1. What can you do to solve a really tricky word problem?
For example:
Maxine and Jack both work at the supermarket. Maxine worked 12 hours at her job. Jack worked 3 times the hours Maxine worked. How many hours did Maxine and Jack work altogether?
LearnZillion Notes:
--This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific. For example, the hook could be “How do you know if 2/3 is greater than 5/8?” rather than something more generic such as “How do you compare fractions?”
--You can fill in an example using the blue text or you can delete that text box and include some other image that explains what you’re talking about.

2. LearnZillion Notes:
--This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll learn it in blue. For example, “In this lesson you will learn how to compare fractions with different denominators by using a number line.”

3. There are ____ cupcakes altogether.
Model drawing is a strategy that helps you understand the word problem that you are solving. This method is more organization of your thoughts around the word problem. When you use this method you are going through two phases – first you are understanding the process of how to use model drawing and second you are applying that process to your understanding of how to solve word problems
There are ____ cupcakes altogether.

4. A common mistake when model drawing is that the unit bars are not drawn to be equal with each other. When they are drawn equal it helps in solving the word problem. It helps in instances where you would be subtracting a set amount or dividing into equal groups. A strategy to use for proper spacing and alignment is to use graph paper which can ensure proper spacing and alignment.

5. Maxine and Jack worked a total of ____ hours altogether.
In order to solve this problem, the first thing we need to do is read the problem and try to get an idea of what it is asking us to do. (Read problem) I need to rewrite the question as a sentence leaving some space for my answer.

6. Maxine and Jack worked _ hours altogether
Maxine and Jack worked _ hours altogether. This problem has two people and what they are talking about are hours worked. The next step is that I draw my unit bars, they need to be the same size and value. So, I will draw a bar for Maxine and Jack will have a bar that is the same size and value as Maxine. It helps to read each sentence to determine what information to place on the model drawing. Maxine and Jack both work at the supermarket- we do not need to add any more information to our model drawing. Maxine worked 12 hours at her job. This gives us a value to place in the unit bar. So we will have 12 in Maxine’s unit bar. The next sentence says Jack worked 3 times the hours Maxine worked, so we need to have 3 unit bars to represent 3 times as many hours as Maxine. Let’s read the last sentence. How many hours did Maxine and Jack work altogether? So we are going to find out the total. Now since the unit of Jack is the same size as Maxine they are going to have the same value. So each unit bar is worth 12. Now in order to determine the answer I will determine the answer which is 48.

7. Maxine and Jack worked a total of ____ hours altogether.
4 x 12 = 48 hours
Maxine and Jack worked a total of ____ hours altogether.

8. LearnZillion Notes:
--This is the lesson conclusion. On this slide you’ll change your original lesson objective to past tense and explain what the student has just learned. You can retype it here or you can delete the text on this slide and then just copy and paste the text box from the original Lesson Objective slide and then edit it to make it past tense!

9. The total lunch bill for seven people is $83
The total lunch bill for seven people is $83. They add a $13 tip and split the bill evenly. How much is each person’s share of the bill?

10. 7p = 98
1p = 98 ÷ 7
1p = 14
Each person will pay __

11. If your heart beats 4,680 times in one hour, how many times does it beat per minute? How many times does it beat in a week?

12. Mary had 1240 picture cards. She kept 80 cards for herself and gave the rest to a group of children. Each child received 8 cards. How many children were in the group?

13. -Use model drawing to determine your answer
Ms. Flowers has a garden filled with roses, lilies and tulips. There are 3 times as many roses as tulips and 4 times as many lilies as tulips. If there are 9 roses, how many total flowers are in the garden?
-Use model drawing to determine your answer
-Show a visual representation of this data with your answer
LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!