Lesson Plan #4-Solve Two-Step Word Problems with Like Operations

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

the class and explain their problem solving process.

Resources or Materials Needed

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

solve the word problem with 85% accuracy.

2.   Given a subtraction two-step word problem with like operations, students will write and

solve the word problem with 85% accuracy.

Time: 1 hour

Step 1: Pre-Instructional Activities

•   Review prior lesson with the students.
•   The teacher will show the Powtoon presentation for addition and subtraction (See

Appendix R).

•   Review addition and subtraction terms

•   Explain new learning objective.

Step 2: Content Presentation

•   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 read the whole problem to the students.

•   The teacher will then dissect each sentence one at a time

•   The teacher will ask who is the problem about?

•   The teacher will ask: What are they doing?

•   The teacher will then write the correct response on the board.

•   The teacher will review the acronym C.U.B.E.S to the students

•   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

question, and eliminate the unnecessary information.

•   Tell the students that when I solve word problems I read the whole problem and try to

visualize the story in my mind just like a movie.

•   The teacher will then read the problem again all the way through while students close

their eyes and try to visualize the story.
•   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

we will use to solve this problem?

•   Write the subtraction number sentence

•   Solve the equation

•   Answer the question using the appropriate label

•   Show students how to check work.

•   The teacher will show a two step addition word problem on the promethean board

•   The teacher will read the whole problem to the students.

•   The teacher will then dissect each sentence one at a time

•   The teacher will ask who is the problem about?

•   The teacher will ask: What are they doing?

•   The teacher will then write the correct response on the board.

•   The teacher will review the acronym C.U.B.E.S to the students

•   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

question, and eliminate the unnecessary information.

•   Tell the students that when I solve word problems I read the whole problem and try to

visualize the story in my mind just like a movie.

•   The teacher will then read the problem again all the way through while students close

their eyes and try to visualize the story.

•   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

we will use to solve this problem?

•   Write the addition number sentences

•   Solve the equation

•   Answer the question using the appropriate label

•   Show students how to check work.

•   The teacher will explain the directions for the student task.

Step 3: Learner Participation

•   The students will work in groups design either a two step subtraction word problem or a

two step addition word problem.

•   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 monitor student understanding in groups

•   The teacher will then call one group at a time to come in front of the class and explain the

process of creating and solving their word problem

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

problems for addition and subtraction.
Step 5: Follow-Through Activities

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.

Assessment and Evaluation Method

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.