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Lesson Overview: This lesson will cover how to solve two-step word problems with like
operations. The students will use the C.U.B.E.S strategy in solving these problems. Through
this strategy the students will read, analyze, identify, and solve these problems. The students
will work in cooperative groups to create their own two-step word problem containing a visual
representation, number sentence, labels, and answer. They will then present their problems to
Teacher: promethean board and pen, document camera, sample word problem on construction
paper, two step addition (See Appendix J) and subtraction word problem worksheet
(See Appendix K), Cognitively Guided Instruction 2nd Grade Word Problem Rubric
(See Appendix I), addition and subtraction Powtoon presentation (See Appendix R)
Students: math notebook, pencil, colored pencils, white construction paper, black marker
Performance Objectives:
1. Given an addition two-step word problem with like operations, students will write and
2. Given a subtraction two-step word problem with like operations, students will write and
Time: 1 hour
Appendix R).
The teacher will then ask the students to open their notebooks.
The teacher will have the open their notebooks to the addition and subtraction vocabulary
pages. The teacher will tell the students to use these pages for reference during the
lesson.
The teacher will show a two step subtraction word problem on the promethean board
The teacher will then write the correct response on the board.
Using C.U.B.E.S strategy, the teacher will walk through how to locate and highlight
important information by circling important information, underlining clue words, box the
Tell the students that when I solve word problems I read the whole problem and try to
The teacher will then read the problem again all the way through while students close
Ask the students which clue words or phrases that we underlined tells us what operation
The teacher will show a two step addition word problem on the promethean board
The teacher will then write the correct response on the board.
Using C.U.B.E.S strategy, the teacher will walk through how to locate and highlight
important information by circling important information, underlining clue words, box the
Tell the students that when I solve word problems I read the whole problem and try to
The teacher will then read the problem again all the way through while students close
The teacher will then draw a visual representation and label everything
The teacher will reread the problem
Ask the students which clue words or phrases that we underlined tells us what operation
The teacher will explain the directions for the student task.
The students will work in groups design either a two step subtraction word problem or a
Each group will use a large piece of construction paper to write a two step subtraction
word problem or a two step addition word problem, draw a visual representation of the
problem, label the parts, write a number sentence, solve, and show how they checked
their work
The teacher will then call one group at a time to come in front of the class and explain the
Step 4: Assessment
Each student will be given two worksheets, one with 4 two step addition problems (See
Appendix J) and one with 4 two step subtraction problems (See Appendix K). Students should
show an understanding of these concepts by correctly solving at least 3 out of 4 of the given
A center will be created that has highlighters and addition and subtraction two step word
problems. The students will use the highlighters to highlight the key vocabulary that translates to
the correct operation. The students will then solve the problems in their notebooks.
The students will be assessed through observation and a formative assessment containing 4
addition two step word problems (See Appendix J) and 4 two step subtraction word problems
(See Appendix K). Students will show understanding of this concept if they correctly answer 3
out of 4 problems. They will be assessed using the Cognitively Guided Instruction 2nd Grade
Word Problem Rubric (See Appendix I). They will also be assessed through observation during
their group work and presentations of their group created word problem.