Teacher: BurksThree Day Lesson Plan
Subject: Third Grade MathLESSON PLANProblem Solving/Estimation
STANDARD:SOL 3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping.
The student will use problem solving, mathematical communication, mathematical reasoning, connections and representations to
*investigate and identify key concepts
*explore various strategies for problem solving
ESSENTIAL QUESTION(s)/Big Idea:
- What are some strategies that you use to solve word problems? (e.g. number clues, key words, choice of operation)
- What is estimation and how can it be used to solve addition and subtraction problems? (Define estimate)
- When is estimation enough information to solve a problem? Guide students to understand that when a problem asks for “about” how many, they can use an estimate.
OBJECTIVE:
Today I willcreate a thinking map to guide me in problem solving steps so that I will be able to apply estimation as a strategy to solve single-step and multistep problems.
Verb(s) from SOL / Cognitive Level / Demonstrated when students…
estimate / Synthesis / Can solve problems by finding an approximate answer, predict the place value of an answer or prove the reasonableness of an answer.
solve / Application / Can apply estimation strategies to solve single step and multistep problems.
MATERIALS/ RESOURCES: Document camera, math interactive notebooks, chart paper, markers, flow map template, colored pencils, math manipulatives (base ten blocks) and place value mats.
INTRODUCTION &
UNIT CONNECTION / Day 1: Students will createa circle map and frame of reference in their interactive notebooks to brainstorm a number of problem solving strategies. Using this information, the teacher will model using a flow map to illustrate problem solving steps for single step and multistep word problems. Students will record this model in their interactive notebooks. The teacher will also guidestudents in defining estimation. (Estimates are helpful when dealing with very large numbers and save time when an exact answer is not needed.)
Day 2: The teacher will present the whole group with the following problem about estimating a sum:
Mrs. Weddle’s class is collecting box top labels for a new computer. The class collects 104 labels in September and 328 labels in October. They need 500 labels for a new computer. Can the students find out if they have enough labels without counting them or adding 104 and 328?
Have students apply their problem solving steps to set up the mathematical equation. Display/write the equation under the document camera. Then have students do the activity to solve the problem. Distribute Base Ten Blocks to students. Introduce the concept of rounding to students, and explain how they can use rounding to estimate sums and differences. With students, practice rounding one-, two-, three-, and four-digit numbers using 5 as a benchmark.
- Have students model the numbers 104 and 328 using base 10 blocks. Have students use these models to assist them in rounding to the tens place.
- Students should then model the rounded numbers using base 10 blocks. Ask students to add the rounded numbers to find the sum. Have students write down the rounded sum. Ask: What number did you round 104 to? How did you know to round down instead of up? What about 328? How did you know to round up?
- Now ask students to find the exact answer using blocks. Have students write down their exact answer and compare it to their estimated answer. Ask: Was your estimate close to the exact answer? What if you rounded the same numbers to the closest hundred?
Give students sample addition and subtraction word problems. Some problems should ask for an exact answer, while others should indicate that they require an estimate by using phrases such as “about how many.” Have students decide for each problem whether an exact answer or an estimate is needed. For problems requiring an estimate, have students estimate using mental math first. Then have them use Base Ten Blocks to check their answers.
GROUPED LEARNING ACTIVITIES & FORMATIVE ASSESSMENTS
(Groups were formed based on pre/formative assessment data)
Indicators of Engagement
☐ Instruction matches objective/standard
☐Chances given for student taking initiative
☐Chances given for student choice
☐What-if, predictions, compare-contrast / Flexible Tier 1
Day 3 / Flexible Tier 2
Day 3 / Flexible Tier 3
Day 3
Students will read their sample word problem (involving 3 and 4 digit numbers) and use problem solving strategies to solve.
Students will write down the steps that they used to solve the problem. Students will work in their cooperative learning group to create a thinking map of their choice to explain how they solved the problem, either using estimation or by finding the exact answer.
Manipulatives will be made available to aid in problem solving.
If time allows, students may utilize the classroom computers to access individually assigned lessons utilizing Moby Max and IXL technology programs to practice/extend their problem solving by applying estimation.
Kahn Academy will also be made available for students. / Students will read their sample word problem (involving 3 digit numbers and multiple choice answers) and use problem solving strategies to solve.
Students will be given a prepared flow map template to utilize in working in partners(guided by the co-teacher) to illustrate and explain the steps they used to solve the problem, either using estimation or by finding the exact answer.
Partners will be given base ten blocks to build models for their problem solving and will be supported by the co-teacher.
If time allows, students may utilize the classroom computers to access individually assigned lessons utilizing Moby Max and IXL technology programs to practice/extend their problem solving by applying estimation.
Kahn Academy will also be made available for students. / Students will read their sample word problem (involving 2 digit numbers and multiple choice answers) by listening to the teacher read aloud first. The teacher will guide the students in each problem solving step to solve the problem.
Students will be given a partially completed flow map template to work with a partner to add problem solving steps to explain their thinking.
The teacher will model the use of base ten blocks to guide the students in their problem solving.
If time allows, students may utilize the classroom computers to access individually assigned lessons utilizing Moby Max and IXL technology programs to practice/extend their problem solving by applying estimation.
*Kahn Academy will also be made available for students.
WHOLE GROUP/ INDPENDENT LEARNING ACTIVITIES & FORMATIVE ASSESSMENTS
Indicators of Engagement
☐ Instruction matches objective/standard
☐ Chances given for student taking initiative
☐ Chances given for student choice
☐ What-if, predictions, compare-contrast / Day 3: Students from each group will present their addition or subtraction problem to the class. They also utilize their thinking maps to illustrate their problem solving steps as they explain and model (using base ten blocks) how they solved their problem by either finding the exact sum/difference or by using estimation. The teacher will evaluate the thinking map from each group and provide feedback and ask the class to share any questions/corrections/feedback.
Students will use their problems and thinking maps to write to describe how they used base ten blocks to help them estimateor find the exact sum or difference. They should also write a sentence to justify their answer.
Students will then work in pairs to generate word problems requiring estimation to solve single step and multi-step problems using two-, three- and four-digit numbers. These problems will be used as practice problems in math groups.
Reflection:
Next Class:
© Justin Tucker 2014