Real World Word Problems with Multiplication and Division (Day 2)

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Objective

Students Will Be Able To simplify expressions and equations with multiplication and division using order of operations working from left to right. Students Will Be Able To simplify expressions and equations with addition and subtraction using order of operations working from left to right. Students will be able to solve expression and equations using order of operations, working from left to right.

Big Idea

Order of Operations is essential to all math work, leading to understanding of Algebraic expressions. Many Real World Problems take more than one step to solve, sometimes 2 steps and sometimes more steps!

Language Objective and Prior Knowledge

Language Objective: Students will be able to explain using academic language they steps the take to solve a mathematical expression or equation.

Prior Knowledge: Students in 4th grade do some work with Order of Operations. Students use basic addition, subtraction, multiplication and division skills.

Math Blast - Lesson Activator

15 minutes

Math Blast 27 Number of the Day 

Math Blast is a quick, fun, fast-paced math game! Every day starts with a Number of the Day. This is the tool I use to not only recall, reteach and pre-teach but it is my way to start classroom management. Students know the expectations of how to come in and get right to work. I do not have to spend any time waiting for students to get ready. Class starts immediately. And since I include music students are really engaged. I also encourage students to support each other for those struggling learners. This is also a great vehicle to expose students to concepts that I know will show up in state testing so that when we do get to these lessons students have already seen the work. Math Blast’s progression goes from easy to hard on the difficulty scale!

Students use a white board and divide it up as follows:

 

This space students write in the number of the day.

 

 

This section is the factors of the number of the day.

 

This section the students put the number of the day over 100.

 

 

This section students write if the number is Prime, Composite or Square.

 

Using the fraction, students write it as a decimal and a percentage.

 

This section the students put the above fraction in Lowest Terms if possible.

 

See, Think, Wonder

5 minutes

Andy Warhol's Eight Elvises

I end Math Blast and lead into my lesson with a See, Think, Wonder. The art is choose always relates to the unit I am teaching. It is a real fun way to get your students to think deeper about a subject without them knowing that they are doing it.  

The SEE part is pretty basic thinking, I see….

The THINK part gets them thinking a little deeper. This art makes me think about….

And the WONDER gets them really thinking deeper. This art makes me wonder if….

It is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.


Note: You don’t have to use art; I use art because I am passionate about art. Use examples of things that ignite your passion!

The Elevator Speech

10 minutes

Concept: I am taking the class back to a lesson I taught in the beginning of this unit centered on College and Career. The connection to math was to get students to see the connection to math and career.

Students kept the math very simple, now I am going to challenge them to create multiple step word problems. This is going to be a 2 day project as I want them to recreate their Four Square posters about their career. *Remember: students are more apt to remember processes when they create the word problems. This also helps them to see what word problems are asking them to do.

Use this time to talk about remainders: It is important part of this lesson is for students to see that remainders are Real World, so encourage this work to happen.  Partial people or animals in answers is a fun way to talk about reminders, you can feed 1/3 of a person, or cut them up when you have a remainder.

Real World Problem: I am going to be a chef. A box of Pasta feeds 6 people. I am making an Italian Dinner for 15 people, how many boxes of pasta do I need to buy. 15 divided by 6 = 2 remainder 3, but you can’t buy half of a box of pasta so you’ll need to buy 3 boxes of pasta!

Work It Out

40 minutes

Students should be finishing this work today:

SO the challenge here is going to be to create a two-step word problem (or more steps for extra credit, great for those higher thinkers) based on your career choice. We already have some ideas on how you are going to use math in your career now we need to think even deeper to create this multi-step problems.  I want to see rough drafts before you finish your posters; I want these really thought out completely. So I would use scrap paper to start!

(*You might want to bring the class together about half way through class to generate help for those who are struggling!)

Closing The Deal

10 minutes

I think it would be great to talk about surprises people have had around their career. I would also encourage a Gallery Walk if there is other time in the day or add this into tomorrow’s lesson!

The Closing It section of the lesson is very important. This opportunity allows you to bring the class back together and have them make the connection to the learning objective of the day. You should also make sure that you make a connection to the word of the day. This closing gives students the opportunity to make the connection to the launch and they work that they did. It is also another chance to give a quick formative assessment to check for understanding.

Quick Assessment

5 minutes

You could have students "grade" other students work by providing a check list and assign a student to each poster to grade it, very powerful for all students!

The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students understand the basic concept of the lesson. If you make the problem difficult you are adding a different level of assessment. If you are teaching a higher level class adding a difficult layer might be appropriate but please note that I do not find it necessary to add this level.