Name: Natalie Kasten

Candy Cane Collaboration

Time Allotted: 60 Minutes
Grade Level: 3rd Grade Subject(s): Math
Intentional Room Set Up:
Materials Required: (create a bulleted list, including texts -- books and articles-- using APA
format)
CUBES poster
Candy Canes
Chart of candy canes

Michigan Content Expectations: S.S. Grade Level Content Expectations (GLCE), E.L.A. or Math Common
Core State Standard (CCSS) or Next Generation Science Standard (NGSS) include both the code AND fully
written out expectation.
3.0A. 8. Solve two-step word problems using the four operations.

Objective(s): A specific, measurable portion of a GLCE, CCSS, or NGSS (may more clearly state with
Blooms taxonomy verb) including the level of proficiency.
Objective 1: TLW solve two- step word problems using four operations. Students will show proficiency
by solving at least one two-step word problem created by peers.Students will have to use the CUBE
method on at least one problem and earn 5/6 points by correctly using CUBES (1pt each) and 1 put for
the right answer.

Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you assess that students
are progressing towards or have mastered EACH objective?
Data & Intervention: What data could you generate? What specific plan do you have in place including
resources if a student/or multiple students have/have not met the minimum level of proficiency on the interim or
summative assessment?

Objective 1 Informal Formative Assessment: Students will give thumbs up, sideways, or down with
level of understanding while solving word problem as a class.

Objective 1 Formal Formative Assessment: Students will complete the problem given individually and
will go over answers together as a class to check for understanding.
o Data & Intervention Plan: If over half of the class needs more practice we will go over another
problem together. Students who need further help may work in a group with the teacher to come
up with their word problem.
Objective 1 Formal Interim/Summative Assessment: Students will have to use the CUBE method on at
least one problem created by their peers, and earn 5/6 points by correctly using CUBES (1pt each) and 1
put for the right answer.
o Data & Intervention Plan: If students cannot solve the word problem they may solve a word
problem written by the teacher writing out each step they used to solve the problem.
Instructional Procedure: What information do students (and or a guest teacher) need to accomplish the
objective(s) as you intended?
1. Anticipatory Set: Engage (Allotted Time 5 Minutes)
a. The teacher will give students a story problem(make sure students are listening):
- Ms. Kasten put 45 candy canes on the Christmas tree. 10 were peppermint; 7 were blue
raspberry; 13 were cherry; and 15 were green apple.
- Mrs. Maske took 4 peppermint, and 4 blue raspberry, how many candy canes were left
for the students?
b. The teacher will ask students to think about ways they could solve the problem (not the
answer, but how to solve it).
2. State Purpose and Objective of Lesson: (Allotted Time 5 Minutes)
a. Today we are going to learn about how to solve two-step word problems.
b. Objective 1: TLW solve two- step word problems using four operations. Students will show
proficiency by solving at least one two-step word problem created by peers. Students will have to
use the CUBE method on at least one problem and earn 5/6 points by correctly using CUBES
(1pt each) and 1 put for the right answer.
c. By the end of this lesson we will be able to say, "I can solve two step word problems."

3. Instruction: (Allotted Time 45 minutes You may want to break the times out by DII, Modeling, GP and IP to make sure youve planned effectively)
a. Explore:
-TTW ask students what ways they could solve the problem.
- Put up CUBES poster
- TTW explain the method of CUBES
> C: circle the #s
> U: underline the question
> B: box the keywords
> E: eliminate info not needed
> S: solve by showing your work
- TTW share with the students that this is another method for solving word problems

b. Explain:
-TTW solve a word problem from the anticipatory set using CUBES.
-TLW help the teacher solve the problem using CUBES (thumbs up for understanding)

c. Elaborate:
-TTW write a word problem on the document camera. "Mrs. Maske's class has 25 students. 4
were absent due to a snowstorm on a particular day, and 2 were home sick. How many students does she
have in class that day?" (Read together as class)
-TLW hand out worksheet) and complete the problem individually.
- Students will work as a class to complete the problem together to check answers.
- Ask students if they got a different answer or solved it differently.

d. Evaluate:
- Students will be creating their own word problems in groups of 3-4 (on the paper provided)
*When explaining activity to students make sure to remind them that they do not need as much
detail in the story than in the number problem*
> Students will create a 1 or 2 step word problem.
> Students must solve their own problem on a separate sheet of paper.
> When students have correctly solved their problem they will find another group to trade
problems with to solve.
>* If groups finish before the time is up they may find another group to trade with or
create another problem.
 4. Differentiated Consideration
If groups finish before the time is up they may find another group to trade with or create
another problem.
Students who need further help may work in a group with the teacher to come up with their
word problem.
The CUBES acronym will be posted in the room for students to reference.
Closure: (Allotted Time 5 Minutes)
a. Go over CUBES
b. 1 group may share their word problem and class will solve together.
c. "I can solve two step word problems"
d. Thank students for learning with you.