Faye Waanders

Grade: 3
Subject: Math
Time: 1 Hour
October 29, 2014
Objective:
Students will be able solve problems using pictures by participating in
a class discussion and after working on problems with a partner.
3.NBT.2 Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
Blooms Taxonomy: Synthesis
Opening:
1. The teacher will have a problem up on the board. (Anticipatory
Set)
2. The teacher will review what they have already learned and
introduce what they will be learning today You have learned to
make an organized list to solve problems. Today you will learn
how you can draw a picture to help you solve a problem.
3. The teacher will then ask the students When in everyday life
have you found a picture helpful to understand a situation?
Anticipated responses (A map) (Diagram)(Checking for
Understanding)
4. If no response is given, the teacher will give and explain
examples.

5. Teacher will have students turn to a clean page in their math

notebooks. The problem from anticipatory set will now be solved.
Solve step by step together. An aquarium has 25 guppies and
18 goldfish in it. How many fish live in the aquarium? (43)
Draw a picture to help solve the problem then write a
number sentence. Draw and allow time for students to draw.
Remind them to organize and group as they draw. Ask What
information are you given in the problem? (The number of
guppies and goldfish) What are you asked to find? (Total
number of fish) Draw Diagram and explain
Diagram-

6. The teacher will tell the students that today we will be working
on problems with a partner.

Presentation
1. The teacher will allow students to pair up. (Making
heterogeneous pairs if needed)
2. The teacher will give out examples and have the students solve
them with their partner and answer as a class. Allow time for
students to draw Many students will have different
ways to group and solve with drawing. After they draw
have them diagram.(Review)

3. Teacher will then solve the problem by drawing and diagraming

on the board. (Input/Modeling)
4. The teacher will go through a few problems with the class.
5. Do you think this can work with 3 numbers? (YES) Lets try it
give example
6. Students will solve the problems with their partners and go over
them as a class. (Checking for understanding)
7. Then the teacher will count aloud and solve the problems with
the class.
8. Then the teacher will call a student or two up to draw a
problem/diagram on the board.
Guided Practice:
9. The teacher will tell the students to stay with their partner.
10.
The teacher will hand out worksheets.
11.
The students will work together on worksheets as the
teacher comes around to assess.
12.
The students will be reminded that organizing and
grouping their drawings is helpful. The teacher will walk around
and assistance an student who may need it.
13.
If the students are struggling the teacher will have the pair
go to the back table for review.
14.
If the pair needs more help after the review the teacher will
hand them number blocks to help them count. (Alternative
Strategy)
15.
For advanced pairs the teacher will allow them to create
problems and solve them on their own, once they finished the
worksheet. (Alternative Strategy)
Closure:
16.

The teacher will put a final problem on the board.

17.

The teacher will have the class solve the problem as an

exit ticket.
18.
The teacher will then ask the class what the learned about
drawing/ diagraming today? Anticipated responses- (Drawing
and organizing helps solve problems)
19.
The teacher will then state that today we learned about
using drawings and diagrams to solve math problems. Homework
tonight is also drawing and diagrams.
20.
The teacher will then state that tomorrow we will be
working on drawing diagrams with subtractions.
Assessment:
Formative:

Students will be formatively assessed when they solve on their

clean sheets of paper/white boards.

Individual measurability:

Individual measurability takes place when students are called up

to solve on the board.

Also when the students work with a partner, the teacher will
come around and check understanding for the individual
students as well as the pair.

Summative:

On the next unit test students will be asked to create and solve
draw diagrams.

Differentiation:
Content

The use of the board will help visual learners see the
multiplication and understand better as the teacher goes over
drawing to solve problems. (Learning styles)

Process:

The teacher will place the students into heterogeneous pairs if

needed. Lower student with higher student. (Instrumental

grouping)
Students who are having a difficult time will go to the back table

for review and may be number blocks for assistance. (Input)

During guided practice students can look at problems solved on
the board for a reference. (Classroom organization)

Product

Students that are struggling will number blocks. (Varying task)