1. Topic-
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| Using 5-Step Plan to Solve Word Problems |
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2. Content-
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| Understanding various meanings of key or signal words in word problems.
Understanding the effects of unrelated information when dissecting
needed and not needed information within a word problem. Identifying
and using relationships between operations and key words when attempting
to solve word problems. |
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3. Goals: Aims/Outcomes-
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| To make computations and key word associations stronger in order
to solve practical word problems. |
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4. Objectives-
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| Students will know basic definitions of key words in word problems,
such as sum, total, altogether etc. Students will be able to decipher
word problems and find the correct math function needed. Students
will be able to determine the operation necessary to solve word problems
and what information is not needed. |
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5. Materials and Aids-
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| Achieving TABE Success Math; Level D |
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6. Procedures/Methods-
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A. Introduction-
| Teacher will access students' prior knowledge by asking them to
tell me scenarios in which they use word problems. Teacher will discuss
with students the significance of being able to correctly solve word
problems in their everyday living, for example, when one buys a car,
follows a recipe, or decorates their home, they are using math principles
of addition and subtraction within word problems. Relate this to the
HSE exam. |
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B. Development-
| (Direct Instruction) Teacher will discuss signal words, and their
definitions. Teacher will ask students for examples as they identify
a term. Last class we introduced the concept of "too much or too little"
information. This week we will review how to determine when there
isn't enough information while introducing 2 step problems and estimation |
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C. Practice-
| Teacher will work through examples with the class by asking them
to identify what information is needed or not needed in a word problem
example. Teacher will introduce addition and Subtraction signal words.
Using prepared examples, teacher will show students how to determine
which math function is needed. We will re-discuss the concept of having
too much information through prepared examples, teacher will show
students how to pick either addition or subtraction and disregard
unimportant information. Students will be introduced to multiplication
and division and their respective signal words. The class will work
though basic examples that contain these signals. Teacher will place
a problem on the board that requires division and multiplication and
ask students for ideas on how to solve it. We will discuss the concept
of 2-step problems and examples. Teacher will pose a problem that
has multiple steps and ask students for ideas on how to solve it.
We will discuss the 5 step plan in regards to multi-step problems.
Teacher will place word problems (related to trade) on the board and
students will identify which operations (addition, subtraction, multiplication
and division) should be used to solve the problem. As a class and
then independently we will solve the word problems given. Teacher
will work through examples in which estimation is used to solve a
problem. |
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D. Independent Practice-
| Students will work through pages 35-37 and practice 2 step problems
and estimation. |
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E. Accommodations (Differentiated Instruction)-
| One on one assistance will be given to struggling students. Additional
time will be granted to designated students. If available, SU classroom
observers will help with one on one time for lower level students.
The use of a calculator will also be permitted for selected students. |
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F. Checking for understanding-
| Teacher will reinforce the concepts that were discussed throughout
the class period and give the students an opportunity to ask and answer
questions. The teacher will review worksheets/handouts, book work
as well as assignments from last week. |
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G. Closure-
| Teacher will connect trade skill sets to reinforce the topics of
word problems. Teacher will address any additional questions about
the subject and reteach areas that students are still having difficulty
understanding. It will be stressed why this is important for passing
the HSE, and plans post HSE. |
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7. Evaluation-
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| Informal observations - Students performance while doing problems
on the board, student's ability to answer questions during class,
and class participation. Formal observations - Class assignments,
drills, ISP folder work, post- assessment tests, and future TABE diagnostic
results. |
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