Math lesson plan · 3rd grade (Year 4 in England) · 30 minutes
Two-step word problems using all four operations
Multiplication and division
CCSS 3.OA.D.8England: Y3 Multiplication and divisionEngland: Y4 Multiplication and division
Objective and success criteria
Students will: Two-step word problems using all four operations.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Choose the operation for a word problem; Two-step addition and subtraction problems
Leads to: the next skill in this area.
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Choose the operation for a word problem; Two-step addition and subtraction problems). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which operation solves this? Grace has 42 oranges and buys 7 more. How many now? (multiply / divide / add / subtract) → addPrompt: Are you joining, taking away, making equal groups or sharing?
- A bus has 50 passengers. At the first stop 10 get off and 10 get on. How many passengers are on the bus now? → 50Prompt: Do it one step at a time.
- Zoe reads 4 pages every day for 4 days. Which number sentence gives the total pages? (4 − 4 / 4 + 4 / 4 × 4 / 16 ÷ 4) → 4 × 4Prompt: The same number of pages is read each day.
Hook · 3 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Two-step word problems using all four operations. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Zoe buys 3 packs of 5 rice crackers and shares 6 with friends. How many crackers does Zoe have left?
- Step 1: 3 × 5 = 15
- Step 2: 15 − 6 = 9
- Answer: 9
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Sam buys 4 packs of 10 rice crackers and shares 7 with friends. How many crackers does Sam have left? → 33Prompt: First find how many crackers there are altogether.
- Chloe has 51 stickers. Chloe keeps 11 and shares the rest equally among 8 friends. How many stickers does each friend get? → 5Prompt: How many stickers are shared out?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Yuki buys 3 packs of 7 rice crackers and shares 3 with friends. How many crackers does Yuki have left? → 18Prompt: First find how many crackers there are altogether.
- Luis has 23 stickers. Luis keeps 11 and shares the rest equally among 3 friends. How many stickers does each friend get? → 4Prompt: How many stickers are shared out?
Watch out for
- Thinking multiplying always makes a number bigger.
- Dropping a zero in long multiplication when moving to the tens row.
Support and stretch
Support
- Review first: Choose the operation for a word problem.
- Use concrete materials: counters for arrays.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder