Lesson plan - Study Island



|Math Lesson: Number Sentences |Grade Level: 4 |

|Lesson Summary: The teacher will begin by leading a discussion with students about opposite operations before explaining to students how to use opposite operations|

|to solve number sentences with unknowns. Students will then work together to match problem situations with number sentences and answers. Independently, students |

|will solve algebraic expressions and match number sentences with problem situations. Advanced learners will solve algebraic expressions with more than one step. |

|The teacher will help struggling learners with step-by-step instructions on how to solve number sentences with unknowns. |

|Lesson Objectives: |

| |

|The students will know… |

|How to write a number sentence to match a given problem situation. |

|How to use opposite operations to solve algebraic expressions. |

| |

|The students will be able to… |

|Write number sentences to match given problem situations. |

|Use opposite operations to solve algebraic expressions. |

|Learning Styles Targeted: |

| |

| |

|Visual |

| |

|Auditory |

| |

|Kinesthetic/Tactile |

| |

|Pre-Assessment: Ask students what they know about addition and subtraction. Elicit responses from students until a student says that they are opposite operations. |

|Ask students what they know about multiplication and division. Again, elicit responses from students until a student says that they are opposite operations. |

|Whole-Class Instruction |

|Materials Needed: 1 copy of the Teaching Problems* per student, 1 copy of the Teaching Problems* to project under a document camera, a document camera connected to|

|a projector, writing utensils, 1 copy of the chart from the Guided Practice* per pair of students, 1 copy of the cards from the Guided Practice* per pair of |

|students, 1 pair of scissors per pair of students, 1 copy of the Independent Practice* per student |

|Procedure: |

| |

|Tell students that you wanted them to start thinking about addition and subtraction and also multiplication and division as opposite operations because it’s |

|important for what they will be learning how to do in the lesson. Write the word algebra on the board, and tell students that they will be learning how to write |

|and solve some algebra problems. Ask students what they know about algebra, and elicit responses. Students will likely mention that algebra uses letters instead of|

|numbers. Tell students that algebra is math in which unknowns are represented with letters. |

| |

|Give each student a copy of the Teaching Problems, and project a copy of it under a document camera. Read aloud the first problem, and ask students if they knew |

|how many basketballs Ariel bought, what would they do to find the cost. Elicit responses, leading students to see that they would multiply the cost of a basketball|

|by the number of basketballs to find the cost. Explain that because the number of basketballs is not given in the problem, they will use a letter to represent that|

|number, b. Record the equation 7 x b = 42 in the second column. See the Teaching Problems’ answer key, if necessary. Have students do the same. |

| |

|Tell students that many of them may already know what number can be multiplied by 7 to get a product of 42, but you want them to understand how to use opposite |

|operations to solve the problem. The goal is to isolate the letter, or the unknown, on one side of the equation. Show students how to use the opposite operation of|

|multiplication, division, to divide by 7 in order to isolate the b on one side of the equation. See the Teaching Problems’ answer key, if necessary. Then, show |

|students how to simply divide 42 by 7 to find the cost of the basketballs, $6. Repeat this process for the remaining two problems. |

| |

|Put students in pairs, and give each pair a chart from the Guided Practice and a set of the cards from the Guided Practice. Give each pair of students some |

|scissors, and have them cut out the cards. Explain to students that the cards are mixed up, and they should read each problem, find the equation that would solve |

|the problem, and then the solution to the problem. They should place the cards beside each other on the chart so that the problem matches the equation and |

|solution. When students understand what to do, allow them to work in their pairs. When pairs have finished, have them raise their hands so that you can check their|

|answers. When you have checked all pairs’ work, go over any problems that students struggled with. |

| |

|Give each student a copy of the Independent Practice, explain the directions, and allow students to work independently. |

|Advanced Learner |

|Materials Needed: 1 copy of the Advanced Learner Independent Practice* per student, 1 copy of the Advanced Learner Independent Practice* to project under a |

|document camera, a document camera connected to a projector, writing utensils |

|Procedure: |

| |

|Give each student a copy of the Advanced Learner Independent Practice, and project a copy of it under a document camera. Explain to students that they will be |

|solving number sentences with unknowns in multi-step problems. Point to the first problem on the page, and show students how there are several small problems |

|within the larger problem. Show students that there is a problem within parenthesis. Tell students in mathematics that a problem within parenthesis or brackets |

|must be solved first. Ask students for the answer to the problem contained in parenthesis. Elicit responses until a student says 9. Rewrite the problem on the |

|paper as y + 9 = 18. Tell students from this point, they should use opposite operations to solve it. Go over the next step in the problem, subtracting 9 from each |

|side, if necessary. |

| |

|Make sure that students understand that they should first solve problems in parenthesis first, and allow students to complete the remaining problems independently.|

|Struggling Learner |

|Materials Needed: 1 copy of the Independent Practice* per student, 1 copy of the Independent Practice* to project under a document camera, a document camera |

|connected to a projector, writing utensils |

|Procedure: |

| |

|Give each student a copy of the Independent Practice, and project a copy of it under a document camera. Allow students to solve problems 1-3 on their own. Walk |

|around as students are working to make sure they understand how to convert a problem situation to a number sentence. |

| |

|When students have finished, have them look at the second page of the Independent Practice. Remind students that they are going to use opposite operations to help |

|solve the problems. Ask students to name the opposite operations as you write them on the board. Tell students that the goal in problem 4 is to get the unknown, y,|

|on one side of the equation by itself. Point out how y is being multiplied by 3. Ask them what the opposite of multiplication is, and elicit responses. Show |

|students how to divide each side of the equation by so that the equation reads y = 18 ÷ 3. Have students solve it independently. Check their work. |

| |

|Go through the remaining problems on the page, leading students through using opposite operations to isolate the unknown. Allow them to do the actual solving by |

|themselves. |

*see supplemental resources

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download