Reflection: Developing a Conceptual Understanding Deciphering Word Problems to Write Equations - Section 2: Apples in the Basket


I was pleasantly surprised at how the students did with this task.  We've been working all year on MP 1, persevering through a problem and finding a starting point.  They didn't shy away from the task.  The only question asked was if it mattered how many apples George started with.  I in turn said, "what does the question tell you"?  With that, they students used what they had to get started on the task.  When all students had completed the first part of the task, I went around to each group, publicly, and asked them how many apples did George have left?  There were so many different answers.  Then I asked them, "what we would need to have in order for us all to have the same solution".  They responded with the starting amount.  I asked if there was anything else they needed.  They did not come up with anything else.  So, then I showed them that George had 4 apples left.  Again, they got down to business to find out how many apples George had in his basket.

This was a great way to develop a conceptual understanding of equations and how to identify what they keywords mean to do.  We did write the equation together, but they were not able to do it on their own right now.


Watch the video to see the kids in action.



  I wouldn't change this at all....
  Developing a Conceptual Understanding: I wouldn't change this at all....
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Deciphering Word Problems to Write Equations

Unit 7: Equations
Lesson 7 of 14

Objective: SWBAT write equations using real-life word problems.

Big Idea: Knowing the language of word problems helps students write equations which is a skill used in Algebra.

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