Lauren Sheridan Math Observation

10/18/16

Envisions Math Topic 3, Lesson 3-5

Problem Solving: Draw a Picture
Goal/Objective
Students will be able to draw a picture/diagram to help them solve
word problems.
Sub-goals
Students will be able to determine the given information and the
unknown information (what the question is really asking)
Students will determine which operation to use when solving
Students will work on their social interactions amongst their
peers

Common Core Learning Standards

3.NBT.A.2: Fluently add and subtract within 1,000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition/subtraction.

Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically

Focus Questions
What information are you given in the problem? (given)
What information are you asked to find? (unknown)
How can you use a diagram to solve this problem?
*Picture must match information that is given
What number sentence can you write that matches your
diagram/picture?

Engagement
When in everyday life have you found a picture helpful to understand a
situation?
Possible answers/discussion points: using a map for directions, putting an
object together using directions with pictures, using pictures in books to help
understand what is happening)

Teaching Point/Connection
Today, you will learn how you can draw a picture to help you solve a
problem. Information in a problem can often be shown using a picture
or diagram. This will help you understand and solve the problem. The
Lauren Sheridan Math Observation
10/18/16
picture can also help you solve the problem by writing a number
sentence or equation. Drawing a picture is a way to organize the facts
in a problem, making the solution easier to find.

Instructional Activities
1. Problem-Based Interactive Learning (6-8 minutes)
Students will use dry-erase templates to complete practice
problems, facilitated by the teacher. They will be required to
identify the given information, unknown, and the operation used.
Then, students will be focusing on todays objective of drawing a
picture to represent the number story and solving. Throughout
these practice problems, students will be prompted to turn and
talk in partnerships, discuss with their tablemates, and/or whole
class participation. (Practice problems attached)

2. Station Teaching (10 minutes at each station; 20 minutes total)

Students will be divided into two heterogeneous math groups.
The color of their dry-erase template will determine which station
they are going to start.
Students will spend 10 minutes at each station and then rotate.

Station A (teacher-facilitated):
Create Your Own Number Story/Picture
In this station, students will have the opportunity to create their
own number story. They will have a choice of which template to
use when creating their own word problem. Students will be
responsible for breaking down the problem into given
information, unknown information, and representing their
number story with a picture and equation. This group will be
guided by one of the teachers.

Station B (Independent/teacher assistance):

Envisions 3-5 Re-teaching Sheet
In this station, students will be completing independent work.
They will work on completing the Re-teaching worksheet found in
their Envisions workbook. After completion, if time allows,
students will have the opportunity to work in small groups on a
more challenging practice sheet. Students will use pictures to
help them solve word problems (two and three parts).

3. Exit Slip (5 minutes)

Lauren Sheridan Math Observation
10/18/16
After station teaching, students will return to their seats to
complete an exit-slip, focusing on todays lesson. This formative
assessment will be used for follow-up intervention and
enrichment assignments, as well as small group work.

Differentiation
Content: The content of the lesson is modeled after the provided
curriculum (Envisions) and third grade common core learning
standards. To engage all students, the content was differentiated. The
template used throughout the lesson was differentiated: one template
is more simplified for those students who may have trouble drawing
the picture without assistance; while the other template is left more
open-ended for students to discover independently. In addition to the
different templates, students are also given a choice during Station A.
They may choose whichever template is more aligned to their learning
style and preference.

Process: The lesson was taught in a few different ways, hoping to

reach a variety of learners. They will be engaging in independent
work, small group work, and whole class participation. The beginning
of the lesson is hands-on and interactive, allowing students to use dry-
erase templates and markers. The station work offers student time to
work independently as well as small group work, completing a display
of their understanding.

Assessment
There are several assessment opportunities built into this lesson.
During the interactive-based learning, students will be prompted
to hold up their template, which is not only engaging to students,
but it is also used to quickly assess student understanding.
Station A- Students will have to check their work with a partner
or a teacher before moving ahead (worksheet used as formative
assessment and teacher observations).
Station B- Students will be working in a small group with the
teacher, where it will be evident how well they understand the
content. The small group is a great asset for further teacher
assistance when necessary.

Wrapping up the Lesson

In this lesson, we learned how to solve a problem by drawing a picture
and writing a number sentence. We are now going to take a quick exit
slip to see how well we understood todays objective.

Independent Practice
Lauren Sheridan Math Observation
10/18/16
For homework, students will complete the provided practice 3-5
sheet found in their Envisions workbook. They may use their classwork
to assist them in completion.

Lesson Follow-Up
Intervention: For students who have trouble meeting the objective,
they will be pulled aside in small group for re-teaching and further
instruction. They will focus on smaller tasks at a time: given vs.
unknown; identifying the operation; drawing the picture; number
sentence. Once they master one small task, they will gradually move
on.

Enrichment: For students who easily reach the learning objective, they
will be challenged with a diagram with 3-parts (rather than just two).
They will be prompted to solve word problems using the
process/picture discussed in class.