9 Algebrawordproblems

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Algebraic Word Problems: Teacher-Led Lesson Plan
Subject/Strand/Topic: Math Grade(s) / Ontario Expectations:
Number Sense and Algebra Course(s): MFM1P: NA2.07
9: MFM1P, MPM1D MPM1D: NA2.07
Key Concepts: algebraic word problems, introduction
Link: http://www.wisc-online.com/objects/index_tj.asp?objID=TMH5206
Required Materials: Pre-Assessment/Answer Key, Teacher-Led Handout, Teacher-Led Handout Answer Key,
Post-Assessment/Answer Key, Pencils, Calculators
Before Starting: A data projector and Internet access will be needed for this teacher-led demonstration.
Introduction (~ 10 minutes including pre-assessment)
1. Distribute pre-assessment to students (approx. 5 minutes)
2. Distribute lesson handout to students
3. Introduce learning object to students (students will be learning how to solve word problems)
Use of Learning Object with Handout (~ 20 - 30 minutes)
Part A of Handout (~ 10-15 minutes)
1. Access link above
2. Use the and buttons to advance (or retreat) within the pages

3. The page numbers are located in the top right hand corner of the learning object
4. Read the steps for solving a word problem on Page 2 (students should fill in the blanks in Part A)
5. Read the word problem on Page 3
6. Q: How many unknowns are there in this problem? (students answer the first 2 questions under the
Example portion of Part A)
7. Go through Pages 4 – 10 with students (students complete Part A during this time, except concluding
statement)
8. Discuss Page 11 with students (i.e., how to determine the other 2 numbers once x is determined)

Part B of Handout (~ 5-7 minutes)
1. Read Page 12 to students
2. Think/Pair/Share: How can we use the numbers in our solution to check if our answer is really correct?
3. After this discussion, students complete the first answer in Part B
4. Guide students through substitution to check if answers add to 180

Part C of Handout
1. Learning object is not needed for Part C
2. Students should take ~7-10 minutes to complete the questions in Part C (may need help getting started)
Consolidation (~ 10 minutes including post-assessment)
1. Q: What is the most important part of solving a word problem? (the most important part is setting it up,
determining unknowns and equation to solve)
2. Q: What are some ways we can make it easier to set up a word problem? (determine number of
unknowns (i.e., number of let statements), draw a picture, underline key words and numbers in the
problem, etc)
3. Distribute post-assessment (approx. 5 minutes)

© 2007 University of Ontario Institute of Technology (UOIT) ~ Permission to Copy
Teacher-Created Resources: Teacher-Led Lesson Plan
Page 1 of 1
Algebraic Word Problems Name: ___________________________
Teacher-Led Lesson Pre-Assessment Birthday: ____________________________ 8

Read all questions carefully before answering.

Combined, Jackie, Frank, and Elsie’s ages total 25 years. Frank is 5 years older than Jackie and Elsie’s age
is 3 times Jackie’s age. Determine the age of each person.

Note: You only need to show any work for the Steps below that are worth marks.

Step 1: Read the word problem above carefully.

Step 2: Represent the unknowns with a variable or algebraic expression. [3 marks]

Step 3: Write an equation that models the word problem. [1 mark]

Step 4: Solve the equation and write a concluding statement. [4 marks]

Step 5: Check to see if your answer makes sense in the original words of the problem.

© 2007 University of Ontario Institute of Technology (UOIT) ~ Permission to Copy
Teacher-Created Resources: Teacher-Led Lesson Pre-Assessment

Algebraic Word Problems Name: ___________________________
Teacher-Led Lesson Pre-Assessment Birthday: ____________________________ 8

Answer Key
Read all questions carefully before answering.

Combined, Jackie, Frank, and Elsie’s ages total 25 years. Frank is 5 years older than Jackie and Elsie’s age
is 3 times Jackie’s age. Determine the age of each person.

Note: You only need to show any work for the Steps below that are worth marks.

Step 1: Read the word problem above carefully.

Step 2: Represent the unknowns with a variable or algebraic expression. [3 marks]

Let x represent Jackie’s age.
Let x + 5 represent Frank’s age.
Let 3x represent Elsie’s age.

Step 3: Write an equation that models the word problem. [1 mark]

x + x + 5 + 3x = 25

Step 4: Solve the equation and write a concluding statement. [4 marks]

x + x + 5 + 3x = 25
5x + 5 = 25
5x = 20
x = 4

Therefore, Jackie is 4 years old, Frank is 9 years old, and Elsie is 12 years old.

Step 5: Check to see if your answer makes sense in the original words of the problem.

© 2007 University of Ontario Institute of Technology (UOIT) ~ Permission to Copy
Teacher-Created Resources: Teacher-Led Lesson Pre-Assessment

Algebraic Word Problems Name: _____________________________
Teacher-Led Lesson Handout Date: ______________________________ 33

Part A: How to Solve a Word Problem

Write down the basic steps in solving a word problem. [5 marks]

Step 1: ________________________________________________________________________________

Step 2: ________________________________________________________________________________
________________________________________________________________________________

Step 3: ________________________________________________________________________________

Step 4: ________________________________________________________________________________
Also, write a concluding statement.

Step 5: ________________________________________________________________________________
________________________________________________________________________________

Example: A 180-meter cable must be cut into three pieces. The second piece must be three times as long as the
first. The third piece must be 40 meters longer than the first. Find the length of each piece.

1. How many unknowns are there in this problem? [1 mark] ________________________________________

2. How many numbers should be in the concluding statement? [1 mark] _______________________________

3. Solve the problem:

Step 1: ------ Read the problem carefully. It helps to underline key numbers or words! -------

Step 2: Let ______________ represent the length of the first piece. [1 mark]

Let ______________ represent the length of the second piece. [1 mark]

Let ______________ represent the length of the third piece. [1 mark]

Step 3: We know that the lengths of the three pieces must ADD to equal _______. [1 mark]

Equation to solve: ____________________________________________ [2 marks]

Step 4: Solution: [3 marks]

Concluding Statement: [3 marks] _____________________________________________________
_____________________________________________________________
_____________________________________________________________

Step 5: ------ Check to ensure your answer makes sense. ------
© 2007 University of Ontario Institute of Technology (UOIT) ~ Permission to Copy
Teacher-Created Resources: Teacher-Led Lesson Handout
Page 1 of 2

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...Algebraic word problems teacher led lesson plan subject strand topic math grade s ontario expectations number sense and algebra course mfmp na mpmd key concepts introduction link http www wisc online com objects index tj asp objid tmh required materials pre assessment answer handout post pencils calculators before starting a data projector internet access will be needed for this demonstration minutes including distribute to students approx introduce learning object how solve use of with part above the buttons advance or retreat within pages page numbers are located in top right hand corner read steps solving problem on should fill blanks q many unknowns there first questions under example portion go through complete during time except concluding statement discuss i e determine other once x is determined b think pair share can we our solution check if really correct after discussion guide substitution answers add c not take may need help getting started consolidation what most important...

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