Word Problem Workshop Inservice February 15 th, 2013

What to expect Due to the “word-y” nature of the Algebra 1 Keystone exams, today’s workshop will focus on methods of how to methodically tackle a word problem. This workshop will give you opportunities to practice problems that require different thinking skills and to work with a partner or a small group. This workshop will also focus on other areas of literacy to help students understand word problems they will encounter.

Workshop Outline  Part One: How can we teach students to tackle word problems without fear?  Word problem cards  Algebra 1 Textbook example  Algebra 1 Keystone sampler example  Part Two: How can we teach our students to think logically?  Shapes and Equations activity  Break  Part Three: How can we teach our students to write in math?  Activity: Please Do Now!  Part Four: How can we teach our students how to interpret graphs and charts in math?  Activity: Reading in Math

Keystone Algebra 1 exams  What are we dealing with?  More vocabulary  Difficult open ended questions  Less “plug and chug” and more application and logical thinking skills Thinking!!

Part One: Teaching Word Problems  We can teach students how to solve a word problem using the following questions:  What is the goal?  What are the supporting details?  What do we need to know to solve it (i.e., formulas, concepts)?  How do we answer the question (goal) in complete, thoughtful sentences? Activity: Word Problem NoteCards Two per person Algebra 1 Textbook example Keystone Sampler open ended question

Part One Conclusion  Hand these cards out at the beginning of the year and have students start class with this as a warm up, etc., using a word problem from the book.  After a while, the students won’t need the card and can do the steps.

Part Two: Teaching Logic  We can teach our students how to solve a problem using creative thinking. Activity: Shapes and equations. Work with a partner. Each slide is a different problem. Find the values of the shapes.  As math teachers we all know there is more than one way to solve most problems. Activity: Farmer Brown. Working alone, use any method to solve the problem.

Part Two Conclusion  The first activity is meant to show you that sometimes we don’t always need a formula to solve a problem, just some creative thinking. This will “wake up” parts of the brain!  Most students will solve simple word problem in their own manner. Some may be efficient and some may take “the long way.”

BREAK!

Part Three: Writing in math  Reading and writing go hand-in-hand, but what is writing in math look like?  Math journals and writing prompts are good for understanding attitudes in math (beginning of year) and TOTD for summarizing  Activity: Please Do Now! Work with a partner. Then turn and talk. Make sure you read what you wrote! Don’t paraphrase.  Open-Ended Question with Formulas

Part Three Conclusion  It is important students have good writing skills and read what they wrote. Their writing must make sense when answering open-ended questions.

Part Four: Interpreting graphs in math  Interpreting requires critical thinking skills and proper writing skills.  Many Keystone Algebra 1 questions require students to interpret graphs and answer either in a multiple choice format or open-ended format.  Activity: Read and Interpret graphs. Working alone, complete the problem on page A25. Don’t make up a story until we review the answers. Then make up your story. The most creative story wins a Lower Dauphin 2012 Football Poster.

Part Four Conclusion  Allow students more time for critical thinking and creative story writing that incorporates graphs and charts.  Great resource: USA today (front page)

 Thanks!