130 US$
weeklyor 260 US$ for 8 classes
"Todos tienen problemas (de palabras)" Grados 5.º a 6.º
Completado por 67 alumnos
Edades 10-12
Clase grupal
Videoconferencias en vivo
4 x por semana, 2 semanas
1-18 alumnos por clase
55 min
Qué está incluido
8 reuniones en vivo
7 horas 20 minutos horas presencialesTarea
1 hora por semana. Students will be given worksheets to compete and be prepared to have discussions at the start of the next class.Evaluación
Students will be given a Summative Assessment assignment. The assessment is designed to reinforce the concept of reading and breaking down Math word problems. If students struggle with the assignment, I will be made aware of misunderstandings, and shortcomings of the lesson taught. When "weak" areas are identified on the assignment, I can address during the next available class period and will have students take a short online practice on a fun and interactive website.Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 4 - 6
Disclamer: Please read the age requirements before enrolling in this course. Also, students need to have completed 3rd grade for this class. :). Thank you How will students learn? There will be several ways to interact with me in an online class: through synchronous interaction and asynchronous interactions. Here are some examples of ways I will engage in synchronous interactions: Live course orientation. Synchronous online meeting. How will the students learn? *The students will be able to discuss what makes word problems challenging. Explain that one strategy for solving word problems effectively is to identify “key words” which indicate a mathematical operation. How will they interact with myself and each other? I will use the gradual release method of teaching: " I do, we do, you do" - First, I demonstrate how to do it (using several examples). - Next, the students do some problems along with me. - Finally, they complete some problems on their own that I will check for accuracy and give more guidance if needed. How is class time structured? The material taught in an online course follows a structure. Just like a traditional course, students start at the beginning of the education objectives and progress through the coursework. They move from the most introductory topics the class covers to the most advanced. What topics will be covered? Students will be able to master the following in this lesson: Listed below are some of the questions that you may ask during this lesson and what they need to master. The questions I will ask will depend on the students' responses. My focus in this part of the lesson is to have students try and picture the problem in their head and creating a graphic organizer template to make sense of what is happening in any given Math problem. Students will come up with a variety of answers. Some example questions I could ask include: 1) What do you notice about this word problem? (answers may vary: there are 8 zebras and 5 monkeys, it has animals, it has numbers, etc.) 2) What is different in the problem? (answers may vary: there are different animals, numbers are different, there's more zebras, there are less monkeys, etc.) 3) What are we trying to find out? (how many less monkeys there are than zebras) 4) How can we represent this part of the story? (draw, write a number, use manipulatives) 5) What would help us organize our thinking and our work? (answers may vary: draw it out, act it out, write an equation, etc.) 6) What strategies can we use to solve this problem? (we can match up 5 zebras and 5 monkeys then see how many zebras are left, that will tell us how many fewer monkeys we have than zebras.) Class break down per day of instruction. Note *(instructional minutes may vary depending of skill set of students/groups) Introduction and Rationale Throughout these lessons I will be building the students skills and knowledge of multiplying and dividing fractions. Day #1 (60 minutes)* 1) Before beginning the lesson, Students will take out Word Problem Papers (below, 4 in all) around the room. 2. On my computer screen I will write the words Addition, Subtraction, Multiplication, and Division. 3. Ask students to brainstorm words that mean addition, subtraction, multiplication, and division. Call on students to participate and write words on the shared computer scree under the appropriate category. (For example, students may say “times,” this would be written under the multiplication category). 4. Give students a sample word problem and ask them what the key word is in the problem. (For example, “Janelle and Maria went on a trip together. They spent a total of $550.00. They split they expense equally. How much did each spend?” Students should recognize the words “split” and “each” as key words which indicate division.) 5. Repeat above with other sample word problems. 6. Ask students to write down categories and word from the computer screen. 7. Separate students into independently will be assign each to a Word Problem Paper given to them and share with the group of students. 8. Explain that they will be given one minute to identify the key words and mathematical operations in each problem on the computer screen. Emphasize that they DO NOT have to solve the problem, but only identify the key words and mathematical operations. 