Amber Patko

ELD 375
Word Problems with 3 Addends
Rationale
I am teaching this lesson because it is important for children to
understand how to solve word problems, especially because it is
a way to relate math to the real world. Adding and subtracting
with three numbers is more difficult than adding and subtracting
with two numbers, so this lesson will help them to apply what
they know about adding three numbers to real life situations.
This lesson is important because word problems help students
relate what they are learning to their lives, and adding with 3
numbers is helping them to increase their number sense.
Standards being conveyed:
o 1.OA.A.1: Use addition and subtraction within 20 to solve
word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to
represent the problem.
o 1.OA.A.2: Solve word problems that call for addition of
three whole numbers whose sum is less than or equal to
20, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
Objective
My mathematical goal for this lesson is for children to have a
better understanding of adding with three numbers, and for them
to see how this type of math can be needed in real life. Also, I
want them to understand strategies for correctly solving word
problems.
As a result of this lesson children will be able to identify the
different parts of a word problem, decide how they must solve it,
and properly solve and find the correct answer.
Lesson Progression
Introduction
This lesson is for First Grade and is based on the standards listed
above for Grade 1, making it appropriate for the students.
This lesson will be introduced by reviewing how to solve word
problems using 3 addends. Ask students what they know about
solving word problems with 3 addends. Have them share what
they do when they are solving these word problems. Ask them
how word problems with 3 addends are different than word
problems with 2 addends. Do an example word problem and
solve as a group. Explain that 3 number word problems are

solved in a similar way to 2 number word problems, except there

is an extra number. Tell students that in todays lesson they will
learn a new strategy that will help them to identify all the parts
of the word problem, and that it will help them with any kind of
word problem.
Middle:
The lesson itself will begin by first explaining that the strategy is
called CUBES, and each letter of the word cubes stands for a
word. Show visual that spells out CUBES. Each letter stands for
a step. C is step 1: circle the numbers. U is step 2: underline the
question. B: box the action words. E: evaluate what to do. S:
solve and check. Explain that while Evaluating, they should be
deciding which numbers are important to solving the problem,
and which words help us figure out what we have to do to solve.
Explain that this strategy can help us break down the problem
identifying the numbers, the question, and the important words.
This will make solving word problems easier to do, because we
will know all of the important parts of the problem we will need
to solve the problem. Write down an example word problem:
Lucy has 7 bouncy balls, Charlie has 4, and Beth has 2. How
many bouncy balls do Lucy, Charlie and Beth have in all? Ask
students what needs to be done first: Circle numbers, Underline
the question, Box the words in all. Explain that the numbers 7,
4, and 2 need to be added togetherask students how this can
be done (first add 7+4 and then add 2 to the total to get the
answer). Show students that the answer is 13 bouncy balls.
Remind students that answers to word problems should be
labeled (13 bouncy balls). Answer any questions students have
at this point. Create another example and have students solve
as a class.
Next, the activity will be introduced. The activity will involve the
completion of a worksheet with 6 word problems using the
CUBES strategy along with manipulatives (math counters) to help
them to better visualize the problems. For the final two
questions, the people in the problems have stickerswhen the
children get to this point they will have the opportunity to use
stickers as manipulatives. The worksheet will be passed out to
everyone, and a box of counters will taken out. The students will
be given time to complete the worksheet. The first problem can
be done as a group.
The students understanding of the concepts as well as their
behavior will influence how I proceed with the lesson. If students
are still confused after a couple of examples, I will explain the
process in a different way, and I will provide another example
with more detailed steps on how to solve it. If students behavior

is poor, they will be required to solve the problems without

working with classmates or without the sticker manipulatives.
Closing
The lesson will be closed by bringing the group back together to
go over the worksheet. For each question a student will be able
to share their answer, and I will tell the students to put a thumbs
up if they got the same answer, and if anyone got a different
answer, I will go over how to solve it with them so that we can
figure out the correct answer. After all the problems have been
gone over, review once more the process of solving, having
students define each step.
See attachments for worksheets/materials
CUBES strategy found from this website:
http://diyfascination.com/2014/02/11/c-u-b-e-s-strategy/
Assessment
Students will be assessed on the following criteria:
o Their answers to the word problems on the worksheet that
will be collectedthey should be showing their work as
well. If the answers are correct, and they show their work
(and the proper steps were taken), I will know they have an
understanding.
o For those who volunteer to share opinions and answers to
questions I ask during the lesson and the closing, the
responses they share. If they correctly answer the
questions, I will know they have an understanding.
o The math conversations the students have with each other
as they work that show their understanding of the
concepts. If their conversations are on topic, and they
speak about the correct process, they will be showing that
they understand what I have taught them.
The assessment is directly related to the objectives because the
assessment is having the students prove that they have an
understanding of what was discussed during the lesson.
Other Considerations
Materials needed:
o A copy of the worksheet for every student, and pencils.
o Poster or outlining the CUBES method (or a small copy for
each student).
o White board/chalkboard to write down examples.
o A Ziploc bag with 20 stickers for each student. Each bag
must have at least 8 blue, 3 red, and 5 yellow.
o Counters for each table
I did not find this lesson from any place in particular. I made the
lesson and word problems up myself. I found the CUBES method
from this website: http://diyfascination.com/2014/02/11/c-u-b-e-

