problem solving grade 3 lesson plan

Solving Word Problems (Grades 3-6)

Our Solving Word Problems lesson plan for grades 3-6 provides students with more advanced strategies for solving word problems. Students learn how to use pictures or diagrams to solve word problems and how to solve word problems involving more advanced operations.

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Additional information.

Our Solving Word Problems (Grades 3-6) lesson plan strengthens strategies for solving word problems. This interactive lesson plan equips students to identify and define keywords and use pictures or diagrams for math problem solving (all operations). Students are asked to create word problems and use their presentation skills to share their problem-solving steps with the class. Students are also asked to individually complete practice problems in order to demonstrate their understanding of the lesson.

At the end of the lesson, students will be able to identify and define keywords and use pictures or diagrams for math problem solving (all operations).

State Educational Standards: LB.Math.Content.3.OA.D.8, LB.Math.Content.4.OA.A.3

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Problem Solving Strategies for Grade 3

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3rd Grade Math Lesson Plans

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3rd Grade Lesson Plans

Your classroom will enjoy learning math and ELA with our interactive lesson plans for 3rd graders. Crafted by teachers, these lessons cover a range of curriculum topics in grade 3, including multiplication, division, fractions, vocabulary, reading, grammar, and more. Each plan has specific learning obje ... Read more ctives, engaging tasks, and effective teaching tips. Millions of teachers love our teaching plans for offering them great instructional support. Ready to experience it? Start now for free!

CONTENT TYPE

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• Number Sense (3)
• Place Value (3)
• Addition (4)
• Subtraction (4)
• Multiplication (14)
• Times Tables (6)
• Division (6)
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• Geometry (1)
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• Adverbs and Adjectives (3)
• Nouns and Pronouns (5)
• Prepositions and Conjunctions (3)
• Punctuation (5)
• Sentences (3)
• Verbs and Tenses (7)
• Vocabulary (1)
• Making Connections in Reading (1)

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Browse Our Fun Collection of Lesson Plans for 3rd Graders!

We're excited to present our carefully selected collection of grade 3 lesson plans, aimed at optimizing the 3rd-grade math and ELA teaching experience.

These lesson plans for 3rd graders are crafted to support teachers in their crucial role of guiding and shaping young learners. With these resources, teachers can simplify their lesson planning and devote more time to the actual teaching process. 

All math and ELA lesson plans for 3rd graders perfectly align with the Common Core Standards, guiding teachers in their instruction and helping third graders solidify their existing knowledge while diving into new and exciting concepts.

• Math Lesson Plans for 3rd Graders: In grade 3 math, students learn concepts like comparing and ordering multi-digit numbers, place value of multi-digit numbers, rounding, addition and subtraction (with and without regrouping), times tables , multiplication , division , fractions , word problems, 2D shapes , time concepts, and much more.  
• ELA Lesson Plans for 3rd Graders: In ELA , kids learn essential reading skills (cause and effect, finding inference, identifying the main idea, story elements, etc.), grammar (nouns and pronouns, verbs and tenses, adverbs and adjectives, etc.), vocabulary (synonyms, antonyms, etc.), and much more.

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• Meets Grade 3 Curriculum Needs : Tailored to align with third grade common core standards, these lesson plans are an invaluable tool for effective teaching.
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• Hands-On Activities : Our lesson plans for third graders are packed with activities that promote active participation and a love for learning.
• Teaching Strategies and Lesson Outline : Describes useful teaching strategies suitable for third graders, simple effectiveness notes, and detailed instructional steps from introduction to conclusion.

Benefits of Using Lesson Plans for 3rd Grade Teachers

• Eases Grade 3 Teaching Preparation : These 3rd grade lesson plans simplify the planning process, making it more efficient for grade 3 teachers.
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• Better Time Management : Lesson activities come with time estimates, helping teachers manage classroom time effectively for third-grade students.
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Sharing 5 fun and engaging lesson plans for 3rd graders:-

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Curriculum  /  Math  /  3rd Grade  /  Unit 6: Fractions  /  Lesson 3

Lesson 3 of 24

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Partition a whole into equal parts using area models and tape diagrams, identifying and writing non-unit fractions in fraction notation.

Common Core Standards

Core standards.

