Miranda Sirimis

Third Grade

Lawrenceville Elementary School

Ms. Gallagher
TCNJ Lesson Plan
Bar Model Math Lesson

Guiding and/or Essential Questions

How can you use the strategy of drawing a diagram to solve one and two step addition and
subtraction problems?
How do we apply math to different situations in the real world?
How does the language used in a word problem help us decide whether we need to add or
subtract to get the answer?
How can we use the same bar model and apply it in problems using two distinct number
operations?
Pre-lesson Assignments and/or Students Prior Knowledge
Students will already be familiar with using the standard mathematical algorithm to solve multidigit addition and subtraction problems. They should have knowledge about place-value and how
to line up digits according to these place values when solving addition and subtraction problems.
Students should be comfortable with single-digit addition and subtraction facts and be able to
apply and use them accordingly in other contexts. Students should be familiar with and be able to
identify the language and phrases used in word problems that indicate what operation is to be
used when solving.
Common Core State Standards (CCSS)
CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation strategies including
rounding.
Learning Objectives and Assessments
Objectives

Assessment

Students will interpret word problems,

utilizing the information provided to construct
a bar model that they will use in multi-digit
addition and subtraction operations.

Teacher will have students complete the

accompanying worksheets for this particular
lesson, solving select problems both together as
a class and independently. Teacher will assess
students based on responses contributed through
out the duration of the lesson and after, by
assessing completion and answers on
worksheets.

Students will demonstrate the process and

thinking used in solving one and two-step
addition and subtraction problems.

Teacher will have students come up to the board

to show their work, while explaining the
thought process they used to solve the problems.

Teacher will assess the students explanations

for appropriate language and mathematical
thinking.
Materials/Resources
[Curriculum Resource] Go Math third grade teachers manual- Lesson 1.12 pages 51A-53
[Internet resource/Reference material] 150+ Math Essential Questions document
http://webcache.googleusercontent.com/search?
q=cache:nijHXQBFRv0J:www.saydel.k12.ia.us/cms_files/resources/150 Essential
Questions (1).docx+&cd=1&hl=en&ct=clnk&gl=us&client=safari
White board
Dry erase markers of various colors
Document camera/projector
Stapler
[Student resource/material] Worksheets from Go Math student edition textbook- Lesson
1.12 pages 51-54
Word wall terms: bar model, reasonable, diagram
Pencils
Plan for set up/distribution of materials
Students will have math textbooks at their desks. Prior to coming to the rug at the start of the
lesson, students will rip out the indicated pages in their textbook and bring them to the rug.
Students will not bring pencils with them to the rug, rather they will be paying attention as I fill
in information on the board. An image of the worksheet will be projected on the whiteboard
using the document camera. As students are seated on the rug, they will pass around the stapler
to staple the pages from their math textbook together. When students go back to their seats, they
will use their pencils to fill in the worksheets.
Lesson Steps
1. Lesson Beginning: I will start the lesson by having students open up their textbooks to
the indicated pages. I will instruct the class to rip out the pages being used for todays
lesson and call the class over to the rug once they have done so. When all students are
seated on the rug, I will introduce the concept by providing them with a scenario in which
we keep score using numbers. I will ask the students to contribute examples about when
we keep score and how we use them to gather information. Based on this prompt,
students will ideally share that we use different types of scoring with numbers in sports,
games, voting elections, etc. To help garner student interest, I will ask for a few children
to share some experiences where they used scoring in their own lives to keep track of
who won, who lost, and how the numbers provided them with valuable information.
2. After having introduced the concept of scoring to students, I will apply the concept to
addition and subtraction and how we are going to be using word problems that ask us to
use math strategies to figure out information about the scenario provided. I will explain
the strategy that we are going to be using called the bar model, and how it helps us solve
addition and subtraction problems. I will elaborate by saying that this strategy uses
diagrams and drawings to guide us. I will draw two examples of the bar model on the

3.

4.

5.

6.

