Activity: RESPECT Math Word Problem
Objective:
to solve a problem using knowledge
Materials:
1 | pencil | per learner | |
1 | box of crayons | per learner | |
(Optional) | 1 | highlighter | per learner |
Supporting Media:
- RESPECT Math Problem [Adobe Portable Document Format, 153 KB]
- RESPECT Math Problem Picture [JPEG Image, 830 KB]
- RESPECT Math Problem Picture 2 [JPEG Image, 661 KB]
Prep:
- Gather materials.
Instructions:
- Learners write their name on the top of their paper.
- Educator reads the math problem as learners follow along with their pointer finger.
- Educator reads aloud the magic word.
- Learners decide if the magic word means to add or subtract in order to find the answer to the word problem.
- Educator discusses the correct math symbol with the learners and they color that math symbol on their paper.
- The educator then rereads the math problem as learners follow along with their pointer finger.
- The educator and learners discuss what information they need to know in order to draw the solution to the math problem.
- Learners can underline or highlight the information they need to draw directly on the math problem.
- Learners draw the solution to the math problem.
- The educator rereads the math problem and discusses with the learners how to use the number line at the top of their paper to check their drawing.
- First, learners circle the starting number on the number line; and then, either jump left (subtract) or jump right (add) from the circle to find the correct answer to their math problem. Both their drawing and their number line answer should be the same number.
- The learners indicate the answer on their printable by coloring in the corresponding circle.
Extension:
- Learners orally explain how they solved their math problem.
Reflections:
- I am able to solve a word problem.
- I am able to stay on task to complete an activity.
- I am able to recognize numbers 1-20.
TAC-G0004B
Time:
- Prep
- Engagement
- Cleanup
Location:
- Indoors
Meta:
- Theme
- Respect
- Multiple Intelligence
- Logical-Mathematical
- Bloom Taxonomy
- Apply
- Instructional Strategy
- Indirect Instruction
- Subject
- Mathematics
Did you try this activity ? How did it go ?
Diane Marie Squires:
Our four-year-old daughter was very excited and wanted to do the whole page by herself. Going step-by-step helped to slow her down and make her think about the processes involved when solving a word problem.