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Fast Draw

The document outlines a mathematics intervention activity aimed at improving students' skills in solving word problems. It includes objectives, materials needed, and detailed intervention steps using the FAST DRAW mnemonic to guide students through problem-solving. Additionally, it provides practice problems for students to apply their learning.

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Jecelyn Castillo
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49 views4 pages

Fast Draw

The document outlines a mathematics intervention activity aimed at improving students' skills in solving word problems. It includes objectives, materials needed, and detailed intervention steps using the FAST DRAW mnemonic to guide students through problem-solving. Additionally, it provides practice problems for students to apply their learning.

Uploaded by

Jecelyn Castillo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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FAST DRAW:

Mathematics Intervention Activity to Improve the Students’ Mathematical

Skills

Objectives:

1. To solve word problems successfully, students must not only be able to perform

the necessary computations but must also understand the questions that are being

asked,

2. Identify the relevant information within the problem, and determine the specific

operations needed to solve the problem.

Materials:

1. Math folders containing sheets of paper, one folder per student

2. Math manipulatives

3. Prompt cards, consisting of 3”x 5” index cards listing the strategy steps and FAST

DRAW mnemonic, one per student

4. Self-monitoring strategy check-off sheet, one per student

5. Math word problem worksheets, one per student

6. Colored marking pens and highlighters, one each per student

7. Overhead projector and transparencies of math word problems and the strategy

steps and mnemonic (optional)

Intervention Steps/Strategies:

F ind what you are solving for.

a. Look for the question mark.


b. Underline the information that tells you
what you are solving for.
c. Look for keywords.
d. Underline keywords twice

A sk yourself what the important information is


a. Read each sentence.
b. Find number phrases and circle
them.

S et up the equation.

a. Write the equation with the


numbers in the correct order.

T ie down the sign.

a. Reread the underlined sentence.


b. Check highlighted keywords and
operation signs.
c. Say aloud the operation and what the
operation means
d. Solve the problem if you can, or draw
pictures to solve it using DRAW

D iscover the sign.

a. Scan the problem and find the


operation sign (+, -, ×, ÷)
b. Circle, and say the name of the
operation sign. • Say what the sign
means.

R ead the problem.

a. Read the whole problem.


b. Say the problem aloud as you
read.

A nswer, or draw tallies and/or circles and check your answer.


W rite the answer.

Write down the answer to the problem

Application

I. Solve each equation by factoring.

1. (v  )  

2. (x  )(x  )  

3. (a  )(a  )  

4. (b  )(b  )  

5. x(x  )  

6. (n  )(n  )  

7. (k  )(k  )  

8. (x  )(x  )  

9. ( p  )( p  )  

10. (x  )(x  2)  

II. Let’s practice

1. How many radians is 90°?

2. How many radians is 45°?

3. If x > 0 and y < 0, where is the point (x, y) located?

4. Find the measure of the reference angle for a 150° angle.

5. The radius of a circle is 1. What is the length of an arc that subtends an

angle of
𝜋

8 radians?

6. A soccer player stands at one corner of a field and kicks a soccer ball 100 yards to

the opposite corner. If the field is 80 yards long, what is the width?

7. In a right triangle, a2 + b2 = c2, where a and b are the lengths of the legs and c is

the length of the hypotenuse. This is called the Pythagorean theorem.

8. Find the measure of a negative angle coterminal with 190°.

9. A baseball player stands at one corner of a field and hit a ball 100 yards to the

opposite corner. If the field is 80 yards long, what is the width?

10. Write a system of equations to describe the situation below, solve using

substitution, and fill in the blanks.

Kenny and Reba met for dinner in downtown Lowell. Kenny did flat-rate valet

parking for 9.00. Reba went to another valet and paid 5.00 upfront and 2.00 for

every hour, including the first hour. Ultimately, the friends ended up paying the

same amount. How much did each one pay? How long did they stay?

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