##
* *Reflection: Adjustments to Practice
Deciphering Word Problems to Write Equations - Section 4: Writing Equations Roundtable

So, I'm thinking the students are really getting this. We head in to the roundtable and all of a sudden the whole lesson goes south. They are confused. They are not getting it. I turned their desks back around and we continued the lesson by doing this activity as guided practice. In light of all of the questions, I decided to back this lesson up with a stations activity. Stations is a great way to work in small group. I will be working on finding the misconception. Where are they falling apart?

The next day's lesson will be set up as follows:

**Teacher station**: Students will be working with me in small group. I will give them whiteboards and markers to do their work. We will go through more equations (all operations). I will be there to assist in the setting up and solving. We will talk about what is confusing and what holds them back from being able to do this independently.

Sample teacher station questions

**Independent Station:** I set up a matching activity. I wanted this activity to be rigorous enough so they couldn't guess, but not so challenging that they would give up. I designed the matching activity so that 2 problems had the same numbers. This way they couldn't guess what they answer was. I'm going to have the students set up a sheet of paper to do their math. Their answer should read something like this: #1 matches the equation __________ because ___________________. Students will have to justify their solution. This way I can use this to check for understanding.

**Computer Station**: I will be using Buzzmath. Buzzmath is a free website that is aligned to the core. The students will be working under the tabe Equations and Inequalities. They will then go to the tab that says Writing equations. They will use a whiteboard to do their work, if needed. I won't be able to use this information to check for understanding, but the site does give them immediate feedback as to whether they got it right or wrong.

*Adjustments to Practice: Now it heads south.....*

# Deciphering Word Problems to Write Equations

Lesson 7 of 14

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

#### DO NOW

*10 min*

For the DO NOW, I have chosen 4 equations for the students to solve. Each equation involves one of the 4 operations. Students should use their knowledge of solving equations to, independently, work on these problems. Students should also check their solutions to prove that their answer is correct. **(SMP 3:** justifying your answer).

Tools: do now equations.

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#### Apples in the Basket

*15 min*

Students will be given the following scenario along with paper apples to use as a manipulative. (**SMP 5: using tools to solve math problems**.)Students can work in pairs or groups, but not individually. I want students to have immediate conversation about their thoughts on how to solve.

Scenario:

George had a basket containing an even number of apples. He gives half to his brother and 3 to his mom. How many apples did he have left?

Give students the paper apples as a manipulative and allow them time to sort through this problem. At this time, there is no solution so you should expect to see a variety of different answers. Ask students why there are so many different answers? What could we do to only get one solution. Students should be able to say that providing them with the information on how many George had left over would help.

Then say, George had ended up with 4 apples. Allow students to manipulate this equation with their paper apples. Ask the students, “how many apples did George have to start with?”

Explain to students that by looking for key words and understanding missing information allows us to write equations to represent situations.

Tools: Apple manipulatives

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I’ve chosen 4 , one-step word problems to model with the students on how to get important information from the problem and then turning it in to an equation. This part of the instruction exemplifies MP 2 and 4. Students will need to understanding the meaning of the words and change them in to numbers or variables**(SMP2**). Students will find the key words and use an equation to represent the word problem **(SMP 4).**

For each problem, I’ve set up a chart to help students organize the information from the word problem **(SMP 5). **As we read through each problem, the students will be writing down what they know, what they need to know, key words, and finally the equation. I’m not concerned with the students solving the equations, but if time permits, have them go back and solve each equation. The main purpose for this lesson is to get students to pull out the important information, find the variable, and write the equation. Students may struggle with writing the expression with the variable. The chart will help them see what the variable represents and also what operation to use along with the variable.

I’m going to go through each problem with the students. I will be asking them to find the information from the word problem. This will be a guided practice with input from the students. The chart will take you through what types of questions to ask.

Tools: 4 word problems with charts

#### Resources

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#### Writing Equations Roundtable

*20 min*

Now it’s time for the students to perform independently. I chose roundtable because students will work independently, at first, and then they can get some coaching from a tablemate if needed. There are 6 problems for the students to complete. Each word problem represents a one-step equation. If students are struggling, remind them they can use a chart to help them sort out the information. The only problems that students typically have with these are the ones that require them to divide. They need to pay attention to how many people the bill needs to be split into. These little details can be ironed out if students continue to use the chart.

The roundtable activity supports **MP 3** as students will be checking each other’s work and providing feedback when needed.

Tool: Writing equations roundtable

#### Resources

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#### Closure

*15 min*

The students will be completing a **comprehension menu**. This activity allows students to work on problems that require mastery, understanding, self-expression and interpersonal responses. Each part of the quad has them answer questions about equations. Students should work independently. They can share responses if time permits. Students should turn this in as evidence of student learning.

The comprehension menu supports mathematical practices:

**SMP1: making sense of problems and looking for entry points.**

**SMP2: making sense of relationships among different mathematics concepts**

**SMP5: using tools strategically**

Tools: Comprehension Menu

#### Resources

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Environment: Urban

Environment: Urban

- LESSON 1: What's My Solution?
- LESSON 2: To Add me is to Subtract Me
- LESSON 3: To Subtract Me is to Add Me
- LESSON 4: To Multiply Me is to Divide Me
- LESSON 5: To Divide Me is to Multiply Me
- LESSON 6: Review + Quiz: Solving Equations
- LESSON 7: Deciphering Word Problems to Write Equations
- LESSON 8: Tables and Equations.....They're related!
- LESSON 9: Writing Equations from Tables - Stations
- LESSON 10: Writing Inequalites...The solutions are endless!
- LESSON 11: Graphing Inequalites on a Number Line
- LESSON 12: Working out the Solutions
- LESSON 13: Review Day for Equations and Inequalities
- LESSON 14: Final Assessment Day