Common Core Standard: CCSS.Math.Content.4.OA.A. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations. Students will utilize the four--step plan in solving word problems.
Common Core Standard: CCSS.Math.Content.4.OA.A. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations. Students will utilize the four--step plan in solving word problems.
Common Core Standard: CCSS.Math.Content.4.OA.A. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations. Students will utilize the four--step plan in solving word problems.
Essential
Question:
What
strategies
will
help
students
solve
word
problems?
Common
Core
Standard:
CCSS.Math.Content.4.OA.A.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
Goals:
-Students
will
check
answers
for
reasonableness.
-Students
will
utilize
the
four-step
plan
in
solving
word
problems.
Math
Students
Will
-do
ch.
3
lesson
8,
pg.
179-180
as
a
teaching
page
-plan
their
solutions
to
solve
exercises
and
then
determine
the
reasonableness
of
their
answers
-do
pg.
181-182
independently
8:15- Frame
the
-Review
the
4-step
plan;
mention
we
used
it
in
the
last
chapter
8:30
Lesson
and
-Mention
relevance
of
this
plan
in
every
other
subject
as
well
Review
-Go
over
the
4-step
plan
(write
Understand,
Plan,
Solve,
Check)
on
board
-Understand:
what
information
do
we
know?
-Plan:
what
strategies
will
you
use
to
figure
out
the
answer?
Are
we
adding?
Subtracting?
Doing
both?
Multiplying?
Dividing?
-Solve:
use
your
plan
and
figure
out
the
answer
-Check:
does
the
answer
make
sense?
Is
it
reasonable?
-Modification:
discuss
the
meaning
of
reasonable
-Scenarios:
is
it
reasonable
to
eat
dinner
at
6pm?,
is
it
reasonable
to
snow
in
July
in
Boston?,
if
Yasser
has
11
highlighters
and
Luccas
gives
him
10
more,
is
it
reasonable
to
say
Yasser
has
about
20
highlighters?
-Ask
two
students
to
share
a
math
statement
and
ask
the
class
if
its
reasonable
or
unreasonable
-Highlight
that
if
an
answer
is
unreasonable,
then
find
out
where
we
might
have
made
a
mistake
8:30- Guided
-Flip
to
page
179
8:45
Lesson
-Have
student
read
the
question;
have
2nd
student
read
it
again
-Ask
about
first
step
(what
info
do
we
have?
Strategy:
underline
key
info)
-What
do
we
need
to
find
out?
(total
number
of
tickets
altogether)
-Key
word:
altogether!
Shows
we
need
to
find
how
many
Starr
and
Suzi
have
combined
-Starr
is
easy:
tells
us
4
-Suzi
is
a
little
trickier:
doesnt
give
us
the
exact
number
but
tells
us
enough
to
figure
it
out
-Plan:
got
to
figure
out
how
many
Suzi
has
and
add
it
to
how
many
Starr
has
-Solve:
4+(5x4)=24
-Check:
is
our
answer
reasonable?
We
get
the
answer
of
24,
so
it
is
reasonable.
8:45- Guided
-pg.
180
9:00
Practice
-Have
student
read
the
question;
have
2nd
student
read
it
again
-Ask
students
to
explain
what
you
do
in
the
Understand
step
-Give
students
a
minute
to
underline
important
facts
and
write
it
on
the
lines
-Ask
what
do
we
need
to
find?
-Highlight
that
reasonable
estimate
means
you
are
rounding.
Tell
students
that
if
the
answer
theyre
checking
against
is
an
estimate,
you
can
estimate
your
own
numbers.
-Note
that
about
means
the
same
as
reasonable
estimate.
Reread
the
question
with
about
400
inside
it.
-Give
students
time
to
complete
the
section
on
their
own.
Announce
that
students
who
have
finished
should
wait
before
we
go
on.
-Walk
around
room
checking
for
student
work.
After
enough
students
have
completed
the
work,
bring
the
class
together
-Ask
students
what
their
plan
was,
how
they
solved
it,
and
what
their
solutions
were
9:00- Independent
-pg.
181-182
9:25
Practice
-Remind
students
to
use
the
space
on
their
papers
to
do
the
4
step
plan.
Underline
key
facts
and
think
of
a
plan
before
you
begin
solving.
Always
check
answers
for
reasonableness
-Tell
students
to
skip
#3
-Walk
around
class
!
look
for
interesting
methods/answers
from
students
to
potentially
use
as
a
recap
question/question
for
review
in
tomorrows
lesson
9:25- Recap
-Ask
students
to
look
back
on
pg.
180
9:35
-Give
every
student
a
half
sheet
of
paper
-Ask
the
students:
How
could
I
change
the
problem
to
make
400
a
reasonable
answer?
-Give
students
6
minutes
to
solve
it
-Call
on
2
students
to
share
their
answer
and
how
they
showed
that
400
was
reasonable
Homework
-pg.
183-184
-Practice
6
times
table
Notes