Lesson: Signal Words: Choosing the Appropriate Operation
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Lesson Objective
SWBAT identify signal words for selecting appropriate operation in word problem.
Lesson Plan
Materials Needed: DN Worksheet, Which Operation Chart, white board, dry erase markers, IND worksheet
Vocabulary: operations, equations, variables, signal words
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Do Now (3 5 min): Each student is handed half of the worksheet and asked to complete it independently. The worksheet reviews equations with addition, subtraction, and multiplication.
Opening (3 5 min): Teacher quickly reviews answers to the Do Now and then says, “Yesterday, we practiced setting up equations with variables. We are becoming experts in setting up equations / number sentences. Today we are going to focus on signal words, which can help up with setting up our number sentences when we aren’t sure which operation belongs in the equation. By the end of this lesson, you will be able to use signal words to determine the appropriate operation for a equation.”
Direct Instruction (10 min): Teacher then passes out a worksheet size version of the Which Operation Chart to each student. The teacher says, “Today we are going to look at word problems and highlight words that give away which operation should be in a number sentence. To do this we need to be familiar with the signal words. Lets review the chart. I’ve made a personal sized one of each of you.” Teacher reviews Which Operation Chart with students. Teacher continues, “Great now that we are familiar with the signal words watch as I show you how to identify the signal words from a word problem.”
Example 1: Mr. Plum loves to eat donuts. He purchases 46 donuts a week. His wife says can’t eat that many donuts a week. Mr. Plum reduces the number of donuts he eats a week to 15. How many donuts did Mr. Plum cut out of this diet?
Teacher reads word problem aloud and talks through thinking until settling on the appropriate operation of addition. Teacher should highlight the use of how many and discuss how that can be used for addition, subtraction, or multiplication.
Teacher then continues, “Remember that signal words will not always be there to assist you, so you also have to think through the problem. For example, with this problem if I jut relied on signal words I could have gotten it wrong. I needed to know that the best way to set up a number sentence was with addition. I knew this because 46 was the whole number, and I knew how many donuts he now ate. So to figure out how many donut he reduced his intake by, I need to figure out what plus 15 makes 46. “
Teacher should include 12 more examples of problems with and without signal words.
Guided Practice (8 10 min): Teacher then completes Example 2 for guided practice.
Example 2: The tickets to see the Drake costs 8 times more than that to see Eminem. If the ticket to Drake is $128, how much does it cost to see Eminem?
Teacher asks:
“What words should I highlight?”
“How do I know that operation is correct? Walk the through your thoughts?”
“Why isn’t it division or subtraction?”
Independent Practice (10 min): Teacher gives each student their own copy of the Independent Practice (IND) worksheet. Teacher circulates the room to answer individual student’s questions.
Closing (23 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 signal words Classwork 
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DN lesson 9 Starter / Do Now 
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