Story Problem Basics

Grade: 7

Time: 30 minutes

Students: 14

Unit: Math in Real Life

Lesson: 1 of 4

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Common Core Standards

CCSS.MATH.CONTENT.7.EE.B.3
Solve multi-step real-life and mathematical problems using numerical and algebraic expressions and equations.

CCSS.MATH.CONTENT.7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

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Learning Objectives (I Can Statements)

• I can identify key information and operation words in story problems.
• I can translate simple real-world situations into one-step mathematical expressions.
• I can explain my reasoning when choosing operations to represent word problems.

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Success Criteria

• Highlighted important numbers and keywords in a word problem.
• Created accurate one-step expressions that match the problem scenario.
• Shared my expressions clearly with the class and explained my choices.

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Materials

• Whiteboard and markers
• Printed story problems worksheet (dyslexia-friendly font like OpenDyslexic or Arial)
• Highlighters (yellow, green, pink)
• Index cards for student-created story problems
• Math journals or notebooks

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Lesson Breakdown

1. Introduction & Engagement (5 minutes)

• Start with a quick interactive warm-up: Present a simple story problem verbally (e.g., "Sam has 8 apples and buys 5 more. How many apples does he have now?")
• Ask students to call out keywords that help solve the problem ("more," "has," numbers) and underline key numbers they hear.
• Introduce today’s goal: identifying key info and writing expressions from story problems.

2. Modeling & Guided Practice (10 minutes)

• Present a story problem on the board: "Lily has 12 pencils. She gives 4 pencils to her friend. How many pencils does Lily have left?"
• Model highlighting important information: numbers (12, 4), keywords ("gives," which suggests subtraction) using different colors for numbers and operation words (multi-color coding for dyslexic-friendly viewing).
• Write the one-step expression: 12 - 4
• Ask a few students to help form a simple expression and explain why.
• Pass out printed worksheets with 3 story problems; students highlight info with highlighters first, then write one-step expressions below each problem.

3. Collaborative Practice (10 minutes)

• Pair up students to exchange story problems from their worksheets.
• Each student reads their partner’s problem aloud; partner highlights info and writes an expression.
• Students discuss if the expressions match and why.
• Circulate to support and provide corrective feedback.

4. Independent Application & Extension (4 minutes)

• Ask students to write one simple one-step story problem on an index card using a real-world scenario they like—shopping, sports, school, etc.
• Advanced learners will create two different one-step expressions from their story problem with different operations.
• Collect index cards for next lesson’s use in a storytelling math game.

5. Wrap-Up & Reflection (1 minute)

• Quick round: Each student says one key word from a story problem and the operation it points to.
• Reiterate the importance of keywords and numbers in solving problems.

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Differentiation Strategies

• For struggling learners and students with dyslexia:

  • Provide dyslexia-friendly worksheets with wider spacing and Arial/OpenDyslexic fonts.
  • Use color-coding for keywords and numbers.
  • Offer oral reading support and allow highlighting instead of written notes only.

• For advanced learners:

  • Challenge with creating story problems involving two-step expressions or inequalities.
  • Encourage explaining reasoning with “I can…” statements orally or in written form.

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Assessment

• Monitor students’ ability to highlight keywords and numbers accurately during activities.
• Evaluate correctness of one-step expressions formed individually and in pairs.
• Review index cards for clarity and creativity of student-generated problems.

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Teacher Notes

• Maintain a positive, encouraging environment where students feel comfortable sharing and explaining their problem-solving approach.
• Use consistent color coding when teaching keywords (e.g., yellow for addition/subtraction words, green for multiplication/division words).
• Prepare worksheets and materials in advance using dyslexia-friendly formatting to support all learners.

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By following this structured, engaging plan, students will build a solid foundation in translating everyday situations into math expressions, meeting Common Core objectives while enjoying a meaningful, accessible experience.