Lesson 7
Solving word problems
Embedded Files
Key:
Assessment For Learning - (AFL)
Assessment Of Learning - (AOL)
Teacher Questioning - (TQ)
Working Mathematically - (WM)
Literacy Activity - (LIT)
Key ideas:
- Extracting the numerical information from word problems involving multiplication, then using methods that have already been learnt to solve them
Syllabus dot points:
- Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental and written strategies and appropriate digital technologies (ACMNA100)
- Apply appropriate mental and written strategies, and digital technologies, to solve multiplication word problems
- Use the appropriate operation when solving problems in real-life situations (Problem Solving)
- Use inverse operations to justify solutions (Problem Solving, Reasoning)
- Record the strategy used to solve multiplication word problems
- Use selected words to describe each step of the solution process (Communicating, Problem Solving)
- Apply appropriate mental and written strategies, and digital technologies, to solve multiplication word problems
Relevant Working Mathematically indicators:
- Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions (Communicating, Understanding)
- Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations (Problem Solving)
- Gives a valid reason for supporting one possible solution over another (Reasoning, Communicating)
Assumed prior learning:
- Reading / literacy skills
- Multiplication techniques to help with solving problems e.g. area model, algorithm
- Ability to use the required technology (online games and videos)
Learning goals:
By the conclusion of the lesson, students will be able to extract key information from word problems to identify the math problem at hand. Students will be able to solve such multiplication problems. (Fluency, Problem Solving)
Resources:
- Mini whiteboards (1 per student) & whiteboard pens
- Printed exit cards
- Access to this website
- Printed worksheet
Introduction (5 minutes)
Introduction (5 minutes)
Students are given a word problem on the board and are to work in their table groups to solve the problem. It is paramount that the teacher chooses a problem with an overload of key information as well as some unnecessary information in order to make students think critically instead of just extracting every single number as a class.
- Students work in TABLE GROUPS and display their working and answers on their mini-whiteboard, and then explain to the entire class the reasons for their answer.
Body (35 minutes)
Body (35 minutes)
Activity 1: Solving word problems
Students will be shown an example of a multiplication word problem and how they are solved through watching the below videos.
WM - Understanding
Activity 2: Online word problem game
Students are to then complete the following online game: https://www.mathplayground.com/WordProblemsWithKatie1.html
WM - Understanding, Fluency
Conclusion (10 minutes)
Conclusion (10 minutes)
Exit card: Student design
- Students will be given 3 blank flash cards and are required to design and write 3 of their own word problems that focus around multiplication
- Students then hand in their 3 completed question cards, the teacher shuffles the cards, and the students collect 3 of their classmates randomly assorted cards, complete them and submit them to the teacher
- Note: ensure that students don't get their own flash card back
WM - Understanding, Fluency
Conclude lesson by referring back to the learning goal for the lesson and collecting exit cards, as well as informing students of the required homework.
Homework
Homework
There will be no homework for this lesson unless students have not completed Activity 1 or 2, in which they need to be completed for homework.
Reflection and evaluation
Reflection and evaluation
1. Analysis of the lesson
- Was the timing sufficient?
- Was the difficulty challenging enough for the students?
- Was it too simple or difficult?
- How did you know?
- Was the TQ appropriate?
2. Evidence of student learning
- Was the learning goal achieved by the end of the lesson?
- Were students able to work independently through class activities showing student direction?
- Did the working environment foster social support for students that allowed them to communicate ideas and information relating to lesson content?
3. Implications for future lessons
- What pedagogy needs to be changed for next time?
- What structural change/resources/difficulty needs to be altered for next time?
References:
MashUp Math. (2016). Practice with multiplication word problems. Retrieved from https://www.youtube.com/watch?v=LBfvwXRhf1w
Math Playground. (2019). Math word problems. Retrieved from https://www.mathplayground.com/WordProblemsWithKatie1.html
Miacademy Learning Channel. (2017). Multiplication and division word problems. Retrieved from https://youtu.be/igpVebLCD8k
Prodigy. (N/A). 120 awesome word problems. Retrieved from https://www.prodigygame.com/blog/math-word-problems/
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