Lesson #7: Word Problems

Teacher: Meghan Leuschner Date: 3/24/17 Subject/ Topic/ Theme: Math, Fractions,
Word Problems

I. Objectives
What is the main focus of this lesson?
Students will be able to create word problems for subtracting fractions or adding fractions.

How does this lesson tie in to a unit plan? (If applicable.)

My unit is a special intro to fractions to meet my students where they are at to introduce them to a solid
foundation of understanding of fractions so that they can meet 4th grade standards with fractions. In the
past, my students have struggled with word problems and need more motivational stamina for problem
solving.

What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.

CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

II. Before you start

Prerequisite knowledge Previous addition and subtraction word problem experience from previous
and skills. grades. Lesson on making word problems for division with a group in
previous unit. All previous lessons in this fraction unit.
-Asking formative questions while walking around class after letting
Assessment
students go
(formative and
-Word problem project, graded using a rubric.
summative)
https://www.quickrubric.com/r#/qr/mll27/math-word-problem2

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Word problem read to them as well as
Shown under doc cam
Drawings to represent story
Options for Language/Symbols
Anchor chart for addition v.s. subtraction
key words
STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
-Solving own problem
-Creating context for problem
-Solving others problems and
flipping them over to check their
own work.
Options for Expression
Students must decide how to
draw problem, create context,
and solve it in their own way.
AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
-Funny problem for the intro
-Creating own problem
Options for Sustaining Effort &
Persistence
-Solving each others word
problems
-Checking answers on back
Options for Comprehension Options for Executive Function Options for Self Regulation
Work through pointing out parts of my Rubric
word problem and how we would grade it -Checking answers on back
on the rubric. We will do this before they -Rating self
start on theirs.
-Example
-Rubric
Materials-what materials -Colored paper
(books, handouts, etc) do -Lined paper
you need for this lesson -Pencils
and do you have them? -Doc Cam
-Check list sheet

Do you need to set up -Students may sit as their normal desks

your classroom in any
special way for this
lesson? If so, describe it.

III. The Plan

Tim The description of (script for) the lesson, wherein you describe teacher
Parts
e activities and student activities
Motivation Im going to read a word problem and I want you to point out things that you see
(Opening/ that are similar in every word problem. What do word problems need to have?
Introducti
on/ -Write down what they say on the board. They have a question. They have numbers
Engageme of some sort. They tell a story. Some have pictures. Some have unneeded
nt) information. Adding/Subtracting key words.

We are going to create our own word problem projects. I will give you a number
sentence in a little bit, and you are going to write a story problem on your own. Your
previously did something similar in groups for division. You will be doing this yourself
with fractions with either addition or subtraction.

Erase board. Leave my problem on the screen

Developm STEPS
ent
When I was thinking about how to make a problem I did these steps:

*Front side: The Problem

1) Write your name on the front side and #problem

2) Read the number sentence. Is it adding or subtracting?

3) Where might I see this in the real world? What can I add or subtract?

4) Think of a story with these numbers.

5) Create the big Question. (what am I trying to figure out?).

6) Add an extra bit of information with a number that has nothing to do

with my problem.

7) Draw a picture to go with my story.

*Back side: The Answer

1) Write the number sentence and answer

 2) Visual representation of the sentence and answer

*Glue both papers on a construction piece of paper to make it look nice.

Rate my word problem using the rubric.

Leave problem on desk with problem/front side facing up and travel to

all the other done word problems and solve as many as you can and record
on your problem checklist paper.

Pull one problem to present and have the class do it as a whole.

Closure

Your reflection on the lesson including ideas for improvement for next time: