Beacon Lesson Plan Library
Las Problemas (The Problems)
Amanda Yates Polk County Schools
Description
Students will review math vocabulary in the target language and create math problems in the target language.
Objectives
The student recognizes and appropriately uses oral syntax (grouping of words into sentences and phrases) and inflection in spoken target language.
Materials
Chart paper
Markers
Vocabulary notes
Paper and pencil for each student
Sample word problems
Preparations
1. Have the math terms written on a piece of chart paper. Write: menos minus divido divide y add son equals haythere is, there are Cuantos hay?How many are there?
2. Print the sample word problems from the file and use them to write the problems on the board.
3. Have textbooks accessible to the students (for #s1100).
Procedures
1. Orally review some simple math terms in Spanish. Words to review:
y plus menos minus dividodivide
pormultiply sonequals Cuantos hay?How many are there?
HayThere is, There are
Review by calling on students to say the Spanish word for each English math term.
2. Review numbers from 1100. Instruct students to go around the room, by rows, counting alooud in Spanish. Have students stop when they reach 100.
Tell students the page in their textbook where they can find numbers 1100 written in Spanish.
3. Write the sample word problems on the board. Call on a student to read the problem aloud. Offer guidance and feedback.
4. Call on another student to translate the problem to English.
5. Call on another student to say the answer in Spanish and then in English.
6. Tell the students that they are to use the vocabulary they have learned so far, to make up 5 of their own word problems. They must write the problems in Spanish. When they are finished they will swap with another student and solve each other's problems and write a math sentence using the words in #1. Have students return the papers and practice one problem to be read and solved aloud.
7. Answer any questions the students have about the assignment.
8. Give the students 2025 minutes to write the problems. Walk around the room and make sure that they are on the right track.
9. When all students have finished, have the students exchange papers and solve the problems. Make sure they write their namess on the bottoms and identify themselves as the problem solvers.
10. Call on students to share a problem and the answer they obtained. Keep a checklist to note which students need additional help on syntax and grammar in the target language.
11. Give positive/corrective feedback.
12. Collect the problems/solutions.
Assessments
Observe the students while they are working. Check the oral work for content, correct Spanish grammar usage, and answers given to the problems. Give each student positive/corrective feedback. Allow the students to restate the problems until they reach mastery of the syntax.
Extensions
1. Have students create word problems, using new vocabulary, such as family words.
2. After you have taught numbers higher than 100, have students create word problems, using those higher numbers.
3. Use this lesson with limited English students, but have them write the problems in English and translate them to Spanish.
Attached Files
Sample Word Problems File Extension: pdf