s-strategy/ and I decided to incorporate it into my lesson,

because I thought it was a great strategy for students that helps
them analyze parts of the word problem.
Possible Questions to ask:
o Has anyone ever heard of the CUBES method for solving
word problems?
o Does anyone remember how to solve equations that add 3
numbers together? What is the first step? What happens
next?
o Lucy has 7 bouncy balls, Charlie has 4, and Beth has 2.
How many bouncy balls to Lucy, Charlie and Beth have in
all? What must we do first? (C,U,B,E,S) What happens
next?
o Does anyone have any questions so far?
o How do we solve this problem?
o During closing: Who wants to share their answer for #1?
Did anyone else get that answer? Did anyone get any
other answer? How can we solve this problem?
o What did we learn today? What are the steps for CUBES?
How do we solve word problems with three numbers?
When planning classroom management, I considered the
opportunities I can give the students based on their behavior. If
they behave well, they will be able to use manipulatives
(counters and stickers) when doing their activity. They will lose
their privileges if they do not stay on task. This is especially
something I need to consider in my field class, because the
students are very talkative.
I expect students to respond positively to the lesson. I tried
making it fun with the counters and stickers, and the stickers
can serve as motivation for them to remain on task. I expect
them to engage in the lesson, and answer the questions that I
ask them, and create a math-related discussion.
Differentiation
This lesson can be differentiated for many different learners. For
struggling students, they will have word problems with smaller
numbers. They will also be allowed to use manipulatives and draw
a picture in order to help them solve the problem. This will provide
them with multiple visuals. I will give them more individualized
attention while they are working on the worksheet. For more
advanced students I will have them complete the worksheet as is,
and when they are finished I will ask give them different sets of
numbers and ask them to see how the answers differ with the new
numbers. This is allowing them to explore more advanced versions
of what the rest of the class is working on.

Some students really struggle with adding with 3 numbers, and they
might need extra help. I will take these students individually and
work with them, going through the steps of the process with them
to make it easier for them to solve the problems and understand
what they have learned.

Name: ___________________________

Story Problems with 3 Numbers: Triple the FUN!

Directions: Solve the following word problems using the CUBES
method. Use the counters to make a visual for the numbers in the
problems, and use stickers for question #5 and #6. Make sure to show
all of your work!
1) Casey went to the store to buy flowers. She bought 6 roses, 7
daisies, and 4 tulips. How many flowers did she buy all together?

2) Lyndsay likes going to Broadway shows. In 2012 she saw 3 shows, in

2013 she saw 4 shows, and in 2014 she saw 5 shows. How many shows
did she see all together?

3) Catherine went shopping for art supplies. She bought 9 new

paintbrushes, 2 bottles of paint, and 4 canvases to paint on. How many
items did she buy in total?

4) Sean went to a pizzeria for dinner. He was very hungry. He ate 3

slices of pepperoni pizza, 5 slices of extra cheese, and 2 slices with
sausage. How many slices did he eat in all?

5) Jeffrey bought a pack of stickers. In the bag there were 8 blue

stickers, 3 red stickers, and 5 yellow. What was the total number of
blue, red, and yellow stickers?

6) Alex, Eric, and Nick each had a bag of stickers, but Marie didnt have
any. They decided to share with her. Alex gave her 6, Eric gave her 9,
and Ryan gave her 5. How many stickers did Bailey get from her
friends all together?

C
U
B
E
S

How do I solve Word Problems?

IRCLE THE NUMBERS

NDERLINE THE QUESTION

OX ACTION WORDS

VALUATE WHICH STEPS TO

TAKE

OLVE AND CHECK