Lesson Plan Title: Problem Solving in Mathematics

Local School District: Adams County/Ohio Valley Schools

Grade Level: 7th Grade
Teacher Name: Susan Armstrong
Estimated Total Time: 240 minutes
Daily time allocation: 60 minutes
Number of days: 4

National Standards:

NCTM: (National Council of Teachers of Mathematics)

(http://standards.nctm.org/document/chapter6/index.htm)

Mathematic Benchmarks and Indicators by Grade Level

(http://www.ode.state.oh.us/academic_content_standards/word/Math_Benchmarks_and_
Indicators_by_Grade_Level.doc)

Ohio Standards Connections:

Ohio Standards, Benchmarks, and Indicators (http://www.genevaschools.org/standards/#math)
Mathematics Academic Content Standards:
Key Standard(s), Benchmarks, and Grade Band(s):
Mathematical Processes Standard:
Grade Band 57
Benchmarks:
A. Clarify problem-solving situation and identify potential solution processes;
e.g., consider different strategies and approaches to a problem, restate problem
from various perspectives.
B. Apply and adapt problem-solving strategies to solve a variety of problems,
including unfamiliar and nonroutine problem situations.
C. Use more than one strategy to solve a problem, and recognize there are
advantages associated with various methods.
F. Use inductive thinking to generalize a pattern of observations for particular
cases, make conjectures, and provide supporting arguments for conjectures.
H. Use representations to organize and communicate mathematical thinking and
problem solutions.
J. Communicate mathematical thinking to others and analyze the mathematical
thinking and strategies of others.

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Lesson Plan: Problem Solving in Math1

K. Recognize and use mathematical language and symbols when reading,

writing, and conversing with others.
Other Related Standards, Benchmarks, and Indicators:
Patterns, Functions, and Algebra Standard:
Grade Band 57
Benchmarks
B. Represent, analyze, and generalize a variety of patterns and functions with
tables, graphs, words, and symbolic rules.
C. Use variables to create and solve equations and inequalities representing
problem situations.
Grade 6 Indicator:
6. Evaluate simple expressions by replacing variables with given values and formulas in
problem-solving situations.
Grade 7 Indicator:
1. Represent and analyze patterns, rules, and functions with words, tables, graphs, and simple
variable expressions.
Grade Band 810:
Benchmark A. Use algebraic representations, such as tables, graphs,
expressions, functions, and inequalities, to model and solve problem situation.
Grade 8 Indicator:
4. Extend the uses of variables to include a covariant where y depends on x.

Lesson Summary:
All students will understand that there are multiple strategies that can be utilized in problemsolving situations. Through whole-group discussions, students will be able to explain a problemsolving situation in their own words and determine a possible problem-solving strategy for that
problem. Students will use T-charts/tables to organize possible solutions to given problems.
Communicating mathematical thinking to others as well as analyzing the thinking of others will
be emphasized in this lesson and will be evidenced by both short answers and extended response
solutions.

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Lesson Plan: Problem Solving in Math2

Preassessment:
Explanation of T-Charts
Explain and give students examples of what a T-chart is and how it is used to solve problems.
Chart A.

T-Chart
Present the

following problem to students:

Farmer Craig had a problem. Some of his animals broke through the barn lot fence
and got into the cornfield. He determined that there were fifteen animals missing
from the barn lot and that some of them were chickens and some of them were pigs.
His neighbor counted forty-two legs in the cornfield. How many of the escapee
animals were chickens and how many were pigs?
Give students fifteen minutes to attempt to solve the problem. At the end of the fifteen minutes,
ask students to indicate, on a scale from 1 (not at all comfortable) to 10 (totally comfortable),
how comfortable they are that they could solve and explain this problem and its solution to other
students. Provide the class with a horizontal number line from 1 to 10 drawn on chart paper.
Have each student place a sticky dot on the number line to indicate his/her level of comfort with
the preassessment problem.
Scoring Criteria: Teacher observation.

Postassessment:
Problem Situation: Mr. Sweet, a 7th-grade mathematics teacher, rewarded everyone in
his class for passing a particularly tough prealgebra exam by treating each student to an
ice cream cone at the local Dippity-Dip. Some students chose two dips while others chose
three dips. The waitress dipped ice cream for a long time. When all of the students had
been served, Mr. Sweet counted 27 cones and 70 dips of ice cream. Mr. Sweet, a diabetic,
did not eat an ice cream cone, but his students enjoyed one ice cream cone each. How
many of Mr. Sweets students chose two dips and how many students chose three dips?
Show all work. Write a complete, extended response explaining the strategy you used to solve
this problem as well as the solution.
Scoring Criteria: Use a four-point scoring rubric to assess student work. The rubric
should address mathematical content as well as the students ability to communicate the
validation of the solution in the form of an extended response. Student use of
mathematical language and symbols in the extended response is expected. Students
should be involved in the creation of the rubric that will be used to assess this work. The
same rubric should be used to assess daily work from this lesson so that students are
well aware of teacher expectations.

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Lesson Plan: Problem Solving in Math3

Material and Resources Needed:

Chart paper and markers

Sticky dots

Manipulatives of student choice (beads, blocks, chips, beans, counters)

A copy of each problem-solving situation for each student

Copies of the Preassessment problem

Copies of the Postassessment problem

Copies of the teacher/student-developed scoring rubric

Individual student mathematics notebook

Overhead projector, transparency film, and overhead markers

Calculators

Interdisciplinary Connections:
Mathematics and language arts can be effectively integrated at any grade level. Reading, writing,
and communication should be a natural part of the mathematics classroom on a daily basis.

Procedures:
Day 1: Introduce class by discussing the importance of organization skills when problemsolving, especially when using the guess-and-test method. Illustrate the use of a T-chart
to determine the possible solutions for a problem. As a whole group, work through the
Farmer Craig preassessment problem. Using input from the class, model an effective
extended-response solution for this problem. Create and use the four-point scoring rubric
to evaluate the extended response. Encourage students to come up with ways the response
could be improved. Ask students to copy the days work to keep in their mathematics
notebooks to use as an example when solving similar problems.
Day 2: Divide the class into cooperative groups of approximately four students. Provide
each group with a copy of the Spokes Bicycle Repair problem sheet. Remind students
to review yesterdays work from their mathematics notebook before working on this new
problem. Ask each group to record the strategy used to solve this problem and to prepare
an extended response explaining both the solution and the process used to find it. Allow
students to use manipulatives of their choice to explore solutions to the problem.
Encourage students to refer to the scoring rubric when preparing their extended response
in order to receive the maximum number of points possible. Each group will self-assess
their work using the four-point rubric. The teacher will make contact with each group to
help students who are struggling with the assignment. Have groups use the overhead
projector to share their responses and self-assessment with the class. Class discussion of
these responses and self-assessments will follow the presentations. It is important to
remind all students to offer constructive comments rather than criticism of others work.
Ask students to use variables to create an equation that could be used to solve this
problem: 2x+3y=25, where x represents the number of bicycles to be repaired and y
represents the number of tricycles to be repaired. Calculators will be used to identify
values for x and y. Solve the problem algebraically and have students add this
information to their mathematics notebooks.

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Lesson Plan: Problem Solving in Math4

Day 3: Provide each student with a copy of the Zip the Zookeeper problem sheet. Be
sure that all students know the terms turnstone and terrapin. Review with students the
various ways that have been discussed to solve this type of problem. Refer students to
their mathematics notebooks for examples. Ask each student to work on the Zip the
Zookeeper problem individually. Identification of the strategy used to solve the problem
and creation of an extended response that explains both the solution and the process used
to find it are required. The student will self-assess his/her work using the rubric. The
teacher will also assess the work and offer comments for improvement when necessary.
Day 4: Give each student the postassessment problem situation. Ask students to follow
the directions as printed on the worksheet.

Differentiated Instruction Strategies: (http://www.teach-nology.com/

tutorials/teaching/differentiate/bottom_line/)
Intervention: Students exhibiting difficulty understanding the concepts presented in this
lesson may need to be provided with a completed or partially completed T-chart. The use of
calculators should be encouraged, thus removing some of the emphasis on exact mental
calculations while focusing on the problem-solving strategy being used and the reasonability of
solutions. Some students may need to be assessed as they demonstrate understanding while using
manipulatives.
Enrichment: Students requiring enrichment can create problem situations similar to those
presented in this lesson to be used as a homework assignment. The problems could be shared
with other students and parents through the use of an Internet discussion group.

Extension:
This lesson will lead to the study of many other problem-solving strategies, including graphing.
Students need to be prepared to provide supporting arguments for the use of a particular strategy,
citing advantages of using that particular one. All students need additional practice solving
unfamiliar problems since all high-stakes testing programs incorporate this type of problem.

Homework Options and Home Connections:

Encourage parents/caretakers to actively participate in students learning by visiting the class
Internet discussion board to solve a student-developed problem of the day that is put on the site.

Key Vocabulary:

T-chart

Technology Tips:
Calculators will be utilized to develop possible values for x and y in the equations developed in
each problem situation. Internet discussion boards are an excellent way to involve parents and
other students in this lesson.

