Student Teacher: Agueda Alvarado

Lesson Plan For: Problem Solving

Date: April 27, 2017 Unit Topic: Problem Solving

Subject: Math
Grade Level: Third Grade

TEKS: 3.1B Mathematical process standards. The student uses mathematical processes
to acquire and demonstrate mathematical understanding. The student is expected
to: use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.

Objective: Today we will learn about problem solving to determine and justify our solution.

Academic Language Today we will discuss in complete sentences as a group to find our solution in the
Objective: problem-solving process.

Guiding Questions: What are your key words?

What is the problem asking us to do?
Justify your answer?

Misconceptions: In this lesson, some students might face some misconceptions. The students can
read and write the numbers incorrectly.

Another misconception that the students might encounter is the

misunderstanding of their key words and solving their problems incorrectly.
Materials: 1. Problem-Solving Anchor Chart
2. Math Challenges (Task Cards)
3. Chrome Books
4. Anchor Chart Think Math
5. Paper
6. Pencils
7. Tape
8. Jenga Game
Procedure: 1. First, the teacher will start with a transition class to the carpet
where she will model how to analyze, evaluate, and justify a
math problem using important key words.
2. The teacher will activate the students background knowledge
using an anchor chart where she will use I Do, We Do, You Do.
The teacher will read aloud a problem and think aloud what are
the key words and how to solve the problem. Teacher will
remind students that every time we do problem-solving we must
underline and circle valuable information, students will be
reminded that is important to evaluate and justify every step in
problem-solving.
3. Once the teacher has model how to make work a math
problem. She will explain the next four activities that will be in
each station. The teacher and the students will then transition
 from the carpet to their desks. Once the students are in their
desk they will be assign on a station.
4. Then the students will work as a group and work on different
math challenges for problem-solving. Responsibilities roles will
be assign to their groups.
5. Group 1, will be working in math problem-solving task cards. As
a group, they will discuss and agree to the solution of the
problem. Group 2, will be working on their Chromebook
answering simple math problem in the game Kahoot! Group 3,
will be working with the game Jenga. Here the student will draw
out a block, depending on the number of the block they will
have to solve the problem. The goal is to be first one to solve the
problem correctly from the group. Group 4, will be working on
an anchor chart on problem solving backwards. Students will get
the solution and their task is to find the corresponding problem
to the solution.
6. Teacher will use the word scoop every 10 minutes, students will
rotate to a different group where they will work on a different
station. They will follow this pattern until all students have been
to all four groups.
7. Teacher will be walking around the class to scaffold thinking in
the process of problem-solving.

Assessments:
participation
Oral justification for their answer in problem-solving

Modifications for Special Students will be guided with positive reinforcement. The teacher will also be able
Ed students: to read the questions as well as directions of assignments. The teacher will pair
groups heterogeneously.