Trade Word Problems

Overview

Today students will solve short mathematical word problems connected to trade in Native American cultures. They will write an informative explanation of how they solved the problem, including an illustration when useful for comprehension.

Learning intentions

• Students will be able to introduce a trade-related topic and group related facts together in writing.
• Students will be able to solve addition and subtraction word problems using clear steps.
• Students will be able to develop their explanation with facts, definitions, and details.
• Students will be able to include an illustration that helps explain the reasoning.

Success criteria

• I can solve the word problem correctly.
• I can explain my thinking with a complete sentence or two.
• I can show my work (equation and/or step-by-step reasoning).
• I can add a small illustration that matches the problem and my solution.

Curriculum links

• Writing: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension (W.3.2a).
• Writing: Write informative/explanatory texts to examine and convey information clearly and accurately (CCRA.W.2).
• Writing: Write informative/explanatory texts to examine a topic and convey ideas clearly (W.3.2).
• Writing: Develop the topic with facts, definitions, and details (W.3.2b).

Lesson structure (60 minutes)

1. 0–7 min · Warm-up: “Trade story” hook. Teacher reads a short trade scenario (e.g., trading baskets/food/items) with 2 numbers hidden in the story, then asks students to identify what is known and what is being asked. Student responds orally with “We know…” and “We need to find…”

2. 7–15 min · Direct teach: Turn words into math. Teacher models how to underline “known,” circle “question,” and choose addition or subtraction; writes an equation and a one-sentence answer. Student practices with a second mini-problem on a whiteboard, using the same organizer.

3. 15–30 min · Guided practice: Solve 2 word problems. Teacher provides Problem Set A (two problems related to trade), one at a time, and prompts students to explain the strategy before writing. Student solves each problem, then writes a short explanatory paragraph using the frame: “First… Next… So…” plus an illustration.

4. 30–42 min · Writing focus: Informative explanation. Teacher shows what “good writing” looks like for this task: clear topic sentence, related details, correct equation, and an illustration that helps comprehension. Student revises their paragraph by checking: topic sentence matches the problem, details are in order, and the equation is correct.

5. 42–52 min · Independent practice: Solve 1 more problem (quick write). Teacher gives Problem Set B (one word problem), and reminds students to include an illustration if it helps. Student writes their equation and an explanation answer in 3–5 sentences.

6. 52–58 min · Share: “Show, explain, solve.” Teacher invites the student to share one solution and reading it aloud while pointing to the equation and illustration. Student explains what addition/subtraction step was needed and why.

7. 58–60 min · Exit check (short). Teacher asks for a final oral check: “Tell me the equation and the answer.” Student states: “My equation is __. My answer is __.”

Resources

• Problem Set A and Problem Set B printouts (3 problems total)
• Pencil, eraser, lined paper
• Whiteboard or paper for equations
• Crayons/colored pencils for illustrations
• Number line (optional) on a reference sheet
• Story scenario cards for the hook

Assessment

• Teacher observes whether student correctly identifies “known” vs. “asked” in the warm-up.
• During guided practice, teacher checks accuracy of equations and whether student’s explanation matches the steps.
• Exit check: student correctly states the final equation and answer aloud.

Differentiation

• Support: Provide a simple problem organizer with three boxes: “Known,” “Question,” “Equation,” plus sentence starters (“I know… I need… I used…”).
• Support for speech delay: Allow the student to point to underlined words and answer with short phrases before writing complete sentences; accept a drawing-first approach.
• Extension for advanced learner: Ask for a second method explanation (e.g., “Show how you could solve it using a number line or mental steps”) and then write an additional sentence that compares the two strategies.
• Challenge: Require precise details in writing (include the units/items traded in the explanation, and ensure the illustration clearly shows those units).