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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