9. Set timer for one minute. Encourage individuals to work at the highest level they can do. 10. At the end of one minute, students will enter their answers on the computer screen by sharing the control of the screen. Continue until each student has rotated to each set of questions. Homework Students will be given worksheets to compete and be prepared to have discussions at the start of the next class. Day #2 (60 minutes)* "1. Watch a math video relevant to what I am teaching. This lesson will most effective when it is used within the Operations strand (addition, subtraction, multiplication and division) but could also work for Geometry (finding the circumference of circle, the volume of a sphere), Statistics (Mean/median/mode), and other areas of math. 2. After the video, have students answer the Challenge Questions and complete any associated printable exercises. 3. Create a sample word problem that utilizes the type of math operation you’re focusing on. Walk through the problem with the class, pointing out the importance of reading it carefully (and aloud if helpful), understanding what you’re solving for, and underlining the most relevant information to help guide the problem solving process. 4. Students will explain that they are going to create word problems for each other to solve. Tell them that they can be as silly or creative as they want them to be, but lay down any parameters you feel are necessary (how long they have to be, how many steps they have to include, minimum/maximum value of numbers used). 5. Students should be given a certain amount of time to complete their problem (and have the answer themselves). Wrap Up/Extensions -Students can work to create a third word problem. -Optional: Give the students the answer to the problem and they then have to create the word problem that will lead there. -Optional: Students can create whole stories/narratives that have a word problem at the center. They can write these with a younger audience in mind and then share them with their parents. Guided Reflection -"I used to think ______ and now I think ______" -"One thing I learned is ________________ and one question I still have is _________" Homework Students will be given worksheets to compete and be prepared to have discussions at the start of the next class. Day #3 (60 minutes)* Activate prior knowledge by displaying the following word problem: Sam wants to buy a new car before he goes to college. His parents said they would pay for half. Sam has been comparing prices and thinks he will find the perfect college vehicle for $18,990. Sam finds a great job sacking groceries at a nearby store making $7.25 per hour. If Sam works 20 hours per week, how long will it take him to save enough money for the car? Give students 5 minutes to solve the problem on their own and to come up with an explanation for their answer. Have students write this information on a sticky note and place it on the corner of work space. Each individual student will take out a sheet of lined paper. Have students fold the chart paper in half and then fold it in half again. Have students label the top of each section with the following: Visualize Problem Write Equation Solve Equation Explain Answer Continue watching part of 'A Multiple-Step Word Problem' section. Pause at the 2:16 mark. Have students refer back to the word problem about Sam's new car. In the 'Visualize Problem' section of their chart paper, have each students create and label a cartoon that clarifies what the word problem is asking and what pertinent information the word problem provides. Give students another sticky note and 2 minutes to adjust their original solution to this problem if necessary. Have students add a note explaining any changes to their original answer. Have students keep all of their sticky notes to show progression in learning. Continue watching the remainder of 'A Multiple-Step Word Problem' section. Pause at 3:55. Have students work independently to write an equation that represents Sam's new car word problem in the 'Write Equation' section of their chart. Students take out a sheet of paper to make any corrections to their solution. Briefly review order of operations with students. Then, watch the remainder of the video. Have students solve their equation and explain their answers in the third and fourth sections of their chart paper. Provide students an opportunity to share their completed chart with you or others. Discuss any challenges and give students the opportunity to correct their mistakes. Discussion Questions Why do you think people are sometimes afraid of word problems? What would you say to make them feel better about word problems? Why is visualization an important first step in solving word problems? Why do you need to know about the order of operations? Day #4 (60 minutes)* Class review and assessment During this class students will be allowed to have an open discussion on what problems or success they experienced as well as to practice more in-depth questions. Students will be given a Summative Assessment assignment. The assessment is designed to reinforce the concept of multiplying and dividing fractions. If students struggle on the assignment, I will be made aware of misunderstandings, and shortcomings of the lesson taught and relay information to parents to support all stake holders. Lesson Extension Have students create their own multi-step word problem and solve the problem on poster or chart paper, clearly showing each solution step. For a collaborative element, ask students to create word problems for their peers to solve. Common Core Standard(s): CCSS.MATH.CONTENT.4.OA.A.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. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Metas de aprendizaje
How will students learn?
