Instructor: Miss Bye

Lesson Title: Math Word Problems

Curriculum Area: Math

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Grade Level/Cooperating Teacher: 5th/Cranford

Date: October 21, 2014
Estimated Time: 15 minutes

Standards Connection:
Math 1st grade (1): Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem. [1-OA1]

Math 1st grade (2): Solve word problems that call for addition of three whole numbers whose
sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for
the unknown number to represent the problem. [1-OA2]

*IEP Goal(s):
By the IEP annual review date, the student will use addition and subtraction to solve word
problems that utilize two whole numbers whose sum is less than or equal to twenty, e.g., by
using objects, drawings, and equations with a symbol for the unknown number to represent the
problem. [1-OA1] [1-OA2]

Learning Objectives:
When given an addition word problem worksheet, A will accurately solve seventy five percent of
problems.

Evaluation of Learning Objective(s):

A will complete a math worksheet to demonstrate skill in solving math word problems.

Engagement:
Good morning, A! We are going to use more than just numbers during math today. We are going
to use numbers and words to solve problems!

Learning Design:
Teaching:
I am going to show you what I mean by using words and numbers to solve problems. There
will be many times in life when you have to use math to solve a math problem other than on a
math worksheet. Can you think of anytime you might have to use math in the real world? Let me
give you an example. I was at the grocery store the other day and I needed to buy some apples.
My friend asked me to buy her four apples and I wanted to buy three for myself. I needed to know
how many apples total I needed to buy so I added four plus three. Here is the word problem I was
trying to solve: Brittany needs four apples and I need three apples. How many do we need all
together? In order to solve this problem, I need to look for the important information. I am
going to circle the important parts of this problem. I know that numbers will help me solve the

addition problem, so I will circle the numbers four and three. I know that I need to add these
numbers together to figure out how many I need to buy. I am going to write my math problem
that needs to be solved: 4+3=. Now that we have figured out the math problem or equation we
are trying to solve, all we need to do is add. I am going to use the counters to help me add. I
need a set of four and a set of three. Ill put them together and see how many I have total. Count
with me 1-2-3-4-5-6-7. This shows me that I need to buy 7 apples.
I am going to do one more and then you get to help me. My next word problem is: Jill has 10
pieces of candy and Joey has 5. how many pieces do they have all together. Watch and listen as
I solve this word problem. Lets find our important information that we need to add. Do you
remember what our important information is, A? Our numbers! I am going to circle the
important parts of this problem. I need to circle the numbers ten and five. I know that I need to
add these numbers together to figure out how many pieces of candy Jill and Joey have. I am
going to write my math problem that needs to be solved: 10+5=. Now we just need to add. I am
going to use the counters to help me. I need a set of ten and a set of five. Ill put them together
and see how many I have total. Count with me 1-2-3-4-5-6-7-8-9-10-11-12-13-14-15. So now we
know that Jill and Joey have 15 pieces of candy together.
A, will you help me solve a few addition word problems? Awesome! Lets take a look at what
we need to solve! The instructor will help A complete the following word problems following the
methods taught above, hopefully providing less support as the problems progress. The instructor
will give A math word problems to solve for five-seven minutes depending on As success and
concentration level.
I found 6 pennies yesterday and 7 today. How many did I find in all?
Sally has 2 dogs and 3 cats. How many pets do she have in all?
Mrs. Cranford has 10 students in her math group and 4 in her science group. How many
students are there all together?
There are 3 blue fish in my fish tank and 14 yellow. How many fish are in my tank?
When I went to the pumpkin patch, I saw 12 pumpkins on one vine and 7 pumpkins on another
vine. How many pumpkins do I see in all?
You have a box with 8 crayons and another box with 5. How many crayons do you have?
There are 8 trucks on the racetrack. 4 more drive up. How many trucks are on the racetrack
now?
Emma sees 2 lizards on the window and 6 on the flower pot. How many lizards are there total?
Thank you so much for helping me solve all these problems! We make a great team, but now I
want to see what you can do on your own!

Assessment and Closure:

We make a great team, but now I want to see what you can do on your own! This worksheet
has 4 addition word problems. I want you to do your best to solve each using what you learned
today and these counters.
A, today we learned that we can use math in the real world to help us solve problems! How
awesome is that? I have a challenge for you. The next time you go to a grocery store, I want you
get your mom to make up a word problem using food and then you solve it. Can you do that for
me?

Materials and Resources:

Laminated Math Word Problems
Dry Erase Markers
Paper Towels/Wipes
Manipulative Counters
Word Problem Assessment
Pencil

Differentiation/Accommodations:
A is in fifth grade, but working on first grade math standards according to his IEP goals and
benchmarks. This lesson comes straight from an IEP goal.
A will use counters to help him solve the math problems.

Data Analysis:
A correctly solved the first two problems on the math worksheet. Due to the great amount of time
he was spending on each problem and a need to move on to his next scheduled activity, I stopped
him after he correctly solved the second problem. Based As performance during the lesson, I
believe this data is an accurate representation of his ability to solve addition word problems.

Reflection:
I feel like this lesson went very well overall. A was engaged throughout the entirety of the lesson
and seemed to quickly grasp the concepts being taught. Although A asked several random
questions, we were able to stay on track and successfully complete the goals of the lesson. I
believe my previous experience with A helped me to be able to effectively communicate with A
and redirect him when necessary. I was also able to instruct A on the best way to utilize and
count math manipulatives throughout the lesson in an effort to help him experience more success
on all math activities. I believe the biggest success of this lesson was helping A connect math
problems to real world examples and seeing him understand that we can use math outside of
school to help us solve problems. If I taught this lesson again, I would give A the opportunity to
help me create a couple of word problems after he began to quickly catch onto the concept. This
would engage some higher level thinking strategies. My supervisor also helped me realize that I
need to be careful to give very clear and specific instructions on assessments in the future. I can
accomplish this through clear written and verbal directions and allowing students to ask
questions prior to beginning an assessment.