Title: Math Word Problems (co-teach lesson)

Grade Level: 3rd Grade

Date of use: October 10th, 2016
Length of Lesson: 1 hour
Concept Trajectory:
Students have already learned math problems with addition,
subtraction, and place value/place value blocks. This lesson is bringing
these concepts together in word problems, using a helpful strategy for
solving.
Standards:
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.
CCSS.MATH.CONTENT.3.NBT.A.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.
Learning Outcomes:
Students will be able to identify the operation being used in a
word problem using key words and academic vocabulary.
Students will be able to solve word problems using a step-by-step
strategy.
I Can Statements:
I can choose the correct operation using key words within the
word problem.
I can use a step-by-step strategy to solve word problems.
Resources:
Smart Board
Document Camera
Word Problem Worksheets
Word Problem cards
Essential Vocabulary:
Take Away= subtract
All together= add
Teacher Directed:

My CT began the lesson by teaching the students a four-step

strategy: 1) Read the problem, 2) Find key words and operations,
3) Solve and show work, 4) Check your answer. We then
introduced the first word problem on the document camera. My
CT began by guiding the students as they followed the four-step
strategy as a class to solve the problem. My CT and I alternated
solving words problems as a class (we modeled four total). For
each one we followed the same type of routine, making changes
where needed to fit the problem. Together, they underlined the
important information (what they know) and from there
determined what operation to use. Before we told them which
one was right, we had the students get up and go to one side of
the room for addition and one side of the room for subtraction
and they had to explain their choice and then as a class decided
which side was right. Throughout answering the problem we had
the students discussing their reasoning with their partner using
math talk.

Independent Practice:
After solving four problems together as a class, we hung up
twenty different word problems around the room. We had
students get with a partner and take their notebooks around the
room to answer the word problems using the four-step strategy.
This helped them with discussion and problem-solving skills. We
gave them ample time to get a good amount of the problems
done and then we had them stop at whatever problem they were
at and with their partner, share their explanation of that problem.
Throughout their solving we circled the room answering any
questions.