From Chicago Public Schools

Attribution Non-Commercial (BY-NC)

Просмотров: 51

From Chicago Public Schools

Attribution Non-Commercial (BY-NC)

- 50 Common Interview Questions and Answers
- IO354T-Brad-Pitt
- Best Practices: Q & A
- Discussion 2
- newspaper creations
- Problem Solving
- Advice for physics Alevel
- 50 Common Interview Questions and Answers
- The Buried Alive Discussion Guide
- Assessment
- 50 COMMON INTERVIEW QUES & ANS
- Analysing a Case Study in Business
- math lesson plan
- Interview Questions Which Are Generally Asked by Recruiters
- Customer Service Excelence
- math1350rubricfinal
- IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS
- 5whytrainingslidesoct142009-12970123368804-phpapp01
- Nouveau Document Microsoft Word
- Cuestionario Primeros sintomas autismo

Вы находитесь на странице: 1из 31

ITBS/TAP: ISAT:

Choose and apply appropriate operational Solve word problems requiring computations

procedures and problem-solving strategies to with whole numbers

real-world situations Use mathematical skills to estimate,

Apply a variety of estimation strategies approximate, and predict outcomes and to

Perform arithmetic operations judge reasonableness of results

Unit Focus/Foci

Problem Solving

Instructional Focus/Foci

Materials

Math journals

Overhead projector and pens

Transparencies with word problems and problem-solving steps

Student worksheets with word problems and problems-solving steps

Warm-up Activity:

Write these problems on the chalkboard. Have students copy and solve in their journals.

Solve:

262 - 368 - 2758

+ 433

183

6. Write 6,512 in expanded form.

+ 543

Lesson:

Introduce the term strategy, a plan of action that will probably be useful in solving a problem.

Tell students that there are different strategies for solving word problems, and those strategies

will be discussed throughout this unit.

Tell students that a word problem has two parts, the information and the question(s). The

information is given first and is followed by the question(s) to be answered.

Make a transparency and worksheets (for students) of the following problems and steps for

problem solving.

1. Jack has 13 Spiderman comic books and 25 Superman comic books. How many comic

books does he have in all?

Step 1: What is the total number of comic books? or How many comic books does Jack

have?

Step 2: 13 Spiderman comic books 25 Superman comic books

Step 3: Add 13 and 25 Estimate: 10 + 30 = 40

Step 4: 13

+ 25

38

Step 5: Jack has 38 comic books

2. Ebony had 279 beads in a jar. She put 154 beads in her hair. How many beads did she

have left?

Step 2: 279 beads 154 beads

Step 3: Subtract 279-154 Estimate: 300-200 = 100

184

Step 4: 279

- 154

125

Step 5: Ebony had 125 beads left.

3. A plant had 8 flowers on it. Each flower had 6 petals. What was the total number of

petals?

Step 2: 8 flowers 6 petals each

Step 3: Multiply 8 x 6 or Add 8 + 8 + 8 + 8 + 8 + 8

Step 4: 8 8+8+8+8+8+8

x 6

48

Step 5: The flowers had a total of 48 petals.

4. Bill’s bookcase has 24 books. They are arranged on 3 shelves. How many books are there

on each shelf?

Step 2: 24 books 3 shelves

Step 3: Divide 24 ÷ 3 or Subtract 3 from 24 as many times as possible.

8

Step 4: 3 24 24 - 3 = 21, 21 - 3 = 18, 18 - 3 = 15, 15 - 3 = 12, 12 - 3 = 9, 9 - 3 = 6,

6 - 3 = 3, 3 - 3 = 0

Three was subtracted from 24 eight times.

Step 5: Bill’s bookcase has 8 books on each shelf.

Say: Step 1: Read and understand the problem. Make sure you read the problem from

beginning to end. If you do not understand the problem, read it again until you do. What is

being asked? What do you need to know?

Have students read the first problem. Ask students to identify the question. Underline the

question on the transparency and have students underline the question on their papers. Have

another student reword the question. Have students write the reworded question on the blank

line next to Step 1.

Say: Step 2: Find the facts. What do you know? Is there enough information to solve the

problem? Is there too much information?

185

Have students identify and label the facts in problem 1. Circle the facts and label them on the

transparency as they are identified. Have students do the same on their worksheets.

