# Summertime maths Stories

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Students will learn to locate and interpret important keywords when solving for a missing variable in a given world problem. They will learn to use the WIKED map as a solving strategy for word problems containing a missing variable.

(5 minutes)
1. Begin the lesson by asking students an essential question, to gauge their prior knowledge of word problem strategies. One example is: What word problem solving strategies do you know?
2. Invite students to answer as a class, or have them turn to a class partner for think-pair-share.
3. Discuss answers as a whole group.
(15 minutes)
• Continue the ongoing discussion by informing students that today they will learn a new strategy for solving maths stories with missing variables.
• As you explain this, write the following equation on the board: 23 – ___ = 18
• Place an index card inside the blank spot within your equation and write the word “variable” inside of it.
• Explain to the students that a variable is an alphabet letter used in maths to represent a missing number. Take the index card off, and replace it with the variable y.
• Explain to the students that their job today will be to solve maths stories that have a missing number, or a missing variable.
• Remind students that great problem solvers handle word problems like a detective who looks for clues to help them solve a mystery. One way to look for clues is to circle important keywords.
• Review the Key Words Anchor Chart and use the following procedure to monitor for understanding:
• Ask students to make a plus sign or a minus sign with their fingers for each of the keywords you say:
• Total (+)
• Altogether (+)
• Fewer (-)
• Continue this exercise until students feel confident with their understanding of the key terms and what they entail.
• Draw a representation of the WIKED map on the board and write the following maths story above it: Cara and Susan have a hat collection totaling 52 hats. If there are 12 hats in Cara’s house, how many are there in Susan’s house?
• Use the WIKED map on the board to model how a student would use it to solve for the missing addend.
• Repeat this exercise 2 times.
(10 minutes)
• Draw names from your name jar, or call students at random to participate in coming up to the board and solving for a missing variable using the WIKED map.
• Repeat the exercise with two more students or as time permits.
(20 minutes)
• Provide students with a sheet-protected copy of the WIKED map, the Summer Time maths Stories handout, and dry erase markers.
• Have students use dry-erase markers to use, and re-use the WIKED map as a solving strategy.
• Once they feel comfortable with the map, ask students to generate their own word stories and exchange it with a partner for problem solving.
• Enrichment:Challenge above level students by having them generate their own word problem stories with missing variables and having them exchange these with peers from their same level for problem solving.
• At Level:Help approaching students by asking them to explain or justify their reasoning behind their answers by writing down a one to two sentence explanation for their answers inside the “Summer Time” handouts.
• Support:Provide students below level with additional support by providing them with highlighters to help them identify the keywords and a 120 counting chart to serve as a visual aid.
• Teacher may project the WIKED Map or Summer Time maths Stories PDF on an interactive white board or projector.
(5 minutes)
• Ask students to exchange their Summer Times maths Stories handout amongst each other for grading. Discuss answers as a whole group.
(5 minutes)
• Prompt students to turn to their nearest classmate and discuss two things they learned in this lesson. For example: I learned that keywords help me understand whether I should add, subtract, multiply, or divide. I learned what the word “variable” means.

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