There will be several ways to interact with me in an online class: through synchronous interaction and asynchronous interactions.
Here are some examples of ways I will engage in synchronous interactions:
Live course orientation.
Synchronous online meeting.
How will the students learn?
*The students will be able to discuss what makes word problems challenging. Explain that one strategy for solving
word problems effectively is to identify “key words” which indicate a mathematical operation.
How will they interact with myself and each other?
I will use the gradual release method of teaching: " I do, we do, you do"
- First, I demonstrate how to do it (using several examples).
- Next, the students do some problems along with me.
- Finally, they complete some problems on their own that I will check for accuracy and give more guidance if needed.
How is class time structured?
The material taught in an online course follows a structure. Just like a traditional course, students start at the beginning of the education objectives and progress through the coursework. They move from the most introductory topics the class covers to the most advanced.
What topics will be covered?
Students will be able to master the following in this lesson:
Listed below are some of the questions that you may ask during this lesson and what they need to master. The questions I will ask will depend on the students' responses. My focus in this part of the lesson is to have students try and picture the problem in their head and creating a graphic organizer template to make sense of what is happening in any given Math problem. Students will come up with a variety of answers. Some example questions I could ask include:
1) What do you notice about this word problem? (answers may vary: there are 8 zebras and 5 monkeys, it has animals, it has numbers, etc.)
2) What is different in the problem? (answers may vary: there are different animals, numbers are different, there's more zebras, there are less monkeys, etc.)
3) What are we trying to find out? (how many less monkeys there are than zebras)
4) How can we represent this part of the story? (draw, write a number, use manipulatives)
5) What would help us organize our thinking and our work? (answers may vary: draw it out, act it out, write an equation, etc.)
6) What strategies can we use to solve this problem? (we can match up 5 zebras and 5 monkeys then see how many zebras are left, that will tell us how many fewer monkeys we have than zebras.)
Class break down per day of instruction. Note *(instructional minutes may vary depending of skill set of students/groups)
Introduction and Rationale
Throughout these lessons I will be building the students skills and knowledge of multiplying and dividing fractions.
Day #1 (60 minutes)*
1) Before beginning the lesson, Students will take out Word Problem Papers (below, 4 in all) around the
room.
2. On my computer screen I will write the words Addition, Subtraction, Multiplication, and Division.
3. Ask students to brainstorm words that mean addition, subtraction, multiplication, and
division. Call on students to participate and write words on the shared computer scree under the
appropriate category. (For example, students may say “times,” this would be written
under the multiplication category).
4. Give students a sample word problem and ask them what the key word is in the
problem. (For example, “Janelle and Maria went on a trip together. They spent a
total of $550.00. They split they expense equally. How much did each spend?”
Students should recognize the words “split” and “each” as key words which indicate
division.)
5. Repeat above with other sample word problems.
6. Ask students to write down categories and word from the computer screen.
7. Separate students into independently will be assign each to a Word
Problem Paper given to them and share with the group of students.
8. Explain that they will be given one minute to identify the key words and mathematical
operations in each problem on the computer screen. Emphasize that they DO
NOT have to solve the problem, but only identify the key words and mathematical
operations.
9. Set timer for one minute. Encourage individuals to work at the highest level they can do.
10. At the end of one minute, students will enter their answers on the computer screen by sharing the control of the screen.
Continue until each student has rotated to each set of questions.
