Topicmca325446c825ea73_1528449000663_0Topic

Solving word problems

Levelmca325446c825ea73_1528449084556_0Level

Second

Core curriculummca325446c825ea73_1528449076687_0Core curriculum

XIV. Word problems. The student:

2) does the initial activities, which make solving the problem easier, such as supporting diagram or choosing the information and the data from the text;

3) notices relations between the given information;

4) solves the problems in stages, using his own, appropriate, convenient strategy leading to the solution.

Timingmca325446c825ea73_1528449068082_0Timing

45 minutes

General objectivemca325446c825ea73_1528449523725_0General objective

Interpretation and production of mathematical texts as well as graphical presentation of data.

Specific objectivesmca325446c825ea73_1528449552113_0Specific objectives

1. Communication in English, developing mathematical, IT and basic scientific and technical competence, developing learning skills.

2. Creating a pattern for solving a word problemword problemword problem.

3. Producing and solving word problems.

Learning outcomesmca325446c825ea73_1528450430307_0Learning outcomes

The student:

1. Creates a pattern for solving a word problemword problemword problem.

2. Produces and solves word problems.

Methodsmca325446c825ea73_1528449534267_0Methods

1. Timeline

2. Two stars, one wish.

Forms of workmca325446c825ea73_1528449514617_0Forms of work

1. Whole class collectively.

2. Group work.

Lesson stages

Introductionmca325446c825ea73_1528450127855_0Introduction

The students recollect the order of operations in multi‑stage arithmetic expressions.

They give examples of the most common calculation mistakes.

They cooperate to give examples of everyday life situations, in which we use skills connected with addition, subtraction or multiplication. They form short tasks leading to these types of calculations.

The teacher informs the students that this type of tasks is called word problems by mathematicians. The aim of the class will be getting to know methods of solving them.

Proceduremca325446c825ea73_1528446435040_0Procedure

The students work in small groups. Every group nominates one student. This student talks about some important moments in his life. The other students draw a timeline and mark the mentioned moments there. Using this information, the students produce two word problems, which are meant to be solved by another group of students.

The summary of this part of the class should be discussing any problems that appeared while solving the tasks. Next, they should follow with creating a pattern for solving word problems.

The pattern for solving word problems.

1. Read the problem carefully.mca325446c825ea73_1527752263647_0Read the problem carefully.

2. Write down the given information, what is knownknownknown and unknownunknownunknown – you can make a picture or a diagram.

3. Do the calculations and write them down.mca325446c825ea73_1527752256679_0Do the calculations and write them down.

4. Check if the result meets all the requirements of the problem.

5. Write down the answeransweranswer.

Working in small groups, the students analyse the method of solving the task presented in the applet.

Task 1

Analyse the material in the Interactive illustration.

[Interactive illustration]

The conclusion that should be drawn by the students There are many ways of solving word problems. For example, by writing and performing appropriate operation or graphically.

The students use the information to solve the tasks.

Task 2
Solve the following tasks graphically.

1. John and Frank set off on a bike trip at the same time, from the same place and they took the same way. John did 5 km during half an hour and Frank did 6 km. What is the distance between John and Frank after 3 hours of the trip?

2. Ann has got 3 wooden boards. The second board is twice as long as the first one. The length of the third board equals the sum of the lengths of the first and the second board. Calculate the length of the third board, knowing that the first board is 80 cm long.

Task 3
Solve the tasks using the pattern for solving word problems.

1. Susan eats two scoops of icecream every day. How much money does she spend per week if one scoop costs 2,30 zł?

2. Kinga is 160 cm tall. Jola is 12 cm taller than Kinga. Kasia is 8 cm sorter than Jola. How tall is Kasia? The groups assess another group’s solutions using the “two stars, one wish” strategy.

Lesson summarymca325446c825ea73_1528450119332_0Lesson summary

The students do the consolidation tasks.

Finally, they summarize the class decide which information they should remember.

The pattern for solving word problems.

1. Read the problem carefully.

2. Write down the given information, what is knownknownknown and unknownunknownunknown – you can make a picture or a diagram.

3. Do the calculations and write them down.

4. Check if the result meets all the requirements of the problem.

5. Write down the answeransweranswer.

Selected words and expressions used in the lesson plan

answeransweranswer

checkingcheckingchecking

graphic solutiongraphic solutiongraphic solution

knownknownknown

solutionsolutionsolution

unknownunknownunknown

word problemword problemword problem