Mathematics Lesson Plan:
Word Problems
5th Grade
Two (50) minute class periods
I.
Rationale: This lesson is important because students need to understand that math
is everywhere. Eventually they will have to solve a math problem in the “real world.” It is
beneficial for them to know that math has real life applications. Geologists, as well as
other various experts, make these types of calculations every day.
II.
Goals:
• To learn about word problems and how to solve them.
III.
Objectives:
• Students will be able to solve single-and multi-step word problems.
• Students will be able to identify real life applications of math.
IV.
QCC's
[22] Topic: Word Problems
Standard: Identifies needed information and selects the steps necessary to
solve multi-step word problems.
Fifth Grade National Standards:
5.1 Communicating about Mathematics Using Games
Mathematical games can foster mathematical communication as students explain and justify
their moves to one another. In addition, games can motivate students and engage them in
thinking about and applying concepts and skills. The first part of this example, Playing Fraction
Tracks, contains an interactive version of a game (based on the work of Akers, Tierney, Evans,
and Murray 1998) that can be used in the grades 3–5 classroom to support students' learning
about fractions. By working on this activity, students have opportunities to think about how
fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent
fractions, as discussed in the Number and Operations Standard. In the second part, The Role of
the Teacher, two video clips illustrate communication about mathematics among a teacher and
her students. The third part, Communication among Students, shows how activities like this
allow students to use communication as a tool to deepen their understanding of mathematics,
as described in the Communication Standard. In the fourth part, Reflecting on Practice, the
teacher reflects on her own mathematical learning that occurs as a result of using activities like
this game with her 5th-grade students.
5.2 Understanding Distance, Speed, and Time Relationships Using Simulation Software
This example includes a software simulation of two runners along a track. Students can control
the speeds and starting points of the runners, watch the race, and examine a graph of the timeversus-distance relationship. The computer simulation uses a context familiar to students, and
the technology allows them to analyze the relationships more deeply because of the ease of
manipulating the environment and observing the changes that occur. Activities like these can
help students in the upper elementary grades understand ideas about functions and about
representing change over time, as described in the Algebra Standard.
5.3 Exploring Properties of Rectangles and Parallelograms Using Dynamic Software
Dynamic geometry software provides an environment in which students can explore geometric
relationships and make and test conjectures. In this example, properties of rectangles and
parallelograms are examined. The emphasis is on identifying what distinguishes a rectangle
from a more general parallelogram. Such tasks and the software can help teachers address the
Geometry Standard.
5.4 Accessing and Investigating Data Using the World Wide Web
Data sets available on the Internet are valuable resources for studying real data to address
questions that interest students. Teachers and students can download data sets from the World
Wide Web, collaborate in online data-collection projects, and search electronic libraries and data
files. This example describes activities in which students can use census data available on the
Web to examine questions about population. Working on such activities, students can also
formulate their own questions and use the mathematics they are studying to address these
questions. They can propose and justify conclusions that are based on data and design further
studies on the basis of conclusions or predictions, as described in the Data Analysis and
Probability Standard.
5.5 Collecting, Representing, and Interpreting Data Using Spreadsheets and Graphing
Software
Spreadsheets and graphing software are tools for organizing, representing, and comparing data.
This activity illustrates how weather data can be collected and examined using these tools. In
the first part, Collecting and Examining Weather Data, students organize and then examine data
that has been collected over a period of time in a spreadsheet. In the second part, Representing
and Interpreting Data, students use the graphing functions of a spreadsheet to help them
interpret data. Working on activities like these, students learn to set up a simple spreadsheet
and use it in posing and solving problems, examining data, and investigating patterns, as
described in the Representation Standard.
V.
Content
• The Continental Plates move at only ½ to 4 inches (1.3 to 10 centimeters) per year!!
This does not seem like much, but over millions of years it adds up to great distances
of movement.
•Various word problems
VI.
Materials:
•Transparencies
VII.
Procedures:
1. Anticipatory Set: Begin the lesson by asking the students if they can name any
examples of how math is used in the real world.
2. Activate the students' prior knowledge about geology by asking them what they
know about geologists and what they do. Have students give some examples of
ways geologists use mathematics and word problems.
3. Teacher gives students a basic word problem to solve on the overhead:
A geologist is observing two tectonic plates. One of the plates IS NOT
MOVING! The other plate is sliding past it at the rate of 1 inch per year.
In 25 years, how much has the plate moved?
4. After the students solve this problem, gradually give them more difficult
problems. Here are a couple of problems that are equivalent to the ones that
would be used.
Sample problems:


If two plates are moving apart at 2.5 inches per year, how far will the plates be
separated in six years? (note: remember that BOTH plates are moving. Don’t
forget that when making calculations.)
The cities Los Pates and Barrowtown are right next to each other in
California. The problem is that they are different tectonic plates. The plates
that they are sitting on are sliding past one another at the rate of 6 centimeters
each year (total). How many years will it take for the cities to be 60 km apart?
6. Teacher guides students through some practice problems.
7. Students practice problems independently.
8. Students are broken up into groups of 2.
9. Teacher gives each group a word problem to solve to see if they have mastered
the material.
Word problem for each pair of students:
Santa Pisa and Santa Maria are two towns that are separated by a fault line. If the
plate Santa Pisa is on moves at a rate of 5.5 centimeters per year and Santa
Maria’s plate moves in the opposite direction at the rate of 6.5 centimeters per
year, how far will the towns be from each other in 10 years?
(Note: You can use calculators. If your final answer makes more sense in
kilometers, convert it!)
5. Closure: Teacher takes students to the math lab to play on the “math
playground.” (This site has lots of word problems ranging from very basic math to
multi-step word problems.)
• http://www.mathplayground.com/DoTheMath.html
• http://www.mathplayground.com/GSMbegin.html
VIII.
Evaluation:
Formal: Each group will turn in their final problem for a daily grade.
Informal: Student observation during independent practice.