##
* *Reflection: Diverse Entry Points
Vocabulary Word Problems - Section 2: Explore

Students needed an example to demonstrate creating problems that moved away from simple computation and required them to think. What did they want to know? What steps did they want the person solving the problem to take? What kind of situation would they describe? Could they find the answers themselves was the most important question I posed to them? It was a good, thinking activity. Students responded well to becoming the authors of the problems too!

*An example helped*

*Diverse Entry Points: An example helped*

# Vocabulary Word Problems

Lesson 3 of 11

## Objective: SWBAT apply their knowledge of the unit vocabulary to create and solve problems

#### Launch

*5 min*

**POD**

As students enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use **MP 3** continually based on the discussions we have about the problem each day.

To start class today I want to choose a few examples from the exit tickets from the previous lesson. Students identified at least one vocabulary word from the list that they had better understanding of at the end of the lesson. I would like to find examples that have a strong explanation of what students know, what they may not have known, or affirmation of something they already understood. The examples will stimulate discussion to highlight what students understand and where there may still be some confusion.

*expand content*

#### Explore

*30 min*

Students will have an opportunity to apply their knowledge of the concept vocabulary in class today. They will create a set of real-world word problems using the vocabulary. Students cannot use simple computation problems. Each student will also need to generate a set of solutions for the problems to use as a key, keeping the solutions separate from the problems. Each student needs to write a set of at least 5 problems, using as many of the vocabulary terms as possible while keeping the problem realistic and relevant. Once students finish creating their problems and key, they will pair with a partner and trade problem sets to solve. After the pairs have had time to solve the problems and review the solution as well as the problem-solving process, each pair will join another pair to form a group of four. The group of four will exchange problems to solve. They will then review solutions and discuss problem-solving strategies and the solutions. I want students to be exposed to different types of problems and thinking. I also want them to discuss what they did to solve the problems and why they used certain strategies.

*expand content*

#### Landing

*5 min*

To end class today I will use the **Traffic Light** strategy to take the temperature of my class after this mini vocabulary unit. How do they feel about learning the vocabulary, studying it and applying it? Do they feel like they understand and can use the vocabulary? On the post-it note they use to tell me where they are, they can also write a message to me about where the confusion may lie. What do they need to know, see, hear, or do to get them to a green light?

*expand content*

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- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Volume Pre Assessment
- LESSON 2: Vocabulary Foldable
- LESSON 3: Vocabulary Word Problems
- LESSON 4: Fill 'Er Up
- LESSON 5: Measuring Volume
- LESSON 6: Nets
- LESSON 7: Minimum Coverage
- LESSON 8: Write It Wednesday Surface Area
- LESSON 9: Cover and Fill
- LESSON 10: SA Volume Review
- LESSON 11: Surface Area and Volume PostAssessment