Say: Step 3: Plan how to solve the problem. What can you do to solve the problem? What

strategy or strategies can you use. Which operation(s) can be used? Estimate your answer.

Ask students for strategies to solve problem 1. Write the strategies on the blank lines under

problem 1 on the transparency and have students write them on their papers. Students should

understand that there can be more than one way to solve a problem.

Say: Step 4: Solve the problem using your plan. Show all of your steps.

Using the strategies discussed in Step 3, have students solve problem 1 in the space provided.

Ask a volunteer to go to the chalkboard and write the solution.

Say: Step 5: Check your answer. Did you answer the question that was asked? Is your answer

reasonable? Retell your answer in a complete sentence.

After students have agreed the answer is correct and that the question has been answered, have

them write the answer in a complete sentence.

Write the problems below on the chalkboard or transparency. Have students solve these

problems independently using the steps and strategies discussed in the lesson.

1. Ted ran 12 miles on Saturday and 7 miles on Monday. How much farther did he run

on Saturday?

2. Sam’s cat weighs 13 pounds. Dan’s cat weighs 27 pounds. What is the total weight

of the cats?

Review the solutions orally with students. Have students identify the questions, facts and

estimates, label strategies used, and answer in complete sentences.

186

Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no, if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

1) In Step 5 of problem solving, you retell your answer in a complete sentence. (yes)

2) A strategy is a plan of action that will probably be useful in solving a problem. (yes)

3) The two parts to a word problem are the information and the question. (yes)

4) There are 60 seconds in a minute. (no)

5) When planning how to solve a word problem you should estimate your answer. (yes)

6) Read and reread the problem, until you understand the problem. (yes)

7) There can be more than one way to solve a problem. (yes)

8) A gallon has four quarts. (no)

9) A square has four equal sides. (no)

10) During the first step, you should identify the question to be answered. (yes)

Free-Choice Lesson

Have the students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete the teacher-directed activity

sheet: Subtraction (word problems).

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

187

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: See attached Six Group Activity sheet: (Subtraction: word problems).

Technology:

Assessment

Informally assess students’ responses during lesson, and the Ten Statement review.

Homework

Have students solve and explain in their math journals the steps used to solve the following

problem: Betty baked 36 cupcakes and Vanessa baked 48 cupcakes. How many cupcakes did

they bake in all?

Teacher Notes

188

Six-Group Activity

Materials:

6 index cards (5” x 7”)

1 black marker

1 pencil

1 envelope (9 ½” x 6 ½ ”)

Prepare the following index cards using black marker to write the problems on the front of the

cards. Use the pencil to write the answers on the back of the cards.

1. A pair of boots on sale were marked down from $30.00 to $21.95. How much is saved by

buying the boots on sale?

2. Carlo’s schoolbooks came to a total cost of $18.45. How much change should he get from

$20?

3. Mrs. Garrett’s groceries came to a total cost of $42.56. How much change should she get if

she gives the cashier $50?

4. Ms. Stroud makes $140 a week. If $29.58 in deductions are taken from her check, how much

does she go home with each week?

5. The Mississippi River is 1,171 miles long. The Ohio River is 981 miles long. How much

longer is the Mississippi River?

6. A ten-speed bicycle originally marked $140 was on sale for $89.79. How much do you save

by buying the bicycle on sale?

Answers:

Copy this study board to use with the reteaching of this lesson.

189

Subtraction of word problems

Say: These are key words that tell you when to subtract: difference, balance, how much more?

how much larger?, and how much change?

Be careful of how you line up numbers when working with money in a problem. For example, to

find out how much change you would get from $10 for a $5.79 purchase, set the numbers up in

this way making sure the decimal points are lined up:

$10.00

- 5.79

4.21

Mr. Moore makes $180 a week. If $36.74 in deductions are taken from his check, how much

does he take home each week?

Ask: What are the key words that tell you to subtract in this word problem? (taken from) What

number is the minuend? (180) What number is the subtrahend? ($36.74) What is the

difference? ($143.26)

Tell students that they are going to do an activity involving subtraction. Say: I want you to write

the key words and solve the problem. Lay a card on the table and give the students time to write

the answer. As you reveal the answer, say: The answer is…. Store the activity in the 9 ½” x 6

½” envelope.

