Unit Goals

The learner will read and identify problems within a passage as they correctly
set up a mathematical problem and justify the way they choose to solve it.

Learning Objectives
1. Read and define the problem

2. Be able to back up the way they solved the problem the way they did

3. Correctly set up the mathematical problem

4. Become a problem solver

Background and Rationale

Learning how to work and write a word problems is an important part of a
student’s learning process. Word problems teach problem solving, real world
experiences, perseverance, open mind set, creativity, and working in
collaborative groups just to name a few. You could say world problems are one
of the most important parts of math. It really shows kids how math works in the
real world.

Students take on the roles of investigators to create word problems that relate
to what they are learning and how that works in real life. They will draw
pictures, look for key words and they will be required to back up their work with
facts. Additionally, they will need to explain why they solved the problem to
justify their reasoning.

During the unit the student will have access to lessons that have been taught
online, and there will be extra problems provided for students who need more
practice; the steps for the process will be given to them in their notes, Anchor
Charts, collaboration, conferencing with students and teacher, and the students
will be reflecting throughout the unit.

At the end of the unit, along with a test, the students will create their own word
problems, getting feedback from students and teachers. They will also create a
“how-to” video explaining how to solve a word problem of their choice. The word
problems will be put into a bank of problems that the teacher will use for test,
checking ins, and homework.

The students love seeing their word problems used and this is something they
leave when they leave the class. Future classes love working problems that past
students and their peers have created. This will allow me to see if they truly
understand what they are doing and why.

Lesson Objectives
Applying
 Objective Bloom’s Verb

The students will use the concepts and steps in solving the problems. Applying

The students will brainstorm ideas for a student-chosen topic. Remembering

The students will create and develop their own word problems. Creating

The students will create and develop “how-to” videos with partners. Creating

The students will use what they learned about word problems and relate it to things in Analyzing
their
own life.

The students will use their word problems to create a bank of problems that the teacher Creating
will
use on homework, tests, and checking ins.

The students will complete teacher’s examples and practice problems. Understanding

The students will give feedback on peer’s VoiceThread. Evaluating

Bloom’s Taxonomy
Creating (highest level)

Common Core / State and District Standards

 Clear, understandable, and consistent

 Based on rigorous content and the application of knowledge through
higher-order thinking skills
 Built upon the strengths and lessons of current state standards

Technology Integration (ISTE Standards•S)

Creativity and innovation

Students demonstrate creative thinking, construct knowledge, and develop

innovative products and processes using technology.

 Apply existing knowledge to generate new ideas, products, or processes

 Create original works as a means of personal or group expression
 Use models and simulations to explore complex systems and issues
 Identify trends and forecast possibilities
Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems,

and operations.

 Understand and use technology systems

 Select and use applications effectively and productively
 Troubleshoot systems and applications
 Transfer current knowledge to learning of new technologies

Learning and Innovation Skills (P21.org)

Creativity and innovation

Think Creatively:

 Use a wide range of idea creation techniques (such as brainstorming)

 Create new and worthwhile ideas (both incremental and radical concepts)

 Elaborate, refine, analyze and evaluate their own ideas in order to improve
and maximize creative efforts

Work Creatively with Others:

 Develop, implement and communicate new ideas to others effectively

 Be open and responsive to new and diverse perspectives; incorporate

group input and feedback into the work

Reason Effectively:

 Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems

Make Judgments and Decisions

 Effectively analyze and evaluate evidence, arguments, claims and beliefs

 Analyze and evaluate major alternative points of view

 Reflect critically on learning experiences and processes

Communicate Clearly

 Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts

Collaborate with Others

 Demonstrate ability to work effectively and respectfully with diverse

teams

Life and Career Skills (P21.org)

Flexibility and Adaptability: Be Flexible
  Incorporate feedback effectively

 Deal positively with praise, setbacks and criticism

Initiative and Self Direction: Work Independently

 Monitor, define, prioritize and complete tasks without direct oversight

Productivity and Accountability: Produce Results

 Multi-task

 Participate actively, as well as be reliable and punctual

 Present oneself professionally and with proper etiquette

 Collaborate and cooperate effectively with teams

 Respect and appreciate team diversity

 Be accountable for results

Information, Media, and Technology Skills (P21.org)

Create Media Products

 Understand and utilize the most appropriate media creation tools,

characteristics and conventions

Apply Technology Effectively

 Use technology as a tool to research, organize, evaluate and communicate

information

 Use digital technologies (computers, PDAs, media players, GPS, etc.),

communication/networking tools and social networks appropriately to
access, manage, integrate, evaluate and create information to
successfully function in a knowledge economy

Lesson – Introduction
Explain to the class they will be using what they have learned about world
problems and will be creating their own. They will be collaborating with peers
and the teacher. The teacher will be looking for keys word, a concept that
relates to their own life, and a detailed explanation. The student will be posting
these on Google Slides and will be required to give helpful feedback to three
peers.

Materials
1. Learning Management System: I use Haiku, but Google has Google Sites
where you can set up a free learning management system.
2. Recorded Lessons: This can be used for students and parents to go back
and review the lesson, more practice problems, and for a flipped
classroom.