7.

board, one that depicts an addition problem and the other that depicts a subtraction
problem. For addition, I will explain that it involves combining numbers, so the bar
model is going to show that by placing two bars side by side, each one a different length.
Putting the two bars together shows the sum. On the other hand, I will explain that
subtraction shows differences and that the bar model is going to show that by placing two
bars on top of each other and comparing how much bigger one is than the other. I will use
the brackets to show how the difference in a subtraction problem can be depicted using
the bar model.
After having introduced the concept to the students, I will project the first problem on the
white board and walk them through how to solve it. I will go through the steps and
students will pay attention, this time not contributing responses but rather, only absorbing
the information. I will read the problem once all the way through and then go back to
identify key information that will be used in solving it. Using markers, I will circle 84
points, underline first round, circle 21 more points, underline second round than in
the first round, and put a box around total score.
I will then walk students through the steps of how to interpret the language used in the
problem, by filling in the blanks underneath the read the problem section of the
worksheet. As I fill in the blanks, I will explain my thought process and use the
underlined/circled parts of the problem to fill in the requested information.
I will then move on to the solve the problem section of the worksheet and explain that
it requires us to complete two separate steps. The first step is asking us to find out how
many points were scored in the second round of the computer game. I will fill in the
blanks of the bar model and solve the operation by adding 84 and 21 to get 105,
indicating the number of points scored in the second round. I will then move on to the
second step that asks for the total score of both the first and second rounds. I will fill in
the bar model using the information provided in the problem and the number calculated
from the first step to find the total score, adding 84 and 105 to get 189. Using this
calculated numbers, I will fill in the answers to questions found at the bottom of the page
asking for the score in the second round and the total score of both rounds.
After having demonstrated and explained the procedure for solving the problem on the
first page, I will ask students to return to their seats so we can solve the next problem
together. I will read the problem aloud to the students, one time all the way through. I will
go back an underline and circle the important parts just as I did for the first problem.
Using the information in the problem, I will ask students whether or not we need to use
subtraction or addition to solve it. Students will realize that because the problem asks for
how many more points, we need to use subtraction.
Using student responses, I will fill the in the information asked for in the read the
problem section. I will read the questions one at a time and call on students to respond.
As they respond, I will repeat the information and fill in the worksheet on the white
board. After having completed the read the problem section, we will proceed to the
solve the problem section, where students will once again contribute responses as I ask
questions in regards to the information that needs to be filled in to get the answer,
subtracting 265 and 142 to get 123. I will point out that the bracket showing the different
lengths of the two bars indicates the difference in scores and the answer to the problem. I
will then ask students to contribute responses to the questions at the bottom of the page as
I fill in the information on the white board. I will go over the term reasonable, used in

question number 4, explaining that it means makes sense. While going over this
problem with the students, they will be following along and filling in the information on
their sheets.
8. Students will then solve problem numbers 1 & 2 on the share and show page,
independently at their seats. While they are solving the problems, I will walk around the
classroom, providing guidance to students as necessary. After having given the students a
few minutes to work through the problems on their own, I will go over the procedure and
answers for solving the problems on the board. I will once again underline and circle the
important parts of the problem. I will explain that this is a two-step problem. The first
step requires us to find out how many people voted for Ben. In order to solve this, we
need to use subtraction, because the problem says that he received 25 fewer votes than
Sara. I will fill in the bar model found on the side of the page, subtracting 73 and 25 to
get 48. I will then proceed to the next step, which is to find how many total votes. Since
this asks for total number votes, we need to use addition to solve this part of the problem.
Using the number calculated from the first step and information provided in the problem,
I will fill in the bar model, adding 73 and 48 to get 121. I will then go over question
number 2, the hot problem, emphasizing the fact that it changes the scenario to include
3 students rather than 2, while maintaining the same number of votes. I will draw out the
model using three bars, indicating the three students in the election. I will then explain
that since the number of votes is the same, the three numbers should still add up to 121.
As I am explaining these problems, students will be following along and checking their
work.
9. We will then move on to the on your own page, where students will complete problem
numbers 5 & 8 independently. As students are completing the problems at their seats, I
will provide guidance as necessary. After students have completed the assigned problems,
I will call on a volunteer to come up to the board and show their work for number 5 to the
class. I will make sure that they are explaining their thought process and drawing the
diagram/model on the board. After the student has showed their work, they will return to
their seat and I will review the problem and procedure with the class once again. For
problem number 8, rather than having students come up to the board to write their
response, I will call on someone to answer and explain. This problem requires students to
think about rounding and estimation, drawing on information from previously taught
lessons and concepts.
10. Closure: To close the lesson, I will review three of the new math terms that we learned;
bar model, diagram, and reasonable. I will present the class with the slips of paper that
say the terms on them, and give them to three students to attach/display on the math word
wall in the classroom.
Key Questions
How do we use scoring in the real world?
What are some examples of how we use scores?
What information can we learn by looking at number scores?
What do we do when we add numbers? When we subtract numbers?
What are the key words in this problem that tell us how to solve it?
How do we know if we are supposed to add or subtract?
What do I need to find?

