SJC LESSON PLAN FORMAT
NAME OF STUDENT: Tatyana Fuentes SCHOOL: St. Joseph’s College CHILD STUDY
COURSE: CS 414 DATE OF LESSON: September 27, 2021 COOPERATING TEACHER:
Nagrowski/ Lanza GRADE: 4th GROUP SIZE: 19 students SPECIFIC LESSON: Problem solving:
Comparison Problems with Addition and Subtraction CURRICULUM AREA: Math
Central Focus: Problem Solving using C.U.B.E.S strategy and Bar model.
Learning Objective: Use the strategy draw a diagram to solve comparison problems with addition and
subtraction.
NYS Common Core Learning Standard(s):
4.NBT.B.4- Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Rationale: In the past, students were taught how to add and subtract multi-digit numbers. Today, they
are using bar models to represent problems. Bar models can be used to give students concrete
representations of addition and subtraction problems. In addition, the cubes math strategy gives students
a step by step plan to pick apart and understand what is being asked of them in a word problem.
Materials:
Smartboard
Math Curse Book: Scieszka, J., Smith, L., & Viking Press,. (1995). Math curse.
Youtube video link:
https://docs.google.com/presentation/d/1lbSbI7qEu11Ccxws158Y4zAD7sU1eO2yw23w1KYaC
90/edit#slide=id.gee0eaa8138_0_2
C.U.B.E.S song lyrics
Math Workbook page.49
19 copies of the Math key word worksheets
Pink, green, blue and orange colored pencils
19 copies of the group work worksheets
19 copies of the exit tickets
Gim kit: Two engaging tools in one. Gimkit. (n.d.). Retrieved October 3, 2021, from
https://www.gimkit.com/view/615a13f24ecdab00238f2646.
Re-engagement: Roleplayersensemble. counter statistics. (n.d.). Retrieved October 3, 2021, from
http://roleplayersensemble.com/money-word-problems-2nd-grade/grade-3-mixed-addition-subtra
ction-word-problems-a5-leisure-4/.
Development/Procedures
Introduction/Motivation
1. Hold up the book Math Curse
2. Ask the students if they recall reading the book in class. If they do recall, ask one or two
students to summarize the book in two sentences.
3. Ask the students if they believe the book might be related to what today’s lesson will be
about.
4. Show the connection between how the book talks about math problems and how today’s
lesson will be how to solve math problems using the bar model.
5. Transition into going over what strategy they will be using when breaking down each
math problem.
6. Go to the back of the room where the acronym C.U.B.E.S will and read each chart.
7. Hand out the C.U.B.E.S song lyrics to each student.
8. Click on the youtube video link and play the song.
9. Encourage the students to sing along while the song is playing.
10. Once the song is over, ask the students to open up their math workbook to page 49.
Instructional Strategies
1. Teacher will open up the Go Math website to teach and work directly on the smartboard.
2. Read the title of the chapter to the students.
3. Ask for a volunteer to read the first problem, once the question is read, go back to the beginning
and use the C.U.B.E.S strategy to break down the problem. (What am I circling in this problem?)
(What am I underlining in this problem?)
4. Once the numbers are circled, the question is underlined, and the key words are boxed, take out
the manipulatives to show how to create a bar model.
5. On the easel, two same-colored construction paper will represent addition and two
different-colored construction paper will represent subtraction.
6. Ask the student what kind of operation they will need to use to solve the problem and ask what
key word they used to help them formulate that answer.
7. Once the operation is said, the teacher will ask the students what two numbers will be written
down on the construction paper.
8. The teacher will use the subtraction colored paper because the first question is asking for “How
many more”
9. The teacher will model the first question with the students. Once the question is solved, the
teacher will ask the students to flip over to the next page to solve an addition problem now.
10. The students will use the bar model and C.U.B.E.S strategy to break down the problem.
11. Once the problem is solved, the teacher will ask the students to close up their workbook and
keep their colored crayons handy for the group work problems.
12. Each group will have their own word problem and it is up to the table to use the C.U.B.E.S
strategy and bar model to solve.
13. The teacher will give 10 minutes for the students to finish their work.
14. Once each group has finished solving the problem, they will get up and share to the class and
encourage them to use math vocabulary and talk about how they solved the problem.
15. Once each group has shared, they will be given an exit ticket to share their understanding before
moving onto the next activity.
16. Once each student has finished their exit ticket, they can flip it over to let the teacher know they
finished.
17. The last activity to tie everything together is a gimkit/kahoot to go over what they learned, but in
a more exciting and competitive way.
Academic Language: In All, Both, All together, Combined, Total, Difference, Remain, Have left, Are
left, How much more.
Differentiation: Three different exit tickets were created to fit the needs of the class. The first exit ticket
has fewer words with small multi-digit numbers. The second exit ticket contains grade-level text with
higher number values. The last ticket has more text and has numbers of greater value and uses more
regrouping.
Technology Component: Smartboard
Closure: Have each group share how they arrived at their answer and what steps they take to solve the
math problem. As they are explaining their math problem to class, write on the smartboard the steps
they are saying, so each student can look at it. Then, go over what the C.U.B.E.S strategy was again and
how it helped the student understand what the question is asking in regards to the operation being used.
Lastly, follow the link provided to join the “Gimkit '' as the closure to end the lesson. The gimkit
includes ten math problem solving questions that each student will play on their own chrome book.
Assessment: The teacher used an informal assessment, an exit ticket to see if the students were able to
comprehend by the end of the lesson how to problem solve using a bar model.
The teacher used a formal assessment, observing, by walking around the classroom and checking into
each group when solving their math problems.
Re-engagement: Students who are finding it difficult to solve math problems will be given a different
worksheet and a miniature copy of C.U.B.E.S and the key word worksheet next to them, so they can
refer back when solving the new re-engagement worksheet.
Revised 2/2014
Silver Disk
Song lyrics:
C.U.B.E.S. Math Strategy Song
First you circle the numbers that’s for letter C
Underline the question...What’re they asking me
Box in the action words...Tell us what to do
Evaluate the information…
Solve and check it too!
Solvin’ it with C.U.B.E.S now
I can remember how to solve any word problems that
come my way
Using all the steps to help me
I know that I'm going to be doing word problems the
best that I can.
