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Problem Solving Strategies with Money are the topics here

Subject:

Math  

Grades:

4, 5  

Title – Apply Math Problem Solving Strategies With Money

By – Enitan Mason

Subject – Math

Grade Level – 4-5

Learner Objectives:

Students will demonstrate their ability to solve problems in mathematics by selecting and correctly applying appropriate problem solving strategies to a given problem and explaining why the strategies are appropriate.

Materials:

Play money, calculators, list of problem solving process and strategies, chart paper or chalk board, markers or chalk, problem on paper for individual students, pencils.

Differentiation:

Adapting to the problem to the needs of various learners may take the form of increasing or decreasing the amounts of money or adjusting the complexity of the problem. Various degrees of scaffolding may be necessary for different students.

Strategies:

Working backwards

Logical reasoning

Problem:

Mrs. Mason has just returned from a day trip to Washington D.C. She looked in her wallet and found that all she had left were two one dollar bills, a twenty dollar bill, a five dollar bill, three quarters, a nickel, a dime and three pennies. She remembered that she only spent money twice during the trip. She spent $15.07 on gasoline and some money on food. When she counted the amount of money in her wallet, she realized that it was exactly half of the amount of money she left home with in the morning. How much money did she spend on food during her trip? Which strategy or strategies did you choose? Explain why you think you chose the best strategy for solving this problem?

Lesson Delivery:

Pre-assess students formally or informally to check for their level of proficiency with addition and subtraction with/without regrouping, for appropriate recording of money using the decimal point and the dollar sign, for correct use of the calculator to enter , add and subtract amounts of money. Information gathered from the pre-assessment and your knowledge of students’ learning profile should be used for grouping and differentiating instruction.

Establish the objectives/purpose of the lesson with the whole class. Review the problem solving process and strategies with whole class. Introduce the problem and initiate a discussion with whole class to make sure that everyone understands the problem. Share the rubric/scoring key. Invite students to identify what they know and do not know from the problem and also what it is that they want to find out. Have pairs of students make a plan for solving the problem without actually coming up with an answer.

Example:

First we need to count /add to find out exactly how much is left in the wallet. We Know that the amount spent on food would be the difference between double the money she has left now and money she has now plus money spent on gasoline… (Some students might proceed to solve it that way, others may discover that since they asked to find out how much was spent on food, they could simply say change-gas money=food money.

Check student plans and provide feedback as needed. Have students solve the problem individually based on their plan. Then bring class back together to discuss the solution process. Give students an opportunity to try again if needed.

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Enitan Mason

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