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Solving Two-Step Word Problems: The Bake Sale Mystery
Lesson Plan
Grade 3
English
Solving Two-Step Word Problems: The Bake Sale Mystery
Lesson Overview
Grade Level | Duration | Subject |
|---|---|---|
Grade 3 | 45 Minutes | Mathematics |
Standard
CCSS 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.
Learning Objective
Students will be able to identify the two steps needed to solve a word problem and write an equation using a letter (like
) to represent the unknown number.Materials
- Whiteboards and markers
- Bake Sale Story Image
- "Step-by-Step" Student Worksheet
- Pencils and scrap paper
Lesson Procedure
1. The Hook: The Great Bake Sale (5 Minutes)
The Story:
"Class, look at this bake sale! Imagine we are the students running the table. We started our morning with 50 cupcakes. By noon, we sold 15 cupcakes. But then, a teacher came by and donated 10 more cupcakes to our stand. How many cupcakes do we have left to sell?"
- Turn and Talk: Ask students: "Can we solve this with just one math problem? Why or why not?"
2. Direct Instruction: Modeling the Steps (10 Minutes)
Step 1: Identifying the Hidden Questions
Explain that two-step problems have a 'hidden question' we must answer first.
- Hidden Question: How many cupcakes did we have after selling 15?
-
- Final Question: How many do we have after getting the donation?
-
Step 2: Using a Letter for the Unknown
Show how to write this as one long equation:
Explain that
stands for our unknown number (the answer we are looking for).3. Guided Practice: Toy Store Trouble (10 Minutes)
Present a second problem on the board:
- "Leo has $40. He buys a toy car for $12 and a puzzle for $8. How much money does he have left?"
Class Activity:
- Step 1: What is the hidden question? (How much did he spend in total? Or how much after the first toy?)
- Step 2: Write the equation together: or.
- Solve: Allow students to solve on whiteboards and hold them up.
4. Independent Practice: Two-Step Worksheet (15 Minutes)
Students will work through the "Two-Step Problem Solver" worksheet below. Circulate to provide support, specifically checking if students are labeling their steps.
5. Differentiation & Scaffolding
- EL Scaffold: Provide a "Problem Solving Frame":
- "First, I need to [add/subtract] ______ and ______. This gives me ______."
- "Then, I need to [add/subtract] ______ and ______. The answer is ______."
- Intervention: Provide base-ten blocks or counters for students to physically remove or add items during each step.
- Enrichment: Challenge students to write their own two-step word problem about a grocery store or a library and trade with a partner.
Exit Ticket
The Library Quest:
There were 28 books on the shelf. The librarian took 6 books off to repair them. Later, a student returned 4 books. How many books are on the shelf now?
- Write the equation using for the unknown.
- Solve the problem.
Student Worksheet: Two-Step Problem Solver
Name:
Date:
Sequence Chain: The Two-Step Solver
Follow the steps to solve the word problem below. Write your equations clearly!
The Problem:Sarah has 32 stickers. She gives 12 stickers to her brother. Then, her teacher gives her 15 more stickers for working hard. How many stickers does Sarah have now?
1. First Change
2. __________
3. Final Total
Step 1: Write an equation to find out how many stickers Sarah has after giving some to her brother. Use 's' for the unknown.
Step 2: Take your answer from Step 1 and write a new equation to show what happens when the teacher gives her 15 more. Use 'n' for the final unknown.