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Running head: LESSON PLAN #4- Math Word Problems

Saint Josephs University

Pennsylvania Standards Aligned System
Lesson Plan Format
Candidates Name: Molly Aiello
Course: SPE 739 Student Teaching
Date: 2/5/16
Subject: Math Word Problems
Grade Level: 5 Grade
Subject: ELA Math Vocabulary
Duration: 60 minutes- Individual TOD Session
Lesson Topic: Mathematical Word Problems
1. Big Idea(s) and Related Essential Question(s)
a. Big Idea: How can having an understanding basic math vocabulary and using a
mnemonic device help a student solve mathematical word problems?
b. Question: What are the most common math vocabulary words associated with the
basic four math operations (addition, subtraction, multiplication, division)?
c. Question: What mathematical operation is this word problem asking me to use?
d. Question: How can a mnemonic device help students understand how to solve
math word problems?
e. Question: How to solve basic math word problems independently?
2. Instructional Objectives:
a. The student will be able to identify the four main mathematical operations and
their associated math vocabulary words.
b. The student will correctly identify the mathematical operation used to complete a
c. The student will use a mnemonic device to help solve math word problems.
d. The student will learn skills to begin solving basic math word problems
3. Related Academic Standards: Common Core and/or PA Standards:
a. NYS CC: Reading Standards for Literature: Craft and Structure: Grade 5: 4.
Determine the meaning of words and phrases as they are used in a text
b. NYS CC: Operations & Algebraic Thinking: 4.OA: use the four operations with
whole numbers to solve problems: 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.
4. Vocabulary/Vocabulary Phrases:
a. Addition
b. Subtraction
c. Division
d. Multiplication
e. Add
f. All together
g. Perimeter


h. Plus
i. Added to
j. Total
k. Sum
l. Greater
m. Increase
n. More than
o. Minus
p. Take away
q. Less
r. Left
s. Decrease
t. Many more
u. Difference
v. Spent
w. Fewer than
x. Much less
y. Double
z. Factor of
aa. Per
ab. Of
ac. By
ad. Each
ae. Product
af. Times
ag. Triple
ah. Area
ai. Share
aj. Equally
ak. Half
al. Divided by
an. Out of
ao. Quotient
ap. Percent
aq. Fraction
ar. parts
5. Materials/Resources:
a. Mnemonic Device Worksheet Appendix A
b. Word Problem Signal Words- Math Vocabulary Matching Cards
c. Pencil and Eraser
d. Block Manipulatives (if needed)
6. Instructional Procedures:


a. Introduction: I will introduce the lesson by asking the student if she can name
the four basic operations of math. After we clearly identify these operations, I
will have a discussion with the student about how word problems depend on
specific vocabulary to ask a math question. I will give the student an example and
ask how she knew which operation to use (Example: If tom has four apples and
Tina has six apples, how many apples do they have all together? Operation:
addition). After we identify this math addition vocabulary word, I will have the
student create a verbal list of all the addition vocabulary words she can think of.
We will then move on to each operation and brainstorm what the student already
b. Developmental Activities: The student will be handed a pile of pink index cards.
The student will be asked to identify the four main operations and then separate
the remaining math vocabulary words into four categories based on the four
operations. Once the student is complete we will review her answers and discuss
any errors to assure student understanding. Next I will introduce a mnemonic
device used to help students complete math word problems. This is a multi-step
device that help students identify the important steps needed to solve a word
problem. After explaining the mnemonic device I will model how to use it when
solving a word problem.
c. Closure Activity: The student will complete the mnemonic word problem
worksheet (Appendix A). I will monitor the students usage of the mnemonic
device and use prompting to help the student stay on track and not forget an
important step.
7. Addressing Learners Diverse Needs:
a. The student will complete their TOD session in a quiet location to avoid
environmental noise distractions and to focus on teachers voice.
b. The student will use assistive technology to help access auditory sound, including
wearing a hearing aid, FM receiver, and FM transmitter.
c. The student will wear her glasses to access visual cues and to provide clear vision.
d. The student has bilateral congenital ear deformities. One ear is more severely
deformed than the other, causing profound hearing loss in her left ear. Her right
ear has a moderate to severe hearing loss, so she wears one hearing aid and an
attached FM receiver. Due to this specific circumstance, the students right ear
must be closer to the speaker.
e. To help the student check for understanding, student is permitted repeated
f. The student will receive small group instruction when possible.
g. The student will receive extended time on all activities if needed.
8. Formative/Summative Assessment:


a. Formative Assessment: This form of assessment is used to gather feedback on
the students understanding and areas in need of improvement. To formatively
assess the student, I will use planned observation and documented observation of
the students participation in the discussion and activity. I will specifically
document the students understanding of the lessons vocabulary and the students
application of past Math knowledge.
b. Summative Assessment: Summative assessments provide educators with a way
to measure success and the students understanding. To summatively assess the
student I will give the student a grade out of 100% on her Math Vocabulary
matching activity and also a grade on her math word problem worksheet.
9. Reflection on Planning/Instruction:
a. Data analysis will be conducted based on students past performance
b. If needed, re-teaching will be used to make sure the student is mastering the
content material (as applicable).

Appendix A: Mnemonic Device- Word Problems

Name:________________________________________________ Date:_______________
Mnemonic Device for Mathematical Word Problem Solving


Read the problem

Establish the operation

Analyze the numbers

Determine a strategy

Evaluate and Check your answer

Record a labeled answer

Name:________________________________________________ Date:_______________
Mnemonic Device Worksheet


Directions: Be a great READER and use your new mnemonic device steps to help you
solve the following word problems.

1. Fred and Sandy both enjoy collecting stamps. Fred has sixteen stamps and
Sandy has twenty-five. How many more stamps does Sandy have than
R= Read the problem
E = Establish the operation _________________________________
A = Analyze the numbers __________________________________
D = Determine a strategy___________________________________
E= Evaluate and Check your answer
Evaluate the problem

Check the Answer

R= Record and Label Your Answer

2. On Jillians birthday she brings thirty-six cookies to school to share with her
peers. Altogether there are twelve students, including Jillian in her class.
Assuming that Jillians teacher does not like cookies, how may cookies will
each student receive?


Evaluate the problem

Check the Answer


3. Steven, Chrystal, and Lily want to go to the movies. Each person buys a
ticket for $5.00 and a popcorn for $3.00. Altogether how much did all three
spend at the movie theater?