190

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Choose and apply appropriate operational Solve word problems requiring computations

procedures and problem-solving strategies to with whole numbers

real-world situations Use mathematical skills to estimate,

Perform arithmetic operations approximate and predict outcomes and to

Apply a variety of estimation strategies judge reasonableness of results

Unit Focus/Foci

Problem Solving

Instructional Focus/Foci

Materials

Math journals

Warm up Activity:

Write the problem below on the chalkboard or a transparency. Have students copy the problem

in their math journals. Have students solve the problem using the five steps from the last lesson.

1. The children in Room 107 collected 78 cans of food for the food drive. The children in

Room 109 collected 54 cans of food. How many more cans did Room 107 collect than

Room 109? (24)

Step 1: Room 107 collected how many more cans than the Room 109?

Step 2: 78 cans 54 cans

191

Step 3: Subtract 78 - 54 Estimate 80 - 50 = 30

Step 4: 78

- 54

24

Step 5: The children in Room 107 collected 24 more cans of food than the children in

Room 109.

Lesson:

1. Kevin had 24 cars. Bill had 17 cars.

Ask students to think of questions that can be written from this information. Students’ responses

should include both addition and subtraction questions. Example: Addition - How many cars

did they have altogether? Subtraction - How many more cars did Kevin have than Bill?

It would be recommended at this time to review words and phrases that would help students

decide which operation to use when solving a problem. These would include altogether, total,

have left, how many more, twice as many, between them, less than.

Write the following on the chalkboard or transparency: 2. Denise baked 20 sugar cookies and

18 chocolate chip cookies. 3. Tina read 14 books. Karen read 10 books.

Have students write one addition and one subtraction question for each problem. Discuss

students’ responses.

Subtraction - How many more sugar cookies than chocolate chip cookies were there?

2. Addition - Between them, how many books did they read?

Subtraction - How many more books did Tina read than Karen?

3. Sara has 20 stickers.

Encourage students to complete the number story (orally). Have them think of an addition

question to go along with the problem.

192

Example: She bought 10 more.

Addition - What is the total number of stickers she has now? (30)

Next have student change the information so a subtraction problem can be written.

Subtraction - How many did she have then? (18)

Give students the following statements and have them complete the number stories. Have them

write one addition problem and one subtraction problem for each statement. Also instruct them

to solve one of the problems using the problem solving steps learned.

Possible answers: Addition - She bought 10 more pieces.

How many pieces does she have now?

Subtraction - She ate 7 pieces.

How many pieces did she have left?

Have a student go to the chalkboard and write a completed addition problem on the chalkboard

(with solution).

Have a student go to the chalkboard and write a completed subtraction problem on the

chalkboard (with solution).

7.

Possible answers: Addition - He put 7 more fish in the tank.

How many are in his tank now?

Subtraction - He removed 16 fish from his tank.

How many fish remained in his tank?

Possible answers: Addition - She cooked 5 more hot dogs.

How many hot dogs did she cook in all?

Subtraction - Her brothers and sisters ate 8 of them.

How many were left for her?

193

Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

2) From the statement Debbie had 30 pieces of candy you can write an addition and a

subtraction problem. (yes)

3) The phrases have left and how many more are used in subtraction problems. (yes)

4) In the last problem-solving step, you should write your answer in a complete sentence. (yes)

5) Tina read 14 books and Karen read 10 books. A good addition question would be How many

books did they read altogether? (yes)

6) There are two cups in a pint. (no)

7) One of the problem-solving steps is to choose which operation to use to solve the problem.

(yes)

8) The expanded form of 98 is 90 + 8. (no)

9) In problem solving, you should estimate your answer before solving because it will help you

determine the reasonableness of your answer. (yes)

10) The words total and altogether are used in addition questions. (yes)

Free-Choice Lesson

Have the students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, the complete teacher-directed activity

sheet: Multiplication (step one; regrouping to the tens place).

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

194

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Have students create their own word problems solutions. These can be put on a

bulletin board.

Fine Arts:

Home:

Remediation: See attached Six-Group Activity Sheet: Multiplication (Step one; regrouping to

the tens place).

Technology:

Assessment

Informally assess students’ responses during lesson, and Ten Statement review.

Homework

Have students copy these beginning story problems from the chalkboard. Instruct students to

complete the story problems. Have them write an addition and a subtraction question for each.

