

c. Differentiation: Students will be provided with cubes, and a blank number line if they request it, or if the teacher decides it would be beneficial for them.

d. Wrap-Up: (5-10 minutes)--Once everyone has solved the problem students must find the person or people that have the same answer as them and explain their work to that person. --Once the students are finished this will be collected as an assessment.

5. Potential Pitfalls: students may not know how to solve their problems, or may solve them incorrectly. Some word problems may be unintentionally more difficult than others.

6. Reflections

Name__________________________________________ Date__________________________________

Word problem Number: ____________________

Strategy 1: Circle/Cubes Drawing

Strategy 2: Number line

Strategy 3: Strips of ten

Equation:_______________________________________________________________________

Answer: ________________________________________________________________________

1. Sandra wants to buy a shirt that costs 17 dollars. She already has 5 dollars. How much more money does she need to earn to buy her shirt?

6. Frankie is going apple picking. First he picks 11 yellow apples and then 27 red apples. How many apples does he have?

2. Connor has 24 balloons for his friend’s birthday party. By mistake he lets 8 of them go. How many balloons does he have left?

7. Allison is doing her math homework. She needs to do a worksheet with 25 problems on it. She has already done 11 problems. How many problems does she have left?

3. At the zoo there are 18 girl monkeys and 21 boy monkeys. How many monkeys are there all together?

8. Zach likes to collect marbles. On Monday he buys a pack of 11 marbles. On Tuesday he’s sister gives him 13 more marbles. How many marbles does Zach have all together?

4. Ms. Smith is giving out snack to her class. There are 25 students in her class. She has already passed out snack to 7 people. How many more snacks does she have to pass out?

9. Christina is counting her shoes. She has 7 pairs of boots, and 10 pairs of sneakers. How many pairs of shoes does Christina have?

5. Jill is giving her mom flowers. She picks out 11 tulips and 24 carnations. How many flowers does she have all together?

10. Kasey needs to make 35 cookies for a bake sale. Her first batch makes 15 cookies. How many more cookies does Kasey need to make?

Math Unit Plan: What’s in a Word Problem? file · Web viewLucina Ayvazian 2013Math...

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Transcript of Math Unit Plan: What’s in a Word Problem? file · Web viewLucina Ayvazian 2013Math...