# Lesson: Equations after reading Word Problems

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

SWBAT set up expression after reading a word problem

### Lesson Plan

Materials Needed: DN Worksheet, Charts for lesson, white board, dry erase markers, GP Worksheet, and IND Practice Worksheet.
Vocabulary: expression, variable, operation,

……….
Do Now (2 - 3 min): The teacher passes out the DN worksheet. The DN focuses on solving an equation with a variable.

Opening (2 -3 min): Teacher opens by reviewing the answers to the DN. The teacher then states the objective, “Yesterday we learned how to solve a equation with a variable. Today, we are going to read word problems and then write an equation that could be used to solve. By the end of the lesson, after reading a word problem you will be able to set up an expression.

Direct Instruction (8-10 min): Teacher explains, “Today we are going to combine reading and math. On the DC-CAS you will see problems that give you some relevant information and then a variable, and then wants to you represent the information in an expression. Who can remind me what a variable is? [a variable is a letter, shape, or symbol that represent a value in an equation] Great, so we know that there is going to be a letter or symbol in our expressions today. We are going to begin with problems like the one on Chart 1, so you are prepared when you see problems on the DC-CAS. Watch as I walk through this example problem.” The teacher should walk through each step talking explaining the thoughts behind each step. The teacher should also reference signal words in Step 3 and the important of having a reason for why the operation was selected.

Step 1: What am I trying to answer?
Intended Answer: How many cookies have should the baker make in all?
Step 2: Relevant Information
Step 3: Which operation should I use and why?
Intended Answer: Multiplication, because I know that the number has to get bigger. The baker is making 3 cookies for g people, well…if the g = 2, that would be 3 +3, which means that if g, or the number of people increases, the number of cookies will increase. Since I don’t know what g represents I can’t used addition because I don’t know how many times I have to add, BUT if I multiply 3 times g I would be able to figure out the total number of cookies needed.
Step 4: Write the expression

Guided Practice (12 - 15 min): The teacher transitions to Guided Practice and calls the students attention to Chart 2, where there are 3 problems. The first problem the teacher should work through with students by writing the student’s responses to each step on the chart paper. Question 2 and 3 the students will work on together as a group. The teacher should pick one student to lead the answering to each question and have students record responses on their GP Worksheet.

Independent (5 - 8 min): The teacher hands out the IND worksheet, which mimics Guided Practice. 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 16   Classwork 405 GP Lesson 16   Classwork 303 Example Charts for Expressions   Exemplar 375 DN Lesson 16   Starter / Do Now 292