2. Mike has 10 posters on his wall. Dan has 15 posters on his wall.

Teacher Notes

195

Six Group Activity

Materials:

3” x 5” index cards

9 ½” x 6 ½” envelope

black marker

pencil

35 92 75 63 39 84 16 45 127 99

+26 +29 +25 +29 +12 +28 + 6 +26 + 66 + 26

Say: When adding numbers with more than one digit in some cases you are going to rename

because only numbers that add up to a one digit number fit in the ones place. When a set of

numbers add up to more than 10, you must rename to the next place.

Answers:

1 1 1 1 1 1 1 1 1 1

35 92 75 63 39 84 16 45 127 99

+ 26 + 29 + 25 + 29 + 12 + 28 + 6 + 26 + 66 + 26

1 1 0 2 1 2 2 1 3 5

Copy this study board and use it when reteaching the activity.

267

Example: + 295

Add the ones, 7 + 5 = 12

12 = 1 ten and 2 ones

Ask the group if 7 + 5 equals more than 9.

196

5167

Example: + 97

4

Add 7 + 7 = 14. 14 equals 1 ten and 4 ones.

Ask the group if 7 + 7 equals more than 9. If the answer is yes, rename to the tens

place.

197

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Choose and apply appropriate operational Solve word problems requiring computations

procedures and problem-solving strategies to with whole numbers

real-world situations

Perform arithmetic operations

Unit Focus/Foci

Problem Solving

Instructional Focus/Foci

Determining too little information and too much information

Materials

Math journals

Overhead

Warm up Activity:

Have students, create an addition and subtraction story problem with solutions using the numbers

7 and 8.

Lesson:

Display the following on the chalkboard or a transparency: Ned caught 5 bugs. Each bug had 6

legs. How many legs were there altogether?

198

Draw 5 bugs with 6 legs each to show the facts in the problem. Tell students that sometimes

they can draw figures or pictures to help them solve a problem.

Ask: Does picture helps to solve the problem. What is the answer? (30) Display the next

problem for students and ask them to draw in their journals pictures to help them solve it.

Jim had 2 cakes. Each cake had 10 candles on top. What was the total number of candles on the

cakes? (20) Have a student go to the chalkboard and show his/her solution.

Ken, Bob, and Ted went bug hunting in the park. Ken found 8 butterflies, Bob found 4 beetles,

and Ted found 6 beetles. How many beetles did Bob and Ted find?

Ask students to identify the facts needed to solve the problem. (Bob found 8 beetles and Ted

found 6 beetles.) Ask what information was given that they did not think was needed. (Ken

found 8 butterflies.) Ask how they know the information about Ken is not needed. The question

did not include Ken.

Ask students why they think extra information is included in some math problems. Two of the

reasons are: 1) to see if students are thinking, 2) to see if students can identify the important

facts and numbers in the problem.

Display the next problem on the chalkboard. Have students identify the important facts and the

unnecessary facts in the problem. Dennis wrote 10 stories. Sam wrote 8 stories, and Jessie

wrote 5 plays. Who wrote the most stories? (Dennis)

Display the following problem. Cynthia has 20 pencils and Bertha has 13 pencils. How many

pencils do they have altogether?

Have students read the problem and tell what information they could add to the problem. For

example: Cynthia’s pencils were red and Berhta’s pencils were blue.

199

Display the following: Rich had 3 shirts with buttons on them. How many buttons did he have

altogether? Ask students how they would solve the problem. Students should realize that there

is not enough information to solve the problem. They need to know how many buttons were on

each shirt.

Display the following problem and have students tell what information is missing in order to

solve the problem. Sue had 25 pieces of candy. She gave each of her friends an equal number of

pieces. How many pieces did each friend get? Students need to know how many friends Sue

had in order to solve the problem.

Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no if they did not. If the answer is no, say, The statement is true, but it was not heard in today’s

lesson.

2) A problem can have too much information. (yes)

3) You cannot solve a problem with too little information. (yes)

4) 10 x 85 = 850 (no)

5) In the problem 2+3 = 5, two and three are the addends. (no)

6) In the problem where Rich has 3 shirts with buttons on them, we needed to know how many

buttons were on them in order to solve the problem. (yes)

7) Sometimes too much information is given to see if students can identify the important facts

and numbers in the problem. (yes)

8) If a problem has too much information you should ignore the extra information. (yes)

9) One reason too much information is given is to see if students are thinking. (yes)

10) One half of 40 is 20. (no)

Free-Choice Lesson

Have the students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of six students, two from each ability level, complete the teacher-directed activity

sheet: Multiplication (basic facts).