Homework
Students will be given worksheets to compete and be prepared to have discussions at the start of the next class.
Day #2 (60 minutes)*
"1. Watch a math video relevant to what I am teaching. This lesson will most effective when it is used within the Operations strand (addition, subtraction, multiplication and division) but could also work for Geometry (finding the circumference of circle, the volume of a sphere), Statistics (Mean/median/mode), and other areas of math.
2. After the video, have students answer the Challenge Questions and complete any associated printable exercises.
3. Create a sample word problem that utilizes the type of math operation you’re focusing on. Walk through the problem with the class, pointing out the importance of reading it carefully (and aloud if helpful), understanding what you’re solving for, and underlining the most relevant information to help guide the problem solving process.
4. Students will explain that they are going to create word problems for each other to solve. Tell them that they can be as silly or creative as they want them to be, but lay down any parameters you feel are necessary (how long they have to be, how many steps they have to include, minimum/maximum value of numbers used).
5. Students should be given a certain amount of time to complete their problem (and have the answer themselves).
Wrap Up/Extensions
-Students can work to create a third word problem.
-Optional: Give the students the answer to the problem and they then have to create the word problem that will lead there.
-Optional: Students can create whole stories/narratives that have a word problem at the center. They can write these with a younger audience in mind and then share them with their parents.
Guided Reflection
-"I used to think ______ and now I think ______"
-"One thing I learned is ________________ and one question I still have is _________"
Homework
Students will be given worksheets to compete and be prepared to have discussions at the start of the next class.
Day #3 (60 minutes)*
Activate prior knowledge by displaying the following word problem:
Sam wants to buy a new car before he goes to college. His parents said they would pay for half. Sam has been comparing prices and thinks he will find the perfect college vehicle for $18,990. Sam finds a great job sacking groceries at a nearby store making $7.25 per hour. If Sam works 20 hours per week, how long will it take him to save enough money for the car?
Give students 5 minutes to solve the problem on their own and to come up with an explanation for their answer. Have students write this information on a sticky note and place it on the corner of work space.
Each individual student will take out a sheet of lined paper. Have students fold the chart paper in half and then fold it in half again. Have students label the top of each section with the following:
Visualize Problem
Write Equation
Solve Equation
Explain Answer
Continue watching part of 'A Multiple-Step Word Problem' section. Pause at the 2:16 mark. Have students refer back to the word problem about Sam's new car. In the 'Visualize Problem' section of their chart paper, have each students create and label a cartoon that clarifies what the word problem is asking and what pertinent information the word problem provides.
Give students another sticky note and 2 minutes to adjust their original solution to this problem if necessary. Have students add a note explaining any changes to their original answer. Have students keep all of their sticky notes to show progression in learning.
Continue watching the remainder of 'A Multiple-Step Word Problem' section. Pause at 3:55.
Have students work independently to write an equation that represents Sam's new car word problem in the 'Write Equation' section of their chart. Students take out a sheet of paper to make any corrections to their solution.
Briefly review order of operations with students. Then, watch the remainder of the video.
Have students solve their equation and explain their answers in the third and fourth sections of their chart paper. Provide students an opportunity to share their completed chart with you or others. Discuss any challenges and give students the opportunity to correct their mistakes.
Discussion Questions
Why do you think people are sometimes afraid of word problems?
What would you say to make them feel better about word problems?
Why is visualization an important first step in solving word problems?
Why do you need to know about the order of operations?
Day #4 (60 minutes)*
Class review and assessment
During this class students will be allowed to have an open discussion on what problems or success they experienced as well as to practice more in-depth questions.
Students will be given a Summative Assessment assignment. The assessment is designed to reinforce the concept of multiplying and dividing fractions. If students struggle on the assignment, I will be made aware of misunderstandings, and shortcomings of the lesson taught and relay information to parents to support all stake holders.
