Math Word Problem Lesson Chelsey Barker 11/7/12 Topic: Word Problem Solving Strategy (RAPS) Grade Level:

: 6 Estimated Time: 35 minutes Common Core Learning Standards: 4.OA.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Learning Objective: Given a lesson on the R.A.P.S. problem solving strategy and a Key Words Sheet, students will choose the correct operation (addition, subtraction, multiplication, division) when solving one-step math problems, 5 out of 6 times. Materials: R.A.P.S. Strategy Sheet Word Problem Key Words Sheet Word Problem Packet

Anticipatory Set: How often do you come across word problems in math? How many of you sometimes have trouble figuring out which operation to use? Hook: Tell the students that they merely need to R.A.P. if they are confused about how to solve a word problem. Introduce the R.A.P.S. problem solving strategy by performing the rap. When its too confusin, when youre stuck in a trap. Dont stress out. You just need to RAP! Lesson Body: Modeling:

Hand students the R.A.P.S. Strategy Sheet. Go over the four steps as a class: restate or rephrase, art or visualize the problem, plan and predict, solve. Tell students that we use this strategy to figure out what operation to use when were trying to solve a math word problem. Go over problem #1 on the Problem Solving Sheet on the board, using the R.A.P.S. strategy. Use self-talk to guide students on how to attack the problem. Restate or Rephrase: What is the problem asking me? How many balls were there in all Art: Visualize the problem. Whats important? Whats needed? Circle or underline needed information. Circle in all. Circle 16 basket balls and 31 baseballs. Plan and Predict: What operation will help me solve the problem? What am I do? Should I add, subtract, multiply or divide? I know that in all usually implies addition. If you get confused on what operation to use, look at this Key Words Sheet. (Hand it out to students) Its asking for how many balls in all and it gives me the amount of basketballs and the amount of baseballs. Therefore, Im going to add the two numbers together. Solve: Write equation if necessary to solve. 16 + 31 = 47 balls. Make sure you include the units.

Guided Practice: Work on problem #2 together as a class. Students should be going through these steps on their paper. Call on students to try the following steps. Restate or Rephrase Were looking for how many MORE cards Josh has than Nancy. Art Draw a picture. Circle/underline 16 baseball cards, 30 cards, and how many more. Plan and Predict Looking at the picture, decide what operation to use. Looking at the Key Words sheet, how many more tells us to use subtraction. Solve 30 16 = 14 cards. Dont forget the units!

Work on problem #4 together as a class. Call on students to try the following steps. Bullets are possible answers. Restate or Rephrase Since it tells us how many students are in the class and how many pieces each students ate, how many pieces of candy did the whole class eat?

Art Draw a picture. Circle/underline 10 students, each student ate 2 pieces, and whole class eat. Plan and Predict Looking at the picture, decide what operation to use. Looking at the Key Words sheet, each many times implies the use of division BUT does this make sense if we look at our picture? No! There are some times that you may want to double check. Solve 10 x 2 = 20 pieces. Dont forget the units!

Work on problem #8 together as a class. Students should be going through these steps on their paper. Call on students to try the following steps. Restate or Rephrase We are given the total amount of pencils and Sheila is distributing 3 pencils each to each student. We are trying to figure out how many students she handed pencils out to. Art Draw a picture. Circle/underline 24 pencils, gave each student in the class 3 pencils. Plan and Predict Looking at the picture, decide what operation to use. Looking at the Key Words sheet, each tells us to use division. Double check with our picture. Solve 24 / 3 = 8. Dont forget the units!

Independent Practice: (to be started today but revisited another day) Students will complete the rest of the packet using the R.A.P.S. strategy. Closure: Ask students what they can use when solving word problems. (Key Words Sheet, R.A.P.S. strategy) Ask the students when and why we would use the R.A.P.S. strategy. (solve word problems and figure out what operation to use) Ask the students what the steps of R.A.P.S. are. Assessment: Completion of the Word Problem Packet.