200

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

Technology:

Assessment

Informally assess students’ responses during lesson, Ten Statements and on the homework

assignment.

Homework

1. Write a story problem. Draw a picture to show solution.

2. Write a story problem with too much information. Underline the unneeded information.

3. Write a story problem with too little information and indicate what could be added to

complete the problem.

Teacher Notes

201

Six-Group Activity

Materials:

15 index cards (3” x 5”)

1 black marker

1 pencil

1 (9 ½” x 6 ½”) envelope

Prepare the following index cards using the black marker to write the problems on the front of

the cards and the pencil to write the answers on the back of the cards.

7 groups of 3 8 groups of 7 10 groups of 5 4 groups of 9 7 groups of 6

8 groups of 3 7 groups of 7 5 groups of 4 7 groups of 2 8 groups of 8

Answers:

15 12 16 10 30

21 56 50 36 42

24 49 20 14 64

Tell the students that they are going to do a multiplication activity. Remind the students that

when they want to know how much groups of numbers are, they should use multiplication

because it is more efficient.

XXXX

2) What is the answer? (8)

Explain that a card will be displayed on the table and the students should write the answer. Give

six seconds to write the answer before the card is turned over to reveal the answer. While

revealing the answer say: The answer is… Repeat this until completion of the deck.

202

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations Solve word problems requiring computations

Choose and apply appropriate operational with whole numbers

procedures and problem-solving strategies to Use mathematical skills to estimate,

real-world situations approximate, and predict outcomes and to

Apply a variety of estimation strategies judge reasonableness of results

Unit Focus/Foci

Problem Solving

Instructional Focus/Foci

Reviewing problem-solving steps and strategies, writing story problems, too much information,

too little information

Materials

Math journals

Prepared transparency of questions to be used with plus and minus cards

Review worksheet

One 3” x 5” index card with a plus sign for each student

One 3” x 5” index card with a minus sign for each student

Warm up Activity:

Write the numbers 2, 5, 3, and 4 on the chalkboard. Have students copy the incomplete problem

below. Have students compose a problem that will yield the largest sum possible by writing one

digit in each space. Students can use each digit only once. Have students compose a second

problem that will yield the smallest difference.

203

____ ____ 53 52 ____ ____ 52

+ ____ ____ +42 or 43 + ____ ____ - 43

95 95 9

Lesson:

There will be a mixed practice review to prepare for the formal assessment in the next class

session. Distribute the (+) and (-) index cards. Review the word problems with too much

information and too little information. Tell students you are going to read some word problems.

Tell students to hold up the card with the plus sign if the word problem has too much

information. If there is not enough information, have students hold up the card with the minus

sign on it.

Display the first problem on the transparency so students can read along silently as you read

aloud. Have students hold up the appropriate index card, and call on a student to tell what

information was not needed or what could be added to help solve the problem.

1. Sally had a box of marbles. She gave 14 of them to Mike. How many did she have left?

(minus card - need to know how many marbles were in the box originally.)

2. Tim ate 2 bananas, 1 peach, and a cupcake. How many pieces of fruit did he eat? (plus card

- cupcake)

3. Bill made 15 paper airplanes. Luther made more airplanes than Bill. How many more

airplanes did Luther make? (minus card - need to know how many airplanes Luther made)

4. Doug bought t-shirts for 8 of his friends. How much did he spend for the t-shirts? (minus

card - need to know how much each T-shirt cost.)

5. Pete and Tony collected pop cans for 3 days. Pete collected 50 cans and Tony collected 75

cans. Who collected the most cans? (plus card - 3 days)

6. There were 50 cars, 15 trucks, and 20 vans in the parking lot. How many trucks and vans

were in the lot? (plus card - 50 cars)

7. Sylvia bought a new jacket. She gave the salesperson $50. How much change did she get

back? (minus card - need to know the price of the dress)

8. Walt saves coins - He has 15 silver dollars, 30 quarters, and 24 pennies. How many silver

coins does he have? (plus card - 24 pennies)

9. Jenny practices on the piano for one hour on Mondays, Wednesdays, and Friday. How many

hours has she practiced? (minus card - need to know how many weeks she practiced)

10. You ordered a hamburger for $2.55, a sundae for $3.45, and a slice of pie for $2.40. How

much did you spend on dessert? (plus card - a hamburger for $2.55)

204

Distribute worksheets to students. Solve the following story problem. Be sure to show all five

steps, and be ready to explain your process and solution.

