Teaching Problem Solving 3 rd Grade Math

we're gonna start out actually remember told you yesterday was going to hold off in going over our problem of the week and really wanted to take some time to showcase some really awesome work that happen to see yesterday so we're gonna start there the problem of the week yesterday the standard was all about problem solving but more specifically it was about two-step word problems with multiple operations so you notice it wasn't the same thing it wasn't add an add or subtract subtract it was multiply and subtract or add II so some people did some different strategies and want to show that think about it is we had 62% so said we can do much better and what noticed that we made some little minor mistakes and not really reading the question carefully okay that crosses big points in terms of you can't get all your points if you just get half of the question correct so here's what here was your question it was Mike run two miles day his goal is to run total 95 miles after six days how many miles does might have left to run in order to meet his go okay what were some key words that you saw in this right his goal is to do 25 total miles was another keyword you got Mackenzie how many was another one Jalen have last like that was huge because that was our last step right our last step right but the question was that have left in my mind when saw that thought subtraction because that's the keyword that we relate to subtraction lot is even up there so it's like that's something that thought up so I'm gonna show you my model first and then know lot of you notice that put this up instead of taking down our last problem of the week just put this speech problem the week on the boards had some empty space so this is what have up there and you can see that later but took pictures obviously we can see it I'm bigger so when read this question this is what was thinking this is my thinking went with the model first drew model first and I've did six days notice that there were six days that he did this and he did two miles on each day so put two in each and then realized that that looks like six times two right and I'm occasion strategy so realize he's so far done 12 miles but can't stop there because our question was asking us how many miles does he have left to meet that goal of 25 okay so if you have the hole of 25 and you have this part that you know was left is the so that's what did over here did 25 is my whole - the part that know and it was equal to my difference of service okay so said mike has to run 30 more miles to meet his go know this because notice that just simply answered the question first period nice sweet to the point then went into what did okay some of you notice you did this first and then somewhere down the line you told me that it equal 13 that's not good enough it's good that you got the 13 but we need to clearly answer the questions no miss reason read in your work in the long run somebody else has to read it understand your work they won't say any kind of guide and see he got the 13 on here somewhere they're gonna say the here's are the question about how many more miles did Mike need to run if you don't do that here and they're conducting points clear okay so then thought noticed because first multiply 6 times 2 equals 12 so he has to run 12 miles he has run 12 miles in six days subtracted 12 from 25 to show how many miles he still has to run that's what did so let's see what some of you brilliant little children days let's check out the Masters and he taught me especially came in she still wants to give you guys something so later on when those students that are up on that masters board you go get what she dropped off for you okay so said this Mackenzie smile looks lot like mine does everything just redo is that the only way to do things and the only way to get an answer right there so happens that she was thinking in way that was thinking as well in terms of model multiplication then subtraction listen to her response might need to run 30 more miles because he runs two miles every day and to my two miles every day for six days equals 12 miles and 25 minus 12 equals 13 more miles he needs to run see the question was answered right away yeah Gary is also real similar model multiplication subtraction okay might have to run 30 more miles would have 30 more miles to go say this with other multiply 6 times 2 12 and then subtracted 13 short sweet to the point okay this is what wanted to showcase like said musical one man was rethought that's definitely not even the one only one way that taught you so said wonderful way to use the counting on strategy to find the missing part listen to what she did Mikey Stern runs 13 more miles to reaches though know the answer because multiply two times six equal twelve then counted until got 13 so she figured this out realized she needed to get 225 counted on until she got the 25 realized that 13 was her missing part little different another one grandchild London Jasmine same thing also used to counting on strategy and did addition to solve the amount of miles might need to run to make his go to 13 because first you need to multiply 6 times 2 is 12 and add 12 plus 13 equal 25 which is 13 as your answer sorry every child off these same cows in Australia so we have two people that had like mines in this jail is another one that was going back to the multiplication and subtraction great job the answer is 13 more miles told me the answer right away he needs to reach his goal how got my answer is like multiply 6 times every time and then subtract 225 minus 13 perfect that's what need to see all right so like said 62% it's what's something that need to see improve and want to see that improve right now need you to take out your fraction board turn it over to the blank side take out your marker okay want you to try this problem it says it collects five coins day his goal is to collect total of 30 coins after four days how many coins does did have left to collect in order to be him go this problem is very similar on the back side of your fraction board the back side of your friends board want you to solve I'm seeing models we're quit work quick Valentine's and shoes explain very quickly understand up really quickly show us what you did explain your process will mark this down want all the tension on the speaker and show your model show you and saw lot of the same thing happening quickly clear this board just one per se booth see with okay so this is what the other thing wanted to talk to you guys about is that you know we just did our chapter 8 test on like naming parts of they hold the fraction parts Namie fraction parts we just did that right so want to talk to you about how that went and what noticed about that so this is what noticed questions like this and this is what we talked about questions like this what is what saw gave us little bit of trouble okay it's all eyes up here someone read this one for moment various yeah so this is one that gave us lot of issues problem like this kind of stood up just little bit so what information do we have here based on our fractions what information do we have here London it's of them are giraffes okay so that's important information that we need in order to figure this out right yep okay so we have 24 and then one-eighth of them are dressed how can solve this what we through it how can solve this can be on weave things okay so you say you either skip town one day are the giraffes and there are 24 total pictures remember these steps that we have to go through in order to figure out I'm fractional part of whole is because we just want to know how much one-eighth this which information can pull that from the start may be drawn about there we go is either we draw model first what can pull from what information one for what everyone what part of 1/8 can we start with then class what is this call but eight right here in fraction what is this called the denominator right so we use the denominator to build our model right so if do that and start out because we know fraction has to have equal equal groups five six seven eight okay what can do next time though right making record long keep going Tony wants only one you could add troll yeah keep putting semi-coma cool okay so should keep putting until get the twenty bucks cannot go over twenty-four why can't go over twenty-four right that's on these typically looking off so now that we have this array how can we answer this question how many photos are of giraffes my honor okay and if did that what am doing okay what are these called we call these in terms of fractions each one of these groups is what 1/8 fantastic so here we go so what's the answer to this question of how many direct pictures there are okay so listen to this okay so don't worry don't worry about wiping off your board don't worry about wiping off your foot the paper the paper towel in the middle with you in the middle okay this one we're going to do this one just after noon because this is another review one that wanted to go over that we struggle with one the chapter test what want to do we're going to start chapter 9 and before we really start chapter 9 want to quick over our objective someone read our objective for man you can't look everyone in here just made model for fraction correct yes very easy and when we talked about naming fractions early on we learned how to do the circle model where we do circles like the pizzas we did the bar models and we even created like you all have here our own fraction strips that break down what each fraction of whole looks like correct so how easy do you think it's going to be to just compare two fractions what do we do when we compare in math what are we doing because when we compare in man what does that mean to compare in May