Choose the Operation

Lesson Rubric
Choose the Equation Worksheet
Choose the Expression Worksheet
Choose the Operation with Justification Worksheet
RIDES/KNWS
Student Sample One
Student Sample Two

Name: Nola Farns
Grade: 4th - 5th
School: East Side Elementary – Gouverneur Central School

1. Title/Context Of Learning Experience
   Students at grade 4 – 5, as well as students at grade 6 that are not at a proficient level of student performance, will identify the operation (+, -, x, /) needed to solve a one-step word problem and justify why he/she used the operation chosen.

   4.PS.3 Interpret information correctly, identify the problem, and generate possible solutions.
   5.PS.3 Interpret information correctly, identify the problem, and generate possible strategies and solutions.

   4.PS.8 Select an appropriate representation of a problem.

   5.PS.8 Select an appropriate representation of a problem.
   4.CM.3 Provide reasoning both in written form and verbal form.

   5.CM.1 Provide an organized thought process that is correct, complete, coherent, and clear.

   4.N.15 Select appropriate computational and operational methods to solve problems.

   Students need to be able to read word problems and have knowledge of strategies to use when solving problems. Students will identify and/or restate the problem in his/her own words. Students will justify why he/she chose the operation verbally or in writing. He/she may want to include a drawing or a simpler problem to help with his/her justification.

2. Essential Question
   How do I decide which operation (+, -, x, /) to use when solving a word problem?
3. Assessment Plan
   In the resource room setting, the expected level of student performance ranges from developing to proficient.Students will be assessed by teacher observation, narrative comments/records, one-to-one teacher/peer discussion, small group discussion, journal writing, and teacher-made assessments. Students will also be assessed with the use of a rubric based on 3 categories: operation, explanation and completion.
4. Procedure
   Prior Experience:
   Students have used the RIDES and KNWS strategies to assist them with solving one-step addition and subtractions problems. Students have practiced identifying the operation and solving one-step addition/subtraction word problems. Students are developing the ability to justify their reason for choosing the operation.

   Initial Activity (1-2 days): Choose the Equation MCQ (+, x)
   Teacher will introduce/review one-step multiplication word problems using only addition and multiplication problems. As a group, we will use the RIDES strategy to identify the correct equation needed to solve the first two addition/subtraction word problems on the teacher-developed worksheet. We will simplify the problem and use base 10 models to help us decide which operation is needed to solve the problem. After we have identified the correct equation, we will have a discussion as to why we chose that operation. Students will then write a justification on the given lines. Students will solve the remaining problems with teacher guidance as needed.

   Additional Practice (2-3 days): Choose the Expression - MCQ (+, -, x)
   Students will identify the correct expression needed to solve one-step addition, subtraction, and multiplication word problems on the teacher-developed worksheet. They will be encouraged to use a simpler problem, drawings, and/or base 10 models to assist them. Students will be required to give verbal and/or written justifications as to why they added, subtracted, or multiplied. Teacher guidance will be given as needed. Students will be required to solve one addition, one subtraction, and one multiplication problem to completion.

   Assessment (1-2 days): Choose the Operation with Justification (+, -, x)
   Note: Students may need more practice before giving the assessment. Perhaps, more practice will be required after completing the assessment.

   Students will independently complete the “Choose the Operation” teacher-developed worksheet. They will use the RIDES or KNWS strategy to solve each problem while justifying their reason for adding, subtracting, or multiplying.

   Follow-Up Activities Continue the same activities to introduce division word problems using only subtraction/division problems. Then proceed to using one-step addition, subtraction, multiplication, and division word problems.

5. Resources
   Materials Needed:
   • Base 10 models
   • RIDES and KNWS Strategy Charts
   • Student Notebooks, Pencils, Erasers
   • Teacher-Developed Worksheet* – Choose the Equation MCQ (+, x)
   • Teacher-Developed Worksheet* – Choose the Expression - MCQ (+, -, x)
   • Teacher-Developed Worksheet* – Choose the Operation with Justification (+, -, x)
6. Instructional/Environmental Modifications
   I will be teaching students that are identified as having a learning disability or other impairment. The students receive additional services in the area of math within the resource room setting. Hence, the students are in a small group setting with no more than five students. Students are encouraged to make the problems simpler as well as use base 10 models to make the concepts more concrete. Students also need to give verbal/written responses that justify their reason for adding, subtracting, or multiplying to demonstrate an understanding. Students will be given teacher guidance as needed.
7. Time Required
   Planning Time: Minimal Planning Time needed if one chooses to use the Teacher-Developed Worksheets. Additional time will be needed if more word problems need to be developed for additional practice.Implementation: Class period (20 minutes), 3-5 days without additional practice
   Assessment: 1-2 daysNote: Typically in the resource room setting, students need to spend much more time practicing skills before reaching a proficient level of student performance.
8. Reflection
   • This lesson was developed to assist the students in gaining better problem solving skills, focusing on one-step word problems.
   • I learned that students focus on key words to help them choose the operation. They have a difficult time explaining or justifying why they add, subtract, or multiply.
   • Peers felt the concept was difficult for many students. The word problems would be useful to utilize in their own classroom. The rubric was well liked.
   • Students are confronted with problem solving daily, such as when purchasing items.
   • Students were hesitant to solve word problems. They were more comfortable with just solving the problem. They were reluctant to justify their reasoning and needed reassurance. The students seemed to have a better understanding when we simplified the problems and use base 10 models.
   • Introduction – Consider introducing addition, subtraction, multiplication, and division skills with a math picture book from the library.