Reflection: Discourse and Questioning GCF and LCM Word Problems - Section 3: KWL Chart for Word Problems

 

When using the KWL chart it's important that the discussion is student centered.  I asked a series of guiding questions throughout the lesson and allotted time for several students to answer and discuss with their groups.

In addition to answering the question "What do you know", I felt it was important to also ask "Is there any information that is unimportant in solving the problem?"  Students need to be able to read a word problem and "sort" through it, and pull out the relevant information.

When we reached the step of determining whether it was a GCF or LCM problem, I had students turn and talk to their group.  They had to agree on a strategy and then we reconvened as a class to discuss.  Students had to provide an explanation that supported their choice i strategies,

I believe the open discussion helped students see how to approach a word problem

  Using the KWL Chart
  Discourse and Questioning: Using the KWL Chart
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GCF and LCM Word Problems

Unit 4: Factors and Multiples
Lesson 8 of 10

Objective: SWBAT differentiate between GCF and LCM word problems.

Big Idea: Students use KWL chart for word problems.

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Standards:
Subject(s):
Math, Number Sense and Operations, Fractions, GCF, LCM, word problems
  48 minutes
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