Lesson Plan
Operation Word Problem Whiz
Students will accurately solve single-step word problems using all four basic operations (addition, subtraction, multiplication, and division) within a 30-minute small group session.
Understanding how to tackle word problems is a crucial life skill! It helps students apply math to real-world situations, building critical thinking and problem-solving abilities that they'll use every day.
Audience
5th Grade Students (Small Group)
Time
30 minutes
Approach
Guided practice with a focus on identifying the correct operation based on the problem's context.
Materials
Small whiteboards or scratch paper, Dry-erase markers or pencils, Operation Word Problem Whiz Slide Deck, Word Problem Practice Worksheet, and Word Problem Practice Answer Key
Prep
Teacher Preparation
10 minutes
- Review the Operation Word Problem Whiz Slide Deck and ensure all slides are ready.
- Print copies of the Word Problem Practice Worksheet (one per student).
- Have the Word Problem Practice Answer Key ready for quick reference.
- Gather small whiteboards or scratch paper and markers/pencils for each student.
Step 1
Introduction & Warm-Up (5 minutes)
5 minutes
- Display Slide 1 of the Operation Word Problem Whiz Slide Deck.
* Teacher Script: "Hello mathematicians! Today we're going to become word problem detectives. We'll work together to solve some tricky problems that only need one step to figure out. Think about what makes word problems sometimes challenging. What are some of the first things you look for when you see a word problem?"
* Briefly discuss student responses, guiding them to mention what the question is asking and the overall context.
Step 2
Operation Review & Strategies (10 minutes)
10 minutes
- Display Slide 2 of the Operation Word Problem Whiz Slide Deck.
* Teacher Script: "Let's quickly review our four main operations: addition, subtraction, multiplication, and division. What kind of situations usually tell us to add? (e.g., combining quantities, finding a total). What about subtraction? (e.g., finding a difference, figuring out how much is left). Multiplication? (e.g., finding a total from equal groups, repeated addition). And division? (e.g., sharing equally, finding the amount per group). We'll use these understandings to help us solve problems."
Step 3
Guided Practice (10 minutes)
10 minutes
- Display Slide 3 and 4 of the Operation Word Problem Whiz Slide Deck one by one.
* For each slide, read the problem aloud.
* Teacher Script: "Let's try this one together. First, what is the problem asking us to find? What numbers are important? What is the situation describing that tells us which operation to use? Talk with your partner for a moment about how you would solve this."
* Facilitate a short discussion, guiding students to identify the correct operation and solve the problem step-by-step on their whiteboards or scratch paper. Review the solution on the slide.
Step 4
Independent Practice & Wrap-Up (5 minutes)
5 minutes
- Distribute the Word Problem Practice Worksheet.
* Teacher Script: "Now it's your turn to be the word problem experts! Work independently on these few problems. Remember to think about the situation and which operation makes the most sense. If you finish early, you can double-check your work or try to create your own single-step word problem for a friend to solve!"
* Circulate to provide individual support.
* Quickly review one or two problems from the worksheet as a group, if time allows, or collect them to review later. Reassure students that their work will help the teacher see what they've mastered and where they might need more support.
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Slide Deck
Operation Word Problem Whiz!
Become a Problem-Solving Pro!
What makes word problems tricky?
What do you look for first?
Let's crack the code together!
Greet students and set the stage. Ask about their experiences with word problems to activate prior knowledge.
Our Math Superpowers: Operations!
When do we use each operation?
- Addition (+): Combining quantities, finding a total
- Subtraction (-): Finding a difference, figuring out how much is left
- Multiplication (x): Finding a total from equal groups, repeated addition
- Division (÷): Sharing equally, finding the amount per group
Think about the situation!
Review each operation and discuss situations that call for them. Encourage students to think about the meaning of the problem.
Let's Solve Together!
Problem 1: Sarah bought 3 packs of stickers. Each pack has 12 stickers. How many stickers does Sarah have in total?
- What is the problem asking?
- What is the situation describing?
- Which operation should we use?
Solution:
3 packs x 12 stickers/pack = 36 stickers
Sarah has 36 stickers in total.
Read the problem aloud. Guide students to understand the context, determine the operation, and solve. Use whiteboards. Emphasize showing work.
Another Challenge!
Problem 2: Mark had 54 baseball cards. He gave 18 cards to his friend, Tom. How many baseball cards does Mark have left?
- What is the problem asking?
- What is the situation describing?
- Which operation should we use?
Solution:
54 cards - 18 cards = 36 cards
Mark has 36 baseball cards left.
Read the problem aloud. Guide students to understand the context, determine the operation, and solve. Use whiteboards. Emphasize showing work.
Your Turn to Shine!
Independent Practice
- Time to tackle some word problems on your own!
- Remember to think about the situation.
- Think about which operation makes sense.
- Show your work!
You've got this, problem solvers!
Explain the independent practice. Reiterate focusing on the problem's context. Circulate and support. Mention the worksheet.
Worksheet
Word Problem Practice Worksheet
Instructions: Read each word problem carefully. Determine which operation (addition, subtraction, multiplication, or division) you need to use to solve it. Show your work in the space provided.
Problem 1
Jessica has 35 colorful beads. Her friend, Emily, gives her 17 more beads. How many beads does Jessica have in total?
Problem 2
A farmer collected 87 eggs from his chickens. He sold 43 eggs at the market. How many eggs does the farmer have left?
Problem 3
There are 6 rows of chairs in the classroom. Each row has 9 chairs. How many chairs are there altogether in the classroom?
Problem 4
Mr. Chen has 48 cookies to share equally among his 8 grandchildren. How many cookies does each grandchild get?
Problem 5
Sarah wants to buy a new book that costs $15. She has saved $8. How much more money does Sarah need to buy the book?
Answer Key
Word Problem Practice Answer Key
Problem 1
Jessica has 35 colorful beads. Her friend, Emily, gives her 17 more beads. How many beads does Jessica have in total?
Thought Process: The phrase "gives her 17 more beads" and "in total" indicates that we need to combine the amounts. This means addition.
Solution:
35 + 17 = 52
Jessica has 52 beads in total.
Problem 2
A farmer collected 87 eggs from his chickens. He sold 43 eggs at the market. How many eggs does the farmer have left?
Thought Process: The phrase "sold 43 eggs" and "how many eggs does the farmer have left" indicates a decrease from the original amount. This means subtraction.
Solution:
87 - 43 = 44
The farmer has 44 eggs left.
Problem 3
There are 6 rows of chairs in the classroom. Each row has 9 chairs. How many chairs are there altogether in the classroom?
Thought Process: The phrase "6 rows of chairs" and "each row has 9 chairs" asks for the total when you have equal groups. This means multiplication.
Solution:
6 x 9 = 54
There are 54 chairs altogether in the classroom.
Problem 4
Mr. Chen has 48 cookies to share equally among his 8 grandchildren. How many cookies does each grandchild get?
Thought Process: The phrase "share equally" and "among his 8 grandchildren" indicates dividing a total quantity into equal parts. This means division.
Solution:
48 ÷ 8 = 6
Each grandchild gets 6 cookies.
Problem 5
Sarah wants to buy a new book that costs $15. She has saved $8. How much more money does Sarah need to buy the book?
Thought Process: The phrase "how much more money does Sarah need" indicates finding the difference between the total cost and what she has. This means subtraction.
Solution:
$15 - $8 = $7
Sarah needs $7 more to buy the book.