# Lesson: Relevant or Irrelevant Information

Tara Smith E.l. Haynes Pcs Washington, DC
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### Lesson Objective

SWBAT distinguish between relevant and irrelevant information in a word problem to create a number sentence

### Lesson Plan

Materials Needed: DN worksheet, dry erase markers, white board, Example Charts, GP Worksheet, IND Worksheet
Vocabulary: relevant, irrelevant, information

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Do Now (2 - 3 min): Teacher says the following to the students before handing them their DN Worksheet, “You want to cook some cookies and your grandmother gives you the following information. Your grandmother is very old, and sometimes she gives a little TOO much information. Look at the recipe and circle the sentences that you need to know to make cookies. Students complete their DN Worksheet independently.

Opening (2 -3 min): Teacher reviews the DN Worksheet by reading each sentence and asking for a thumbs up if the sentence is relevant and a thumbs down if the sentence is irrelevant. If a student(s) seem confused on one, teacher should review the sentence. Teacher says, “You all did really good, and believe it or not, you just reviewed the exact concept that we are going to learn about today in class. By the end of this lesson, you will be able to distinguish between relevant and irrelevant information in a word problem to create a number sentence.”

Direct Instruction (10 - 12 min): Teacher writes the following word problem on the board:

I own 2 dogs.  Their names are Boxer and Shadow.  Boxer is 1 years old.  Shadow is the color yellow.   When you add the age of Boxer and Shadow, you get the number 7. Boxer is a black lab.  Shadow and Boxer are big dogs.  How old is Shadow?

Teacher says, “Reading over this word problem, you might actually be thinking back to the Do Now and grandma’s cookie recipe. I am sure that some of you noticed that there is both relevant and irrelevant information in this word problem. But lets stop right there for a minute and make sure we all understand what those two words mean, relevant and irrelevant. Can anyone guess what the word relevant means? [Answers will vary] Ok, good relevant information is information that is important. So what do you think irrelevant means? [Not important] Great, irrelevant means that the information is not important.” Teacher writes the following on the board:

Relevant- information that is important
Irrelevant- information that is not needed

Teacher continues, “So lets think back to the word problem about the dogs. I am going to put each piece of information into a small chart to decide if the information is relevant or not. You will need to do the same thing when you see word problems like this on the DC-CAS. As I write the sentence in the chart, I want to ask myself if it helps me answer the question that I am being asked. What question am I being asked in this problem? [How old is Shadow] Right, so the information is only relevant if it helps me figure out how old Shadow is.”

Teacher writes the chart shown in Example 1 on the board and then begins to fill it in. The teacher should read each sentence in the word problem, write it in the chart and let the students determine if it is relevant or not. When the teacher is finished, the chart should look like Example 2.

Teacher continues, “Wow, after you complete your chart, the problem is really easy to solve because there is only two sentences that contain relevant information! We know that Boxer is 1 year old and that Shadow and Boxer’s total age is 7. So the only thing I have to do is take Boxer’s age away from the total to see how old Shadow is. If I am taking Boxer’s age away, what operation am I using? [Subtraction] Excellent, and 7-1 =6. So Shadow is 7 years old. Excellent job everyone!” Teacher writes the following on the board:

7-1=6

Guided Practice (10 -12 min): Teacher continues, “Ok, I am going to give you all one more word problem. Then I want you all to decide on your own what is relevant and irrelevant. Then we will review together.” Teacher gives students their GP worksheet and reads the word problem out loud. While the students are filling out their worksheet, the teacher should post the chart shown in Example 3 on the board.

Teacher reviews the answer to the GP Worksheet when the students have finished and answers any questions they have. Teacher continues, “Now, I want to know how much money the mother made. I know that she makes \$20 an hour and that she worked 40 hours. Who can tell me what operation I need to solve this problem? [Multiplication] Excellent!” Teacher writes 20 x 40 =800 on the board and says, “When I multiply 20 and 40, I get 800 which means that the mother made \$800 at work. You all did a great job, now it is time to practice on your own!

Independent Practice (10 - 15 min): The teacher hands out the IND Practice worksheet. Students are asked to complete the worksheet independently and turn it in.

Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.

### Lesson Resources

 IND_lesson 1 relevant information.doc 3,077 GP lesson 1 relevant information   Classwork 2,059 EX lesson 1 relevant information   Exemplar 1,621 DN lesson 1 relevant information   Starter / Do Now 1,870