The core standards covered in this lesson

Number and Operations—Fractions

3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Foundational Standards

The foundational standards covered in this lesson

2.G.A.3 — Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Understand non-unit fractions are built from unit fractions.
• Understand the  denominator of a fraction to be the fractional unit and the numerator of a fraction to be the number of units.
• Identify a non-unit fraction of a whole and write it using fraction notation.
• Partition and shade a pictorial area or length model to represent a non-unit fraction (MP.5).
• Explain whether or not a pictorial area or length model represents a particular non-unit fraction (MP.3).
• Determine the non-unit fraction represented by an abstract description of a situation (MP.2).

Suggestions for teachers to help them teach this lesson

• This is a dense lesson so you may decide to split it over two days. It covers a variety of non-unit fractions, including those equivalent to and greater than 1. As the Progressions state, “there is no need to introduce ‘proper fractions’ and ‘improper fractions’ initially;  $$\frac{5}{3}$$ is what you get by combining 5 parts when a whole is partitioned into 3 equal parts”, so addressing them in the same lesson helps students see that all fractions are built from unit fractions. However, if you’d like to split this lesson over two days, you could use Anchor Tasks 1 and 2 on the first day, and save Anchor Task 3 which involves fractions greater than 1 for the second day. The Problem Set and Extra Practice Problems can be split similarly, since all problems involving fractions greater than 1 are at the end of each resource. 
• While there is no need to introduce “proper fractions” and “improper fractions” as mentioned above, it of course might come up in discussion. If it does, it’s a good idea to avoid using the term “improper fraction”, since it implies that there’s something wrong with this way of writing a number, when in fact sometimes it’s the preferred way to write it. Instead, use the term “fraction greater than one” with students, which after this task, makes sense to them.

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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

Each shape below represents one whole. What fraction of each whole is shaded?

Guiding Questions

Make a model in which the shaded part represents the corresponding fraction.

a.    

b.    

c.    

a.   Each shape below represents 1 whole. What fraction is represented by the shaded parts? Be prepared to explain your reasoning.

b.   Draw a model to represent the fraction  $$\frac{5}{2}$$ .

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• How would you change each of the incorrect statements in #2 to make them true statements?
• What were the two reasons why Gregory was incorrect in #5? How would you change Gregory’s claim and/or the model to make him correct?
• How did you determine how Nadia needed to finish the math problem in #7? How was this problem different from some of the others on the Problem Set?
• How did you determine the correct answer in #8 without an image?
• Did students eat  $$\frac{10}{8}$$  or  $$\frac{10}{16}$$  of a pan in #12? How do you know? What does  $$\frac{10}{16}$$  represent?

How many pizzas should Jeremy order in #13? How do you know? How can you tell just by looking at the numbers involved that it will be more than one pizza?

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Which figure is  $$\frac{2}{3}$$ shaded?

Draw a visual fraction model that represents each fraction below. Be sure to indicate what represents 1 whole.

a.    $$\frac{6}{6}$$

b.    $$\frac{5}{4}$$

Student Response

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Understanding Unit Fractions and Building Non-Unit Fractions

Partition a whole into equal parts using area models, identifying fractional units.

3.G.A.2 3.NF.A.1

Partition a whole into equal parts using tape diagrams (i.e., fraction strips), identifying and writing unit fractions in fraction notation.

Identify fractions of a whole that is not partitioned into equal parts.

Draw the whole when given the unit fraction.

Identify a shaded fractional part in different ways, depending on the designation of the whole.

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Topic B: Fractions on a Number Line

Partition a number line from 0 to 1 into fractional units.

Place any fraction on a number line with endpoints 0 and 1.

Place any fraction on a number line with endpoints 0 and another whole number greater than 1.

Place any fraction on a number line with endpoints greater than 0.

3.NF.A.2 3.NF.A.3.C

Place various fractions on a number line where the given interval is not a whole.

3.NF.A.2 3.NF.A.3.D

Topic C: Equivalent Fractions

Understand two fractions as equivalent if they are the same point on a number line referring to the same whole. Use this understanding to generate simple equivalent fractions.

3.NF.A.3.A 3.NF.A.3.B

Understand two fractions as equivalent if they are the same sized pieces of the same sized wholes, though not necessarily the same shape. Use this understanding to generate simple equivalent fractions.

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

Explain equivalence by manipulating units and reasoning about their size.

3.NF.A.3.A 3.NF.A.3.B 3.NF.A.3.C

Topic D: Comparing Fractions

Compare unit fractions (a unique case of fractions with the same numerators) by reasoning about the size of their units. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <.

Compare fractions with the same numerators by reasoning about the size of their units. Record the results of comparisons with the symbols >, =, or <.

