Assessing Understanding of Division Word Problems

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Objective

SWBAT show they can solve multi-step and comparison problems using division.

Big Idea

Students take a formal assessment that involves real life word problems. Some problems require students to interpret the meaning of the remainder.

Warm Up: How many coins do I have?

5 minutes

Today I took some loose plastic change and put it in my pocket. I told my students precisely how many coins and the total amount of money that were in my 2 pockets . They had to come up with the exact coins that made up that amount. Who ever told me the exact coins won them.

Today, I have put 85 cents in one pocket and 35 in another. ( i.e There is one 50 cent piece, 2 dimes, one dime and 10 pennies.) This little game really gets them going. One dollar will buy 15 minutes for them of free iPad time. I have them keep the coins in a small baggie in their desk. If there are discipline problems, I take away a quarter. This keeps them accountable for their behavior because they LOVE free iPad time.

It took them awhile to work it out and finally one student got it! They really love this game and I will play it a couple times a week with them.

 

 

 

Quiz Time

40 minutes

I designed Quick Quiz 2 Division Word Problems so that it was balanced with a few problems that had remainders that students needed to make logical decisions about. It is written with expectations of a KWS chart, which has been engrained in them as a great strategy to sort out the information:K ( What do we know?) W ( What do we want to know?) S ( How will we solve it?) The word problem standard expects that students show equations. I think that is also essential to demand because it is a road map to their solution. Without equations, they cannot logically prove how it was solved. CCSS expects this rigorous type of design, as it sets them up for future work.