1. Craig counted 25 pieces of candy in his bag. Taylor counted 22 pieces in her bag. How

many more pieces did Craig have than Taylor?

Step 2: 25 pieces 22 pieces

Step 3: Subtract 25 - 22

Step 4: 25

- 22

3

Step 5: Craig had 3 more pieces of candy than Taylor.

2. Given the following information, write one addition question and one subtraction question.

Beth ate 12 cookies. Cindy ate 15 cookies

Addition: possible answer - How many cookies did they eat altogether? (175)

Subtraction: possible answer - How many more cookies did Cindy eat than Beth? (3)

Troy had 40 pennies in his bank. Troy added 15 pennies. How many pennies does he have

now? (55)

Shawna had 16 pictures in her photo album. She had 8 pictures on a page. How many pages

did she have? (2 pages)

Read each of the following problems. If there is unnecessary information in the problem write

too much information in the blank, and cross out the unneeded information. If there is too little

information to solve the problem, write too little information in the blank, and write what is

needed to solve it.

205

5. Kelly arranged her dolls in 4 rows. She put 3 dolls in each row. She put dresses on 6 of

them. How many dolls does Kelly have? Too much information (cross out She put dresses

on 6 of them)

6. Steve and Fred played six games of cards. Who won the most games? Too little information

(need to know how many games each of them won)

Review students’ responses orally. Have students go to the board and write their solutions.

Make sure the following points from the previous problem solving lessons are reviewed:

n read and understand the problem

n identify the question

n identify the facts and labels

n identify words or phrases that indicate which operations can be used to solve the

problem

n plan how to solve the problem

n estimate the answer

n use the plan to solve the problem

n check the reasonableness of the answer by comparing the answer to the estimate

n write the answer in a complete sentence

n remember that there can be more than one way to solve a problem

3. Writing questions based on given information

4. Writing and completing story problems

5. Identifying problems with too much information

6. Identifying problems that cannot be solved because there is too little information

Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

2) When solving a story problem, you must identify the important facts. (yes)

3) After planning how to solve your problem, you should estimate your answer. (yes)

206

4) The answer in subtraction is called the difference. (no)

5) If you do not understand a story problem, you should reread the problem until you do. (yes)

6) To find the area of a figure, multiply the length times the width. (no)

7) Bessie has 4 balls. Each ball has 2 stripes. What is the total number of stripes? To illustrate

this problem you would draw 4 circles and put 2 stripes on each. (yes)

8) You should check the reasonableness of your answer. (yes)

9) There can be more than one way to solve a problem. (yes)

10) The distance around a circle is called the circumference. (no)

Have the students choose a lesson from the Free Choice Activity sheet (one box per day).

Have a group of six students, two from each ability level, complete the teacher-directed activity

sheet: Multiplication (Dice game, 1-digit by 2-digit)

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment: Have students create problems with too much or too little information. Remind

students to include solutions.

Fine Arts:

207

Home: Encourage family members to create problems for students to solve.

Remediation: See attached Six-Group Activity sheet: Multiplication (Dice game, 1-digit by 2-

digit)

Technology:

Assessment

Homework

Have students review for test using notes from journals and written assignments.

Teacher Notes

Geography/ Political Science

Interactions of people with environment

Political interdependence of people and nation

208

STRUCTURED CURRICULUM LESSON PLAN

ITBS/TAP: ISAT:

Perform arithmetic operations Solve word problems requiring computations

Choose and apply appropriate operational with whole numbers

procedures and problem-solving strategies to Use mathematical skills to estimate,

real-world situations approximate, and predict outcomes and to

Apply a variety of estimation strategies judge reasonableness of results

Unit Focus/Foci

Problem Solving

Instructional Focus/Foci

Assessing problem-solving steps and strategies, writing story problems, too much information,

too little information

Materials

Teacher-prepared test

Lesson:

Assessment (test)

Students must show their work. They may use their own strategies. They do not have to follow

all the steps verbatim as long as their answers are correct and they show how they arrived at

them.