Lesson Extension
Have students create their own multi-step word problem and solve the problem on poster or chart paper, clearly showing each solution step. For a collaborative element, ask students to create word problems for their peers to solve.
Common Core Standard(s):
CCSS.MATH.CONTENT.4.OA.A.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. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Otros detalles
Lista de útiles escolares
Print out of the attaches included in this lesson
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Conoce al profesor
Experiencia y certificaciones del docente
2 Certificadosde Enseñanza
California Certificado de Docencia en Educación elemental
California Certificado de Docencia en Matemáticas
Maestría en Educación desde Claremont Graduate University
I am a California certified teacher with a who has taught Middle school and Upper Elementary school for 15 years and I have been teaching mathematics to homeschoolers from grades k-12, both in-person and online for over 6 years. I always wanted to be a teacher, and I am living the dream! Also, I cater to students who struggle with or do not care for math. I say this because Algebra is critically important because it is often viewed as a gatekeeper to higher-level mathematics and it's a required course for virtually every postsecondary school program. I have 6 basic reasons why I think offering this class is so important.
1) Algebra is Faster And Better Than “Basic” Math
Just as multiplying two by twelve is faster than counting to 24 or adding 2 twelve times, algebra helps us solve problems more quickly and easily than we could otherwise. Algebra also opens up whole new areas of life problems, such as graphing curves that cannot be solved with only foundational math skills.
2) Algebra is Necessary to Master Statistics and Calculus
While learning one kind of math to learn more kinds of math may not be an immediately satisfying concept, statistics and calculus are used by many people in their jobs. For example, on my other side job as a research person for a local non-profit organization, I use statistics every day. I help departments identify ways to measure their success. In general, statistics are used in certain jobs within businesses, the media, health and wellness, politics, social sciences, and many other fields. Understanding statistics makes us wiser consumers of information and better employees and citizens.
Calculus helps us describe many complex processes, such as how the speed of an object changes over time. Scientists and engineers use calculus in research and in designing new technology, medical treatments, and consumer products. Learning calculus is a must for anyone interested in pursuing a career in science, medicine, computer modeling, or engineering.
3) Algebra May Be a Job Skill Later
A student may be confident they are not going into any career needing statistics or calculus, but many people change jobs and entire careers multiple times in their working life. Possessing a firm knowledge and understanding of algebra will make career-related changes smoother.
4) Algebra Can Be Useful in Life Outside of the Workplace
I have found algebra helpful in making financial decisions. For example, I use algebra every year to pick a health care plan for my family using two-variable equations to find the break-even point for each option. I have used it in choosing cell phone plans. I even used it when custom-ordering bookshelves for our home.
5) Algebra Reinforces Logical Thinking
I would not use algebra as the only means of teaching logic. There are more direct and effective means of doing so, but it is a nice side-benefit that the two subject areas reinforce one another.
6) Algebra is Beautiful
The beauty of algebra is an optional benefit because one has to truly choose to enjoy it, but algebra provides us with a basic language to describe so many types of real-world phenomena from gravity to the population growth of rabbits. That five letters can be used to describe how an entire category of matter, namely ideal gases, behaves is amazing and beautiful in its simplicity.
There is also a beauty when we start with a complex-looking problem and combine and simplify over and over until we have one value for each variable. The process can be enjoyable and the result immensely satisfying.
Algebra is an important life skill worth understanding well. It moves us beyond basic math and prepares us for statistics and calculus. It is useful for many jobs some of which a student may enter as a second career. Algebra is useful around the house and in analyzing information in the news. It also reinforces logical thinking and is beautiful.
So, keep an open mind about why we learn algebra and look for ways to share its applications with students. Dispel the stigma that it is a boring list of rules and procedures to memorize. Instead, consider algebra as a gateway to exploring the world around us. Those are our top reasons why we learn algebra, and there are plenty more.
Reseñas
BIlly Edward Bush B.A, M.Ed. sugiere esta clase a continuación...
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