Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Format
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Name: Jasmine Jade Craig

Subject: Math Grade Level: 3rd Time Estimate:20 mins Format: Small group

Unit: Problem solving Topic: Four corners

Goal(s):
• To understand how to do the nessarcry steps to problem solve.

Objective(s):
• TLW use four-corners to organize and solve word problems.

TEKS :

(14) Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems
connected to everyday experiences and activities in and outside of school. The student is expected to:

(A) identify the mathematics in everyday situations;

(B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan,
and evaluating the solution for reasonableness;

(C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture,
looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler
problem, or working backwards to solve a problem; and

(D) use tools such as real objects, manipulatives, and technology to solve problems.

Materials/Resources/Technology needs:
• 3 different word Problems
• Pencil
• Scratch paper
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Instructional Procedures
Focusing Event: Gathering group of students together
• Have students sit around me on the carpet

Teaching/ Learning Procedures:

• Have student read problem

• Have another student state what should go into the first corner.
o The question goes in the first corner
o Asks other students if they believe this is correct.
• Have another student state what goes into the next corner.
o The important of key information goes into the next corner.
  Have students take turns on what key /important information will go into the corner
 Ask if there is any other information we can put in this corner
• Ask group what goes into the third corner.
o The operation and proof
o Ask students what operation do they believe will go in that corner.
o Ask the students why do they believe that and if the other agree
• Ask students what goes into the last corner
o the solve it – corner
 have students solve problem independently
• repeat these steps for the next two word problems

Formative Check(ongoing or specific):

o continuous questioning
o and helping when needed

Reteach (alternative used as needed):

o goo over the four corners lesson that was taught previously

Closure:
o Have students finish all of the problems and discuss with each other why this method is helpful to
them.

Assessment/Summative Evaluation:
o Have students show me their work and if them demonstrate four corners appropriately and correctly.
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Modifications/Notes:
o Think of other strategies other than jus t multiplication.\
o Like repeated Addison
o Things that went well was the children’s attention and understanding of subject matter
o I wouldn’t change anything