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Lesson Plan: Problem Solving in Math5

General Tips:
The communication among students is essential in this lesson in order for students to organize
their thinking and responses. Problem solving is very rarely done in an individual setting in the
real world, so much of the problem solving in the classroom should be done in small groups.
Students need to see modeling of exceptional extended-response answers by both other students
and teachers.

Research Connections:
Source: Mid-continent Research for Education and Learning. (2002). EDThoughts. Aurora, CO.
What can schools do to facilitate students opportunity to learn mathematics? (pp.
67)
How can different learning styles be addressed with consistent expectations? (pp.
89)
What instructional methods support mathematical reasoning and problem solving?
(pp. 1213)
How is mathematical thinking addressed in the mathematics classroom? (pp. 1415)
How does linking instruction and classroom assessment impact student learning?
(pp. 2223)
What roles can assessment play in mathematics teaching and learning? (pp. 3435)
How can mathematical thinking be addressed in the classroom? (pp. 3839)
What is the importance of reading and writing in the mathematics curriculum? (pp.
5051)
In what ways can integrating curriculum enhance learning in mathematics? (pp. 54
55)
How can using instructional technology affect mathematics reasoning and problem
solving? (pp. 6263)
What effect do calculators have on student learning? (pp. 6465)
What do we know about how students learn mathematics? (pp. 7677)
How can teachers help students reflect on and communicate their own learning?(pp.
8889)
What can parents do to support student learning in mathematics? (pp. 9495)
What are characteristics of effective homework in mathematics? (pp. 9697)

Other Web Resources:

RHL School: http://www.rhlschool.com/math.htm
Word Problems for Kids http://www.stfx.ca/special/mathproblems/
http://standards.nctm.org/document/chapter3/prob.htm
About Mathematics: http://math.about.com/cs/testprep/a/ps.htm

Teacher Reflections and Notes:

At the beginning of the lesson, students did not understand the concept of writing effective
extended-response answers. Extensive modeling by both the teacher and students was critical.
The use of the rubric for self-assessment of work was very helpful to show students that they
were making daily progress and served as a motivating force for many students.

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Lesson Plan: Problem Solving in Math6

Preassessment
Date______________

Name_________________________

**Show your work below. Prepare an extended-response explaining both the solution of the problem and the
process used to find it. Remember to refer to your rubric when preparing your extended-response.

Problem Situation:
Farmer Craig had a problem. Some of his animals broke through the barn lot fence and got into
the cornfield. He determined that there were fifteen animals missing from the barn lot and that
some of them were chickens and some of them were pigs. His neighbor counted forty-two legs in
the cornfield. How many of the escapee animals were chickens and how many were pigs?

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Lesson Plan: Problem Solving in Math7

Group Assignment
Date_________________

Names _____________________
_____________________
_____________________
_____________________

**Show your work below. Prepare an extended-response explaining both the solution of the problem and the
process used to find it. Remember to refer to your rubric when preparing your extended-response.

Problem Situation:
Mr. Bill Spoke, the owner of Spokes Bicycle Repair Shop, is in a tizzy. His chief repairman quit
and he has to fix all of the cycles himself. He counted eleven seats and twenty-five wheels. He
noticed that some of the cycles are tricycles and some are bicycles. How many of each type of
cycle need to be repaired by Mr. Spoke?

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Lesson Plan: Problem Solving in Math8

Individual Assignment
Date ____________

Name _________________

**Show your work below. Prepare an extended-response explaining both the solution of the problem and the
process used to find it. Remember to refer to your rubric when preparing your extended-response.

Problem Situation:
Zip, the zookeeper, is responsible for feeding all of the animals in Area 9 at the Goodtime Zoo.
He needs to order feed, but first he must determine how many animals inhabit Area 9. He
counted twenty-one tails and sixty feet. He noticed that the turnstones and terrapins had no
problem coexisting in this area, unlike the polar bears and parrots in Area 14. How many of each
type of animal will Zip be feeding at the zoo?

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Lesson Plan: Problem Solving in Math9

Postassessment
Date______________

Name_________________________

**Show your work below. Prepare an extended-response explaining both the solution of the problem and the
process used to find it. Remember to refer to your rubric when preparing your extended-response.

Problem Situation:
Mr. Sweet, a 7th-grade mathematics teacher, rewarded everyone in his class for passing a
particularly tough prealgebra exam by treating each student to an ice cream cone at the local
Dippity-Dip. Some students chose two dips while others chose three dips. The waitress dipped
ice cream for a long time. When all of the students had been served, Mr. Sweet counted 27 cones
and 70 dips of ice cream. Mr. Sweet, a diabetic, did not eat an ice cream cone, but his students
enjoyed one ice cream cone each. How many of Mr. Sweets students chose two dips and how
many students chose three dips?

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Lesson Plan: Problem Solving in Math10