Three Part Lesson Plan - Kelly Little's Math Portfolio



K. Ferguson Math, Part 1

Three-Part Lesson Plan

|Grade: 3 Strand: Number Sense and Numeration |

|Curriculum Expectations |Solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies |

|Addressed |Add and subtract three-digit numbers using a variety of mental strategies |

|Learning Goal (Student |I am learning to understand what a problem is asking and choose a strategy that will help me to solve it. |

|Friendly Language) | |

|Mathematical Processes Focus |X |

|Action |Partner Problem: |

| |The three Grade 3 classes at ______ Elementary School brought in a total of 96 books for the Books for Bricks |

| |fundraiser. Ms. Smith’s class brought in 35. Ms. Ferguson’s class brought in 27. How many books did Ms. Jones’ class |

| |bring? |

| | |

| |Provide an optional parallel task for students who require additional support: Altogether, Ms. Ferguson and Ms. |

| |Smith’s classes brought in a total of 22 books for the Books for Bricks fundraiser. Ms. Ferguson’s class brought in 15|

| |books. How many books did Ms. Smith’s class bring in? |

| |Each student is given a copy of the problem on a strip of paper. The question is read together as a class and then the|

| |students are given a few minutes to read it independently. |

| |Students then meet with a partner to solve the problem. First, one partner needs to paraphrase the question in his/her|

| |own words. The other partner writes the answer sentence to the question at the bottom of the page they will be using |

| |to solve the problem, leaving a blank where the answer will go once it is determined. This helps students to keep in |

| |mind what they are looking for as they work through the problem. |

| |Give students an opportunity to independently reflect on the problem again and choose a strategy to help them solve |

| |it. Students then meet again with their partner and each share the strategy they were thinking of using. Together |

| |they decide how to get started with solving the problem. |

| |Students work in pairs to solve the problem while the teacher circulates to offer support and prompting as needed. |

| |Halfway through the action phase, provide students with the opportunity to “borrow and share” with their peers. |

| |Students can take a moment to observe the solutions of other students, which may provide them with additional ideas or|

| |thoughts to consider. |

| | |

| |Technology/Manipulatives/Materials: |

| |Problem written on a strip of paper for each student |

| |Blank paper/chart paper for student solutions |

| |Variety of manipulatives available for students |

|Success Criteria |Problem Solving Success Criteria |

| |I chose an appropriate strategy to solve the problem. |

| |I showed my work with a model, drawing, chart, or numbers, etc. |

| |I solved the problem and made sure my answer was reasonable. |

| |I double checked my work. |

| |I wrote a clear answer sentence. |

| |I explained the strategy I used. |

|Consolidation |Math Congress |

| |Select pairs of students to come up and share their solutions with the class. Try to select students who solved the |

| |problem using different strategies. Start with the least efficient strategy (e.g. drawing a picture) and work up to |

| |the most efficient (e.g. using an open number line). |

| |After students present their strategy, have the other pairs look at their own solutions and determine if they solved |

| |the problem using the same strategy. |

| |Guide the whole-class discussion toward the key strategies and ideas that were used to solve the problem (i.e. using |

| |subtraction or an open number line to find the missing piece of information in the question, breaking the problem into|

| |smaller steps, etc.). |

| | |

| |Guiding Questions: |

| |What similarities and differences do you notice between the strategies used? |

| |Did anyone combine different strategies? |

| |Are there any strategies that you think would definitely not work for this problem? Do all strategies work for all |

| |problems? |

| |Did any groups who chose the same strategy carry it out differently? |

| |How could we use estimating to help us check if our answers are reasonable? |

| |Did you notice a strategy or tool used by another group that you would like to try? Why? |

| |If you were solving this problem again, would you use the same strategy or a different one? Why? |

| | |

| |Technology/Manipulatives/Materials: |

| |Document camera and projector to share solutions |

|Independent Task |Independent Problem: |

| |The Grade 3 students at ________ Elementary School need 87 snowballs for their fort. At first recess they made 34 |

| |snowballs and at second recess they made 28 more. How many snowballs do they still need to make to complete their |

| |fort? |

| | |

| |Parallel Task: |

| |The Grade 3 students at _________ Elementary School need 25 snowballs for their fort. They made 12 at first recess. |

| |How many more do they still need to make to complete their fort? |

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