Miss.

Denyer
GRADE/SUBJECT
Grade 3 Math
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

LESSON 1
Problem Solving
LEARNING
OBJECTIVES

Number Sense:
6. Describe and apply mental
mathematics strategies for
adding two 2-digit numerals
7. Describe and apply mental
mathematics strategies for
subtracting two 2-digit numerals
9. Demonstrate an understanding of
addition and subtraction of
numbers with answers to 1000
10. Apply mental mathematics
strategies and number properties

The students will get

familiar with multiple
strategies used to
problem solve

LESSON DURATION
1 hour 30 minutes
ASSESSMENTS
(observations, key questions written
assignments, performance
assessments)

Formative: Retelling of the

strategies to the class. When
solving the problems together at
the carpet the students will walk
me through what to do next.
Ensure that all students add to
the solving process.
Summative: Collect the
worksheets and ensure
understanding of the drawing a
picture strategy to solve the
different questions.

Patterns:
1. Demonstrate an understanding of
increasing patterns
2. Demonstrate an understanding of
decreasing patterns
4. Solve one-step addition and
subtraction equations involving
a symbol to represent an
unknown number.
Statistics:
1. Collect first-hand data and organize it
using
LEARNING RESOURCES CONSULTED
1. Alberta math curriculum online.
2. Jump Math 3.1
3. Greg Tang Math
4. Teacher Associate.
MATERIALS AND EQUIPMENT
chart board paper and markers
worksheets and pencils
PROCEDURE
Introduction: _10___ minutes

Miss. Denyer
Hook/Attention Grabber: read Grapes of Math by Greg Tang. Get the students to solve the
questions on the different pages. These problems are simple counting and can be done on the
carpet area.
Assessment of Prior Knowledge: If there is a problem during recess or lunchtime how do you solve
it? Are there different strategies to solving different problems?
Expectations of Learning and Behaviour: I expect the students to use the different strategies and find
one that works for them. If they are comfortable they will explain the strategy to a partner.
Transition to Body: Aside from finding the key vocabulary in the problem the most important part is
figuring out a strategy to solve the problem. There are many options but most people get
comfortable with one and adapt it for different problems.
Body: __75__ minutes
Learning Activity #1: Brainstorm strategies at the carpet
Ask the students if they have any ideas on different problem solving strategies. If not, list
different strategies that can be used.
Web the pros and cons of the 3 strategies that we will be using today and tomorrow
Learning Activity #2: Drawing a picture
First strategy that we will be learning about
Picture does not need to be detailed- quick and dirty
For example: a horse can be a circle with 4 small legs (DRAW THIS)
Learning Activity #3: Do a problem on the board
Give the students an example of the application
For example: animals on the farm
Go through problems on the worksheet as a class. Discuss the pictures you might draw
Individual work time. You do not have to finish the worksheet just work through what you
can
Closure: __5__ minutes
Consolidation/ Assessment of Learning:
Transition to Next Lesson: We are going to learn another strategy tomorrow and apply it to the same
problems that we did today
WHAT IF??
Alternates if something happens: if done earlier with the worksheets then the students can either play
the set game either online or with cards, they can read Math Fables, read Math Fables
too or play the placeholder game with number blocks.
REFLECTION
Success in Lesson:

Revise next Time:

Comments from Mentor:

2

Miss. Denyer