# Writing a Simple Word Problem From Scratch by Using Strategies Learned

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## Objective

SWBAT independently write a clear, logical, solvable word problem.

#### Big Idea

Students use KWS charts, Math Mountains and equations to write a word problem and then create a presentation on Educreations.

## Modeling the Writing/Teacher Think & Write Aloud

20 minutes

I love to teach writing using Think- Alouds! The first time I saw a think aloud modeled for writing, I immediately wanted to adopt it as part of my practice. Modeling like this connects students to the task and helps them believe they can try it and succeed. This supports MP 1 & 2 by teaching them to logically and systematically write and solve their own word problems.

We begin: I wanted to quickly assess if they could recall some strategies they have been taught about solving word problems. I asked what kind of strategies they thought I would use to write a story problem. This is what they came up with: Listing Strategies they Remember  We created a list of the strategies they had learned in the last lesson! I was totally caught off guard and so very pleased to see that they could remember. I think those strategies help them feel that they have control and give them a sense of confidence.

Next I started the Think Aloud.

I told my students that I was going to let them inside my mind as I thought through writing my word problem. I chose numbers to start with and thought out loud about how I would use those numbers to fit a situation. I began writing on the SB while talking out the thoughts in my mind. They sat quietly and listened and did not interrupt even though a few were tempted! I read my word problem aloud and asked the, "Does my problem make sense?" I solved it in front of them and checked back over my work, helping them see that I needed to read it for errors and edit. I fixed the errors in front of them, allowing them to see that I can make mistakes in my writing and that all writing needs editing! I used strategies we had listed and talked about the logic behind each of the strategies as I used reasoning and demonstrated the usefulness of what I was doing.

## Visuals of Classroom Practice

25 minutes

Classroom Practice: I told them that they needed to create their story problem in their math journal first and then have a conference with me for approval.

To support them, I wrote two numbers on the board that they could choose to use which eliminated time for those who had trouble coming up with their own numbers. I explained that their word problem numbers had to make sense. I reminded them that I had chosen a larger number in my word problem. I chose a population to talk about because those numbers would fit and make sense in my word problem. And, I chose something I know about. Was my problem believable?

The majority of students chose to think up numbers on their own.  As they worked, I roved the classroom, visiting each student, keeping close watch on those students who struggle with language. It was amazing to me to see how well this was working and how quickly they were producing word problems that made sense. I did not hear, as I have in the past, "I don't know what to write about or how to do it!" No one had a blank journal. It is my hope that this focus today on MP1& 2 helps fulfill the foundational practice in order to master tougher standards about multi-step word problems later.

I noticed it took most about 20 minutes for students finish. I planned on 30-45!

A peek into the classroom: Here's a look at what I was seeing.

This little boy was easily able to write a problem without the KWS chart, because he copied my story problem down in his book. What do I do next?

Missing the Question When my students verbalize what they need to do next, it really helps! Editing for important details. Reading work aloud really helps my students edit their work. Student discovering that situation equations and solution equations can be the same thing.Sometimes distinguishing what a situation in a problem is and then finding the equation to solve it is confusing. But, in this case, they are the same thing!

## Assignment

15 minutes

Once students met my expectations in their journals by looking again at the task assignment and editing their work, they were allowed to create a presentation using the Educreations ap.

I assigned this for homework because we can take our iPads home.  Some of my students were able to finish in class. Others took it home. We will share our Educreations lessons over the next few days in class. Through this sharing, I can reinforce skills needed to master 4.OA.A.3 Multi-step word problems, as well as practicing MP 1 & 2 and 4.NBT.B.4

I closed with students simply sharing how they felt before and after the lesson. I asked the question: Are you more comfortable writing word problems now? Why or why not?

Students shared that they were happy about being able to think up their own word problems. One student mentioned that he hated word problems because he didn't understand them. He said that if he could write his own, he could "make up stuff he could understand and practice his math that way."