3. Steps and procedures that the student has written down. — he/she can use
them as they practice problems.

4. Daily Assessments: —- Questions (5-10) that cover the topic. The

students discuss answers with teacher and their peers. They reflect on
how to solve the problem and what they need to continue to work on
before the test. These daily assignments

5.

Click to enlarge practice problems

Practice Problems: — Problems that I have created or worksheets. These

are problems that are customized to the student and what they need to
continue to work on and practice. Answers to the word problems

6. Visuals/Drawings: Have students that are having trouble with the concept
to draw pictures of what they think the fraction addition problem will look
like. You can check for understanding with this activity. As a teacher
you can also have drawings on hand to help those that learn better with
visuals.

7. Question of The Day: — http://socrative.com/ — This is the website where

I post the question on the day. I use this for the students to evaluate
themselves each day after they have had practice and meet with me and
worked with their peers. I want my students to have an understanding of
where they are with their learning and be able to see their own progress.
This also allows them to take ownership of their own learning process.
Got the idea from this blog: http://classorganize.blogspot.ca/2013/10/exit-
slip-exit-ticket-ticket-out-door.html

8. Make comments to the VoiceThread after collaborating with classmates

on word problems given in class and for homework by the
teacher. https://voicethread.com/#home

9. Google Docs and Google Slides: This is where the student will put their
work.

10.http://issuu.com/captcurk/docs/mtv_routines — Information on thinking

routines.
 11.ThinkingRoutines/UnderstandingRoutines — Another place to find
information

Lesson Activities and Procedures

The Activities and Procedures Time/Materials

 The student will watch a teacher-created tutorial Max: 30min Some students will not take the
on word problems, or the student will watch whole 30min.
while the teacher explains word problems face-
to-face.
 The student will take notes and work some
practice problems while watching the lesson.
They will do all of this before coming to class
the next day.
 The students will also be given the list of
keywords they need to look for when solving
problems.
 Remind the students to put themselves in the
problem, draw a picture, underline important
words. Have the students ask themselves if their
answer makes sense. Sometimes there are not
keywords that are black and white. The student
needs to make sure he/she reads the whole
problem.
Some Key Words That Might Help:
1. Adding: Sum, Total, More Than
2. Subtracting: Difference, Less Than, How Much
More Than
3. Dividing:Per, Average, Quotient
4. Multiplying: Product, Times, Sometimes OF
(depends on how it is used.)
Examples:
 Example: Teacher made Tutorial on Word
Problems.
 Examples: AAA Math and IXL are great
websites for review and practice.
 1. The student will come in the next day and take One Class period about 60 mins long. The
a “checking in” so the teacher and student can student will also be required to work the few new
see where they are on their understanding of the practice problems that you customized to what
concept. the student was having trouble with. Some
students that got a 100 on their checking in will
2. The student will then reflect on the problems
not be required to work extra problems. All
they got wrong by doing the following.
students will need to watch lessons and take
1. They will go over the steps making sure notes on Word Problems for homework.
they followed each step.
2. Collaborate with a peer to talk about
how to work the problems.
3. They will meet with the teacher in small
groups.
3. After making corrections and reflecting the
student will work another problem on the
concept.
 Practice: Checking In
 Practice: Practice Problems — I just give a few
to see where they are.

 The student will watch a teacher-created tutorial Max: 30min Some students will not take the
on word problems, or the student will watch whole 30min.
while the teacher explains word problems face-
to-face.
 The student will take notes and work some
practice problems while watching the lesson.
They will do all of this before coming to class
the next day.
Practice:
 Example: Teacher made Tutorial on Adding
Fractions.
 Examples: AAA Math and IXL are great
websites for review and practice.

4. The student will come in the next day and take One Class period about 60 mins long. The
a “checking in” so the teacher and student can student will also be required to work the few new
see where they are on their understanding of the practice problems that you customised to what
concept. the student was having trouble with. Some
students that got a 100 on their checking in will
5. The student will then reflect on the problems
 they got wrong by doing the following. not be required to have homework that night.
1. They will go over the steps making sure
they followed each step.
2. Collaborate with a peer to talk about
how to work the problems.
3. They will meet with the teacher in small
groups.
6. After making corrections and reflecting the
student will work another problem on the
concept.
 Practice: Checking In
 Practice: Practice Problems — I just give a few
to see where they are.

1. Students will start to work on creating their own 60min Class x2 (It might take three classes. Just
word problems and collaborating with their depends on how much the students work on
peers. The students will work on “What Makes revisions and collaboration.
You Say That” and “Think Pair Share.”

Lesson Closure
Students will share their work with the class on a Google Doc and Google Slides,
some will present to the class, others will display their work in the classroom,
some will display their word problems on Google Slides, and some will have them
used on tests, homework, and checking ins. The students will also take a test on
the concept.

Assessment

Assessment(s)

As I look over the word problems and how to videos, I look for creativity, and
understanding.
The student will:

● Understand the concept well enough to create their own word problem

● Explain how to solve the problem

● Give helpful feedback to his/her peers