Hannah Johnston

Lesson Title: Creating a Number Model for a Number

Grade: 3

Alignment with Maine Standards

Solve problems involving the four operations, and identify and explain
patterns in arithmetic.

CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity.
Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.3

Mathematics Goal
Students will be able to write a two-step number story to fit a number
sentence.

Student Needs
Prior Knowledge
Can add, subtract and multiply one digit numbers
Has experience with multi-step problems
Is familiar with the order of operations and knows, Parenthesis
first!

Materials
1. Grade 3 Everyday Mathematics Student Math Journal Volume 2
(1 per student)
2. Equation Worksheets (see attached) ( 1 per student)
3. Easel
4. Easel Paper
5. Markers
6. Document Camera
7. Projector
8. Eno board
Lesson Plan
Before (12 minutes)
Students will bring their Math Journals and a pencil to the rug
area.
Share learning target
Students will open their journals to p. 209. I will read the math
message to the students (with express) and then direct them to work
with a partner to work on the journal page.

After about 2 minutes (or when I notice that the students have
looked up from their journals) I will ask students to share their thinking
and solutions.
How did you use the parenthesis to solve the
problem?
Remind students of the Parenthesis
first rap by using hand signal
What does 3x2 represent? What does 10 represent?
Why does the number model have parenthesis?
How many steps are in this number story?
Display (10-3)x2=? And solve it with the class.
Does this number sentence fit the number story?
(reread number story)
Ask students to explain their thinking
Introduce Open Response Problem:
Explain that each student will get a number sentence
with parentheses in in. Students will get different number
sentences. They must write a story that fits the number
sentence. These will be used to help differentiate (attached at
the end of the lesson plan).
Why might you use parentheses in a number model
to represent a two-step number story?)
 So, just like the number sentence in the Math
Message, each number story your write must have two steps.
Remind students to focus on one step at a time.
PARENTHESIS FIRST!
Stretching and scaffolding:
Students may use
manipulatives (base 1o cubes) or draw picture
The example will be put
under the document camera in front of the class for
students to refer to.
Students may work with
partners
Students that finish early will
write another number story for their assigned
problem or a new one.
Differentiated problems are
assigned to students.
Students will have 30 seconds to find a partner and
sit next to them before they are dismissed to start working on
their response.

During (25 minutes)

At the end of the day they will present and defend their number
stories to a small group then pass in their work to me. This work should
have their name on it circled and the name of their partner(s). When
students pass their work in, their number story should be written
neatly on the worksheet with any scrap paper attached. I want to see
their thinking on their scrap paper. This means lots of writing. Students
should circle their final thinking that they want to share.
I will call students names to get started. I will assign problems
(and differentiate) based on partnerships.
Students will be released to go work on their problems. I will
remind them that their job is to write a number story that fits the
number sentence on their worksheet.
Effective Questioning: What part do you need to solve first? Why
do you need to do this part first? What part comes second? What does
that number sentence look like? What would this look like if you drew
it? Extensions/Stretching:
Have students draw and label a diagram to prove
that their solution is correct. Have students share their work with
a classmate.
 If more than one group is done, they may share their
number story and have another group try to solve it.
Students will work on writing a number story for a
more challenging equation.

After (15 minutes)

Students will bring their work to assigned tables.
A checklist will be written on the board
What does each number represent in the number
story?
Are there two steps in the problem?
What are the two steps in the problem?
When you see parenthesis in your number sentence
what should you do?
When the group comes back together, I will ask two partnerships
to share their problem(this problem will have been previously
reviewed). One group will be multiplication/division and the other
addition/subtraction.
I will select groups to share based problems that I
have read during the work time. I will make sure they want to
share before I put them on the spot.
I will facilitate a discussion and using the questions on the
checklist.
The students will come to the front of the class and defend their
number story. I will guide them to draw a diagram representing their
number story.
Drawing pictures are a good way to understand
number stories.
I will repeat the above steps for group 2.
Summarize: Class will compare the problems, finding similarities
and differences.
What does it look like when we add vs subtract and
multiply.
Revisit importance of parenthesis
Students will then be given time to reread their work to see if it
makes sense. Students will be given a colored pencil to make
corrections or additions to their work.

Assessment:
Written Response:
Students will write their own number story to fit the number
sentences
 Student responses will be evaluated on the following rubric:

Corrections that students make will be clearly written in colored

pencil.

Personal Communication
As students are working, I will walk around to listen and observe
them as they work
Do students number sentences represent of the
right operation?
Are students looking at the problem as two separate,
but connected parts.
Are students using manipulative and/or pictures?
Are students planning the problem before they write
it? Are they deciding what each number represents?
Students will answer questions that I ask individually and in the
whole group
What part do you need to solve first? Why do you
need to do this part first? What part comes second? What does
 that number sentence look like? What would this look like if you
drew it?

What do the numbers represent?

Name: _____________________ Date:________________

Open Response
Write a number story that fits the number sentence below.

12-(4 x 2)=

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Name: _____________________ Date:________________

Open Response
Write a number story that fits the number sentence below.

15-(6+3)=

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Name: _____________________ Date:________________

Open Response
Write a number story that fits the number sentence below.

6+(4 x 5)=

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Name: _____________________ Date:________________

Open Response
Write a number story that fits the number sentence below.

12-(2+3)=

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Accommodations:
What strategies will you use to support the diverse needs of students in
the class?
I will read the problem aloud to the class several times.
Problems will be differentiated and passed out to students
according to their demonstrated proficiency
Manipulatives (base 10 blocks) will be available for students to
use while they problem solve
Students will be permitted to work with a partner.
Ed Techs or I will be available to scribe for students if needed
Students will be offered scrap paper and worksheet with a
diagram to help them organize their thinking ( see below