Lesson Plan #4 Title: Where did I go wrong?
Performance Objective: Given a math word problem with the wrong answer, students will accurately solve the given math word problem and will show what mistakes were made by scoring a 3/4.
Resources or Materials Needed: 6 different multi-step math word problems with incorrect answers, CUBES reference cards, pencil, paper.
Time: 75 minutes
Step 1: Pre-Instructional Activities: The teacher will have some of the sentences used from prior lessons on the board asking students to recall the math words they used and how they identified important information from the sentence. The teacher will express how we were able to solve word problems by accurately identifying the key words. After reviewing these sentences for 5-7 minutes the teacher will begin the lesson.
Step 2: Content Presentation: The teacher will have the anchor chart from the previous day displayed on the board with the CUBES method. Each student will also have their own laminated card with the same CUBES method as it is printed on the anchor chart. The teacher will begin with a math word problem that is grade appropriate placed on the board very large. The answer will wrong and will have to be redone to find out where the error happened to find the correct answer. This will take the teacher 5-7 minutes as the teacher will need to explain in detail what she is doing and why she is doing it all the while following the CUBES method. After the problem has been solved the teacher will show the students where the error was and how it was fixed.
Step 3: Learner Participation: The students will be placed in groups. Around the room will be different multistep math word problems that have word shown and an incorrect answer given. The groups will have to resolve the problem by working out the CUBES method as a group. They will then have to identify where the error was made. The groups will move around the room until all 4 word problems have been solved by each group. When the students have solved every questions the groups will come together as a class and share what they found out. Each group will pick one question and share with the class their new answer and where the error occurred. If groups disagree they will have to explain why and the class will have to decide what the correct answer is.
Step 4: Assessment: The students will not be assessed on this. They will have to turn in their completed work so the teacher can see they participated as a group. The teacher will be involved in the activity so she will be able to identify if the students are understanding.
Step 5: Follow-Through Activities: Math word problems come up on a weekly basis in our class already. It will be imperative that the teacher continues to use the CUBES method in instruction and continues to expect the students to do the same.