Compare fractions with the same denominators by reasoning about their number of units. Record the results of comparisons with the symbols >, =, or <.

Compare and order fractions using various methods.

Understand fractions as numbers.

Topic E: Line Plots

Measure lengths to the nearest half inch.

Measure lengths to the nearest quarter inch. 

Generate measurement data and represent it in a line plot.

Create line plots (dot plots). 

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Problem solving

Problem solving lesson plan

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Problem Solving: Lesson plan

Problem solving: Presentation slides

Demonstrating your skills quick fire activity

Problem solving in practice: Interactive worksheet

Our problem solving content focuses on one of these skills and develops understanding of the six stages of problem solving, as well as identifying different types of situations in which young people might already be using these skills. Furthermore, it encourages them to use an adaptive approach, explaining that different types of problems can be approached in different ways.

The activities on this page support your teaching of these skills through an independent activity, quick activities or a full length, curriculum-linked lesson plan. 

Teaching resources:

• Problem solving: Lesson plan and presentation slides – full lesson plan including icebreaker for use with a group of students in the classroom
• Demonstrating your skills: Quick-fire activity  – 10 minute activity for a group of students in the classroom, can be used as an icebreaker for the lesson plan
• Problem solving in practice: Interactive worksheet – activity for independent learning whether remote or in class

Lesson plan

(60 -75 minutes)

This lesson is designed to equip young people with an adaptable approach to solving problems, large or small. It includes a short film and scenarios that encourage development of practical problem solving skills which can be useful for learning, day to day life, and when in employment.

By the end of the lesson, students will be able to:

• Identify problems of different scales and what is needed to solve them
• Illustrate the use of an adaptable approach to solving problems
• Understand that problem solving is a core transferable skill and identify its usefulness in a work setting
• Work on a problem solving activity in a team

The lesson aims to reinforce students’ understanding of the potential future applications of this skill as they move into the world of work, particularly in an activity differentiated for an older or more able group on creating new opportunities.

Quick-fire activity

(5 - 10 minutes)

The demonstrating your skills quick-fire activity focuses on helping young people understand the key skills that are needed in the workplace, including the importance of problem solving.

Students will be asked to name the skills being demonstrated in a variety of scenarios, and identify ways they’re already using those skills in this short activity.

You might find it useful as a starter or icebreaker activity to begin a lesson, or at the end to allow students to put what they have just learnt in the Problem solving lesson into practice.

Interactive worksheet

(20 - 25 minutes)

Please note that students below the age of 14 cannot sign up for their own LifeSkills account. Any independent tasks must be printed or downloaded and provided digitally for them to complete as they are currently hosted on educator pages.

The Problem solving in practice interactive worksheet introduces some of the themes from the full lesson plan and gives students some practical strategies for problem solving, including introducing the six stages of problem solving. The worksheet can be printed or completed digitally, so can be used flexibly to give students practise putting their problem solving skills into action. You might choose to assign it:

• As homework following the Problem solving lesson
• For independent study
• For remote learning

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Other lessons that may prove useful for students to build on these activities include the  Adaptability  and  Innovation and idea generation  lessons. Alternatively, consider encouraging them to apply their skills through  Steps to starting a business  or the  Social action toolkit .

Why not build problem solving in as a focus in your students’ wider curriculum? Refer to our  Content guide to find out how this resources can be used as part of your teaching.

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Problem-Based Tasks in Math

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Providing students with opportunities to grapple with math has led to amazing things happening in my class. Students are totally excited and are driven to figure out not just how to solve a problem but why it works.

– Jessica Proffitt, Fifth-Grade Teacher at Two Rivers

Watch two rivers’s teachers and students at work on problem-based tasks in math.

Problem-Based Tasks Require Students to Apply Their Knowledge in New Contexts

Problem-based tasks are math lessons built around a single, compelling problem. The problems are truly “problematic” for students — that is, they do not offer an immediate solution.

The problems provide an opportunity for students to build conceptual understanding. Problem-based tasks require students to apply their current understanding and skills to new contexts that highlight core math concepts. For example, when students solve a problem that could be solved with multiplication before they have formally been taught what multiplication is and how it works, they build an understanding that multiplication is repeated addition.

Well-designed problem-based tasks provide multiple entry points for students to engage in problem solving, ensuring that all students have access to the same concepts. When students solve the problems in different ways—including drawing pictures, acting out the problem, writing algorithms, and using manipulatives—they make connections between the variety of models that all accurately illustrate the underlying mathematics.

Problem-Based Tasks in Math Resources