209

Test

Draw pictures to help you solve the following problems. (5 points each)

1. Jackie has 4 shirts. Each shirt has 5 stripes. How many stripes does Jackie’s shirt have in

all?

2. Kent has 25 books. He put the same amount of books on each of the 5 shelves of his

bookcase. How many books did he place on each shelf?

Read each problem and decide if the problem has too much information or not enough

information. Write too much information or too little information on the blank after the problem.

(5 points each)

3. Lamar’s fifth grade class is buying tickets to a ballgame. Each ticket costs $4. How much

money will Lamar’s class need? ______________________________________________

4. Bernie’s photo album holds 24 pictures. Dawn’s photo album holds 25 pictures. Wendy’s

photo album holds 30 pictures. Dawn’s photo album holds how many more pictures than

Bernie’s photo album? ____________________________________________________

5. At the basketball game, Tom spent $6.30 for 3 sandwiches. Kenny spent $1.50 for 3 sodas.

What was the cost of each sandwich? ___________________________________________

6. Sheryl bought 7 peaches. How much did she spend? _______________________________

Write one addition question and one subtraction question for each problem below. (5 points for

each question)

Addition: _______________________________________________________________

Subtraction: _____________________________________________________________

8. Cathy ate 10 pieces of candy. Bonnie ate 8 pieces of candy.

Addition: _______________________________________________________________

Subtraction: _____________________________________________________________

210

Finish the following story problem. Be sure to include a question. (5 points for writing

necessary statement(s), 5 points for the question, and 5 points for the solution)

Solve the following story problems. Be sure to show your work, and write your answers in

complete sentences. (5 points each)

10. Jane had 6 quarters, 8 dimes, and 4 pennies in her bank. How many coins did she have in

all?

11. Karl had 4 pears. Each pear had 2 leaves on its stem. How many leaves were there in all?

12. Chuck had 40 homework problems. If he finished 25 of them, how many problems did he

have left to do?

13. Clay collected 35 pop cans. Sam collected 14 pop cans. Kevin collected 20 pop cans. What

was the total number of cans collected?

14. LaVonna had 5 bags. She put 6 sheets in each of her folders. How many folders did she

have in all?

15. Taylor had 42 sheets of paper. She put 6 sheets in each of her folders. How many folders

did she have in all?

16. Mable had a box of 60 paper clips. She now has 42 paper clips. How many more paper clips

does she need to fill her box?

211

Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and

no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s

lesson.

Have the students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

Math Workshop

Have the students work in the Math Workshop after completing their Free Choice Lesson.

Understanding the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs, and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

212

Technology:

Assessment

Homework

Teacher Notes

1. 20 stripes 2. 5 books

3. too little information 4. too much information

5. too little information 6. not enough information

7. possible answer: Addition: How many invitations did they mail altogether?, Subtraction:

How many more invitations did Mark mail than Bill?

8. possible answer: Addition: What is the total number of pieces of candy that Cathy and

Bonnie ate?, Subtraction: How many fewer pieces of candy did Bennie eat?

9. possible answer: 10 books 10. Jane has 18 coins in all.

11. There were 8 stems in all. 12. Chuck had 15 problems left to do.

13. The total number of cans collected was 69. 14. LaVonne had 30 buttons.

15. Taylor had 7 folders. 16. Mable needs 18 paper clips to fill her box.

213

- 50 Common Interview Questions and AnswersЗагружено:xploringuy
- IO354T-Brad-PittЗагружено:api-3786405
- Best Practices: Q & AЗагружено:Advanced Technology Development Center
- Discussion 2Загружено:nomad622
- newspaper creationsЗагружено:api-282479802
- Problem SolvingЗагружено:hanglingi8
- Advice for physics AlevelЗагружено:neddyy
- 50 Common Interview Questions and AnswersЗагружено:Krisven Mae R. Obedo
- The Buried Alive Discussion GuideЗагружено:Houghton Mifflin Harcourt
- AssessmentЗагружено:Dina Valdez
- 50 COMMON INTERVIEW QUES & ANSЗагружено:Sandipkumar Tayde
- Analysing a Case Study in BusinessЗагружено:Chhering Paljor
- math lesson planЗагружено:api-402442839
- Interview Questions Which Are Generally Asked by RecruitersЗагружено:Rohit Ahuja
- Customer Service ExcelenceЗагружено:Jimena Daniela
- math1350rubricfinalЗагружено:api-379476489
- IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTSЗагружено:Anonymous CwJeBCAXp
- 5whytrainingslidesoct142009-12970123368804-phpapp01Загружено:Thilagavathy Palaniappan
- Nouveau Document Microsoft WordЗагружено:Yassine Kh
- Cuestionario Primeros sintomas autismoЗагружено:Cristina Vera Valle
- E54Загружено:Pakdhe Fatkhur Rahman
- Ways to Protect Oneself From Excessive Heat and LightЗагружено:Rhona Alcansare
- Fifth GradeЗагружено:Idalith Abondano Rodriguez
- aptis speaking preparationЗагружено:Gracemmr
- Questionpaper-Paper2F-June2016Загружено:Sai Santosh
- interview rrhh.docxЗагружено:Anonymous Gm4HXi9I9V
- artifact reflection 3Загружено:api-318878614
- ridgwayobservation2lpЗагружено:api-251606528
- 2011kkyfcbhhЗагружено:Marvin Sinues
- Every problem quietly resolved (ACIM)Загружено:Programa SNC

- Structured Curriculum Lesson Plan Day: 117-118 Subject: Mathematics Grade Level:Загружено:monstermommy
- SpEdMAG4sem2Загружено:monstermommy
- Curricular Area: Mathematics Unit Focus: Basic Skills Possible Difficulties WithЗагружено:monstermommy
- Overview 4Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 044 Subject: Mathematics Grade Level:Загружено:monstermommy
- 4th Grade Mathematics OverviewЗагружено:monstermommy
- Fourth Grade AppendicesЗагружено:monstermommy
- Structured Curriculum Lesson Plan Day: 157-158 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 022 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 147-148 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 126 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 109 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 091 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 104 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 098 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 066 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 078 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 033 Subject: Mathematics Grade Level:Загружено:monstermommy
- Structured Curriculum Lesson Plan Day: 010 Subject: Mathematics Grade Level:Загружено:monstermommy
- Note to the TeacherЗагружено:monstermommy

- 01_control Valve EmersonЗагружено:Jaroslav Kuruc
- Does Weather Actually Affect Tipping? an Empirical Analysis of Time-Series DataЗагружено:Carlos Rivera
- 1-s2.0-S0950061814000634-mainЗагружено:Yuvaraj Dhandapani
- Confidence Intervals for CpЗагружено:scjofyWFawlroa2r06YFVabfbaj
- India Bix MCQ'sЗагружено:arslanjameelmalik
- Fortran BasicsЗагружено:repisky
- Aptitude document for syntelЗагружено:Vishal Vijay
- myartifact1Загружено:api-316188149
- Examen Matemáticas Radicales y Ecuaciones 4º EsoЗагружено:José Francisco Navarro Martín
- Anamorphic Perspective & Illusory ArchitectureЗагружено:unicum8541
- AIA93E38Загружено:Kuldeep Singh
- Lect 14Загружено:Aswin Sivaraman
- 251789050 Resnick Halliday s Physics for Iit Jee Vol 1Загружено:vv
- Practical Trend TradingЗагружено:valdyrheim
- POP ReportЗагружено:disguizedmagician
- KOM AnimationЗагружено:nagarajan224
- Analysis and Design of Current Regulators Using Complex VectorsЗагружено:sndeepak
- Multi Decision Criteria AnalysisЗагружено:ZC47
- GATE MechanicalЗагружено:Divya Mishra
- Homework FinalЗагружено:Kashif Abbas
- BAD+5122+Fall+2015+OUЗагружено:Kyle Schultz
- Spin-Orbit Coupling in the Earth-Moon SystemЗагружено:revacha
- USBR1012.pdfЗагружено:YC
- AppliedRegression_StataЗагружено:Sikhulile Moyo
- 323 Symmetry IntroЗагружено:Fadjar Mulya
- Homework of data analysisЗагружено:Andrew Garza
- A Novel Approach to Extract Text From License Plate of VehiclesЗагружено:sipij
- 01-Experiment 1 - Behavior of Reinforced Concrete Beams Under FlexureЗагружено:Ravi Shankar
- Gear BasicsЗагружено:Harshit Mishra
- rr311004-process-control-instrumentationЗагружено:SRINIVASA RAO GANTA