Teacher: Burks
Subject: Third Grade Math
LESSON PLAN
Three Day Lesson Plan
Problem Solving/Estimation
STANDARD:
SOL 3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum or
difference of two whole numbers, each 9,999 or less, with or without regrouping.
The student will use problem solving, mathematical communication, mathematical reasoning, connections and
representations to
*investigate and identify key concepts
*explore various strategies for problem solving
ESSENTIAL QUESTION(s)/Big Idea:
1. What are some strategies that you use to solve word problems? (e.g. number clues, key words, choice of
operation)
2. What is estimation and how can it be used to solve addition and subtraction problems? (Define estimate)
3. When is estimation enough information to solve a problem? Guide students to understand that when a problem
asks for “about” how many, they can use an estimate.
Big Idea: Estimation is a valuable number sense skill that can provide an approximate answer, predict the place value of
an answer or provide a check on the reasonableness of an answer.
OBJECTIVE:
Today I will create a thinking map to guide me in problem solving steps so that I will be able to apply estimation as a
strategy to solve single-step and multistep problems.
Verb(s)
from SOL
Cognitive
Level
Demonstrated when students…
estimate
Synthesis
Can solve problems by finding an approximate answer, predict the place value of an
answer or prove the reasonableness of an answer.
solve
Application
Can apply estimation strategies to solve single step and multistep problems.
MATERIALS/ RESOURCES: Document camera, math interactive notebooks, chart paper, markers, flow map template,
colored pencils, math manipulatives (base ten blocks) and place value mats.
Day 1: Students will create a circle map and frame of reference in their interactive notebooks to
brainstorm a number of problem solving strategies. Using this information, the teacher will model
using a flow map to illustrate problem solving steps for single step and multistep word problems.
Students will record this model in their interactive notebooks. The teacher will also guide
students in defining estimation. (Estimates are helpful when dealing with very large numbers and
save time when an exact answer is not needed.)
INTRODUCTION &
UNIT CONNECTION
Day 2: The teacher will present the whole group with the following problem about estimating a
sum:
Mrs. Weddle’s class is collecting box top labels for a new computer. The class collects 104 labels in
September and 328 labels in October. They need 500 labels for a new computer. Can the students
find out if they have enough labels without counting them or adding 104 and 328?
Have students apply their problem solving steps to set up the mathematical equation.
Display/write the equation under the document camera. Then have students do the activity to
solve the problem. Distribute Base Ten Blocks to students. Introduce the concept of rounding to
students, and explain how they can use rounding to estimate sums and differences. With
students, practice rounding one-, two-, three-, and four-digit numbers using 5 as a benchmark.
1. Have students model the numbers 104 and 328 using base 10 blocks. Have students use
these models to assist them in rounding to the tens place.
2. Students should then model the rounded numbers using base 10 blocks. Ask students to
add the rounded numbers to find the sum. Have students write down the rounded sum.
Ask: What number did you round 104 to? How did you know to round down instead of
© Justin Tucker 2014
Teacher: Burks
Subject: Third Grade Math
Three Day Lesson Plan
Problem Solving/Estimation
LESSON PLAN
up? What about 328? How did you know to round up?
3. Now ask students to find the exact answer using blocks. Have students write down their
exact answer and compare it to their estimated answer. Ask: Was your estimate close to
the exact answer? What if you rounded the same numbers to the closest hundred?
With students, reread the problem. Have students write to describe how they used Base Ten
Blocks to help them estimate 104 and 328. They should then write a sentence telling whether the
class will have enough labels for a new computer.
Give students sample addition and subtraction word problems. Some problems should ask for an
exact answer, while others should indicate that they require an estimate by using phrases such as
“about how many.” Have students decide for each problem whether an exact answer or an
estimate is needed. For problems requiring an estimate, have students estimate using mental
math first. Then have them use Base Ten Blocks to check their answers.
Flexible Tier 1
Flexible Tier 2
Flexible Tier 3
Day 3
Day 3
Day 3
GROUPED
LEARNING
ACTIVITIES &
FORMATIVE
ASSESSMENTS
(Groups were
formed based on
pre/formative
assessment data)
Indicators of
Engagement
☐ Instruction matches
objective/standard
☐ Chances given for
student taking initiative
☐ Chances given for
student choice
☐ What-if, predictions,
compare-contrast
Students will read their sample
word problem (involving 3 and 4
digit numbers) and use problem
solving strategies to solve.
Students will write down the
steps that they used to solve the
problem. Students will work in
their cooperative learning group
to create a thinking map of their
choice to explain how they solved
the problem, either using
estimation or by finding the exact
answer.
Manipulatives will be made
available to aid in problem
solving.
If time allows, students may
utilize the classroom computers
to access individually assigned
lessons utilizing Moby Max and
IXL technology programs to
practice/extend their problem
solving by applying estimation.
Kahn Academy will also be made
available for students.
Students will read their sample
word problem (involving 3 digit
numbers and multiple choice
answers) and use problem solving
strategies to solve.
Students will be given a prepared
flow map template to utilize in
working in partners (guided by
the co-teacher) to illustrate and
explain the steps they used to
solve the problem, either using
estimation or by finding the exact
answer.
Partners will be given base ten
blocks to build models for their
problem solving and will be
supported by the co-teacher.
If time allows, students may
utilize the classroom computers
to access individually assigned
lessons utilizing Moby Max and
IXL technology programs to
practice/extend their problem
solving by applying estimation.
Kahn Academy will also be made
available for students.
Students will read their sample
word problem (involving 2 digit
numbers and multiple choice
answers) by listening to the
teacher read aloud first. The
teacher will guide the students in
each problem solving step to
solve the problem.
Students will be given a partially
completed flow map template to
work with a partner to add
problem solving steps to explain
their thinking.
The teacher will model the use of
base ten blocks to guide the
students in their problem solving.
If time allows, students may
utilize the classroom computers
to access individually assigned
lessons utilizing Moby Max and
IXL technology programs to
practice/extend their problem
solving by applying estimation.
*Kahn Academy will also be made
available for students.
© Justin Tucker 2014
Teacher: Burks
Three Day Lesson Plan
Subject: Third Grade Math
LESSON PLAN
Problem Solving/Estimation
Day 3: Students from each group will present their addition or subtraction problem to the class.
They also utilize their thinking maps to illustrate their problem solving steps as they explain and
WHOLE GROUP/
model (using base ten blocks) how they solved their problem by either finding the exact
INDPENDENT
sum/difference or by using estimation. The teacher will evaluate the thinking map from each
LEARNING
group and provide feedback and ask the class to share any questions/corrections/feedback.
ACTIVITIES &
FORMATIVE
Students will use their problems and thinking maps to write to describe how they used base ten
ASSESSMENTS
blocks to help them estimate or find the exact sum or difference. They should also write a
sentence to justify their answer.
Indicators of
Engagement
☐ Instruction matches
objective/standard
☐ Chances given for
student taking initiative
☐ Chances given for
student choice
☐ What-if, predictions,
compare-contrast
Students will then work in pairs to generate word problems requiring estimation to solve single
step and multi-step problems using two-, three- and four-digit numbers. These problems will be
used as practice problems in math groups.
Reflection:
Next Class:
© Justin Tucker 2014