What information do I need to use?

How will I use the information?
Do we need to use addition or subtraction to solve this problem? How do you know?
Logistics
Timing (approximately 37 minutes total)
Lesson Beginning- 3 minutes
Introduction of concept- 5 minutes
Demonstration/explanation of first problem- 5 minutes
Demonstration/explanation of second problem with student contribution- 5 minutes
Share and Show independent student completion- 5 minutes
Share and Show teacher explanation- 3 minutes
On Your Own independent student completion- 5 minutes
On Your Own student share and explanation- 3 minutes
Closure and word wall terms- 3 minutes

Transitions
o I will call the students over to the rug at the start of the lesson, after they have ripped
out the indicated pages in their textbook. Students will bring the pages with them to
the rug. When the students come to rug, I will pass around the stapler so they can
staple their pages together.
o After having gone over the first part, I will dismiss the students and have them return
to their seats, bringing their papers with them.
o Prior to finishing the lesson, while the students are at their seats, I will call on three
volunteers to put the terms on the word wall.
Classroom Management
o When calling students over to the rug, I will have one table come over at a time. I will
look for good behavior and have tables come over that are demonstrating whole
body listening. Tables will not be called over to the rug unless they are showing
appropriate behavior and are demonstrating that they are ready for the lesson.
o When students are seated on the rug, I will instruct them to sit in a pretzel leg fashion.
I will remind them that they should be seated on their own personal leaf to ensure that
there is enough space between each student on the rug.
o I will only call on students that are raising their hand, not calling out, demonstrating
appropriate classroom behavior, and whole body listening.
o When asking for student responses and having them share experiences, I will limit the
amount of time allowed for this part of the discussion to 2 minutes or 3 students total.
When students share, I will make sure that they are staying on topic and what they
contribute is relevant to the discussion.
o When dismissing students to return to their students, I will only allow a few to go at a
time to avoid any sort of crowding or commotion. Once again, I will only allow the
students to return to their seats when they are demonstrating appropriate classroom
behavior and whole body listening.
o Should the class get out of hand at any moment, I will use the two-finger symbol to
indicate that they should be quiet and paying attention.
o If there is a particular student who I feel behaved very well through the duration of
lesson, I will award them with a shining star ticket. Throughout the course of the
lesson, I will remind students that I am looking out for good behavior and might
reward a shining star if I see it.
Differentiation
This lesson provides opportunities to differentiate based on varying students needs and skill
levels in the classroom. Now that I have had the opportunity to get to know the students more, I
have a better idea of how I can differentiate the lesson to better suit the class. I am aware that
there are some students who will understand these concepts more quickly than others. When
explaining the example problems, I will make sure that I am reiterating and emphasizing
important words and language that will assist in solving the answer. Using the markers and
underlining/circling certain parts of the problems will draw attention to what words are important
to focus on. I will draw out the bar models to provide students with visual aid and reinforcement.
When completing the problems independently at their seats, some students will likely finish
much more quickly than others, while others will be struggling to finish on time. Some more

advanced students may not even feel that it is necessary to draw the bar model to solve the
problem, while others will need additional guidance and support. I will walk around the
classroom and monitor students as they complete their work. I will provide the struggling
students with extra help. Should an advanced student finish their work before time is up, I will
instruct them to complete another problem on the same worksheet. Should a student rush through
their work and finish very quickly before assigning another problem, I will instruct them to go
back and check their work. Danielle and Mrs. Gallagher will also be in the classroom during the
lesson, to provide support to students as needed. I will wear a microphone around my neck to
ensure that the student in the class who wears hearing aids can hear me clearly.