Teacher: Ms. Nurulain, Ms.

Pushpaa, Subject: Math Class: Grade 3 Duration: Week 13 (2 periods)

Ms.Izni, Ms. Nanthene LP 1
Key Concepts: Topic/Title: Pattern and Function (Word Problem)
 Responsibility
 Causation
 Change
Essential Questions:
 How to identify the key words which represent the specific operation?
 How to apply the order of operations when computing with whole numbers, excluding and then including exponents?
Objectives: As a result, students will:
 K: Know how to identify the key words on the specific operation
 U: Understand the attempt to solve the word problem involving more than one operation
 D: Be able to make an attempt to answer the given questions
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups,
&strategies) names)
15 minutes Tuning in  Teacher asks to students solve an authentic word problem
Type of questions, Materials
involving animals in pairs: Individual/Pair
 Teacher gives tips on how to analyses the questions well
and how to answer.

 Teacher circulate around the room as students work,

ensuring that students are multiplying the number of
students in the classroom by four in orders to determine
how many index cards are needed.

 Students attempt to answer the question.

15 minutes Finding out

 Teacher explains to the class that whether they notice it or Individual/Pair Materials

not, they are constantly interpreting key words in word

problems in order to determine which mathematical
 operations to use in solving the problems.

 Teacher recalled to students on the steps of answering the

questions correctly.

 Teacher tells students that they need to analyses the key

words carefully before attempt to answer the question.

15 minutes Sorting out

 Teacher display the Visual Thesaurus word map for Individual Materials

"arithmetic operation" and then click on the meaning "a

mathematical operation involving numbers" in order to
reveal the four mathematical operations: addition,
subtraction, multiplication, and division.

 Teacher draws a four-quadrant table on the board and

writes a different mathematical operation title in each
quadrant: addition, subtraction, multiplication, and
division.

 Teacher writes the word "per" under the title

"multiplication" and have students brainstorm additional
key words that belong under each of the four
mathematical operation categories.

 Teacher goes around checking whether the students are

doing their work and they really understand the lesson.

15 minutes Going further

Individual Materials
 Teacher direct students to create four flash cards based on
the animals and habitats — one for each of the four
mathematical operations. On the blank side of each card,
they should boldly write an operation and its symbol (i.e.,
+, -, x, where is the division symbol?), and on the reverse,
lined sign they should list the key words associated with
that operation. (Students should base these flash cards on
 the table you created on the front board.)
 Teacher explains and clarifies the answer and the steps to
solve the questions.
10 minutes Making conclusions
 Teacher recaps the lesson and gives homework on word Individual Materials
problem which include the four operations to students.

Teacher’s additional
comments/reflectio
n
Teacher: Ms. Nurulain, Ms. Pushpaa, Subject: Math Class: Grade 3 Duration: Week 13 (2 periods)
Ms.Izni, Ms. Nanthene LP 2
Key Concepts: Topic/Title: Pattern and Function (Word Problem)
 Responsibility
 Causation
 Change
Essential Questions:
 How to identify the key words which represent the specific operation?
 How to apply the order of operations when computing with whole numbers, excluding and then including exponents?
 How to apply these four operations in real life contexts?
Objectives: As a result, students will:
 K: Know how to identify the key words on the specific operation
 U: Understand the attempt to solve the word problem involving more than one operation
 D: Be able to make an attempt to answer the given questions
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups,
&strategies) names)
15 minutes Tuning in  Teacher poses a question on the board and ask student to
Type of questions, Materials
answer individually, to check their prior knowledge on the Individual
topic.

 Teacher gives tips on how to analyses the questions well

and how to answer.

 Teacher circulate around the room as students work,

ensuring that students are multiplying the number of
students in the classroom by four in orders to determine
how many index cards are needed.

 Students attempt to answer the question.

15 minutes Finding out

Group Materials
 Teacher organize the class into small groups of no more
than three to four students in each group, and explain that
 they will be using their new flash cards as visual aids in
math coaching!

 Teacher distributes a “Solving Word Problems through

Key Words” sheet to students in each group and explains
that the student with the sheet will act as the reader and
recorder during the first round.

 The reader and recorder's job is to read a word problem

involving their current unit, which is related to animals and
habitats. The students read aloud and to allow his fellow
"math coaches" to advise him on which mathematical
operation to follow in solving the problem.

 Advise the math coaches in the class to listen to the word

problem closely, to advise the reader and recorder to
underline any key words in the problem that they detect,
and to follow the flash card mathematical operation that
they decide to "flash."

 Teacher tells students that they need to analyses the key

words carefully before attempt to answer the question.

15 minutes Sorting out

 Direct groups to complete the "Solving Word Problems Group Materials

through Key Words" sheet, alternating the role of reader

and recorder so that each student has at least one or two
turns in that role.

 Teacher goes around checking whether the students are

doing their work and they really understand the lesson.

15 minutes Going further

Individual Materials
 Teacher invites students to the front of the classroom to
explain their group's word problem strategies and how key
words led to determining which mathematical operations to
 use in each problem.
 Teacher explains and clarifies the answer and the steps to
solve the questions.
10 minutes Making conclusions
 Teacher recap the lesson and assign students the task of Individual Materials
writing some of their own word problems containing some
of the key words discussed in class but not previously
used on the "Solving Word Problems through Key Words"
sheet.

Teacher’s additional
comments/reflectio
n
Teacher: Ms. Nurulain, Ms. Pushpaa, Subject: Math Class: Grade 3 Duration: Week 13 (2 periods)
Ms.Izni, Ms. Nanthene LP 3

Key Concepts: Topic/Title: Formative Assessment

 Responsibility
 Causation
 Change
Essential Questions:


Objectives: As a result, students will:
 K:
 U:
 D:
Time duration Strategies for Teacher /Student activity Assessment (tools Differentiation (form, materials, groups,
&strategies) names)
15 minutes Tuning in

15 minutes Finding out

15 minutes Sorting out

15 minutes Going further

10 minutes Making conclusions

Teacher’s additional
comments/reflectio
n