Unit 2 Addition up to 100,000

Lesson plan 3 Solving word problems

Lesson plan 3
Solving word problems
Time 5 Hours
1. Learning standards/Indicators
MA 1.1 G.3/9 Solve the 2 steps word problems of the whole numbers up to 100,000 and 0.
2. Learning objectives
1) Explain the method of solving an addition word problem of two counting numbers and
three counting numbers as given. (K)
2) Show the method of solving an addition word problem and check the accuracy. (P)
3) Apply the knowledge of addition word problems in real life. (A)
3. Contents
Compulsory details Local-related content
Solving word problems and create the word According to the school curriculum
problem and answer.

4. Key concept/Concept
Solving addition word problem is showing the solution and answering the addition word
problem. It must start by analyzing the word problem, planning to solve the word problem,
solving the word problem, writing the addition number sentence and showing the step of
solution to find the answer and check the accuracy.
5. Learners’ Key Competencies and Desirable Characteristics
Learners’ Key Competencies Desirable Characteristics
1. Communication Capability 1. Self-discipline
2. Thinking Capability 2. Avidity for learning
1) Observation skill 3. Dedication and commitment to work
2) Reading skill
3) Writing skill
4) Connection skill
5) Processing skill in problem-solving
6) Analytical skill
7) Reasoning skill

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Lesson plan 3 Solving word problems

Learners’ Key Competencies Desirable Characteristics

3. Problem-solving Capability
4. Capability for applying life skills

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Lesson plan 3 Solving word problems
6. Learning activity
 Concept/Teaching model/Teaching method/ Technique: กระบวนการทางคณิตศาสตร์ (ทักษะการแก้โจทย์ปัญหา)
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
Indicator
ชัHour
่ วโมงที1่ 1
MA 1.1 G.3/1
Analyse and show a method Introduction to the lesson
of finding answers to Analyze the word problem
problems and mix-problems 1. The teacher greets the students and reviews the - Reading skill - Additional word - Observe student’s
of cardinal numbers not knowledge of solving the word problem that they - Analytical skill problems desirable
exceeding 100,000, and 0, as studied in Primary 2. The teacher assigns the students - Connection skill Characteristics
well as be aware of validity of to do the activity as follows:
the answers. - The teacher separates the students into a group
Learning objective
of 4 (Each group must consist of varying
1) Explain the method of
mathematical skill ability.) Then the teacher gives
solving an addition word
an additional word problem card to each group.
problem of two counting
- The teacher assigns each group to study the word
numbers and three
problem, try to understand and analyze to find
counting numbers as
the given information and the question.
given. (K)
- The teacher assigns each group to send the
2) Show the method of
member to present the word problem and show
solving an addition word
how to solve the word problem in front of the
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Lesson plan 3 Solving word problems
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
problem and check the class.
accuracy. (P) 2. The teacher and the students discuss solving the
3) Apply the knowledge of additional word problem. The word problems has 2
addition word problems components, they are the question and the given
in real life. (A) information.

Teaching
Plan the procedure
1. The teacher assigns the same group to study the - Targeting
- Observation skill - Observe student’s
example from the additional word problem in Mathematics
- Reasoning skill desirable
Targeting Mathematics Work-Textbook P.3A page 59- Work-Textbook
Characteristics
62. Then the teacher writes the additional word P.3A
problem on the board. Then the teacher asks the
question to the students as follows:
 From the word problem on the board, what is the
question?
(The answer is dependent on the teacher.)
 From the word problem on the board, what is
the given information?
(The answer is dependent on the teacher.)

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Lesson plan 3 Solving word problems
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
 What are the 2 components of the word
problem?
(The answer is dependent on the teacher.)
 How do the students plan to solve the word
problem?
(The answer is dependent on the teacher.) - Observe student’s
- Correct –
2. The teacher explains more to help the students to - Reading skill incorrect
desirable
understand that planing to solve the word problem, - Analytical skill symbol cards Characteristics
the students must try to understand the word - Connection skill - Word problem
problem and apply the knowledge of pictogram to labels
analyze the word problem. Then the teacher gives 2
flashcards correct and incorrect symbol. The teacher
puts the additional word problem label on the board
for the students to read together. Then each group
analyzes the word problems whether it is the
additional word problem or not. If it is “Yes” the
students will show the correct symbol flashcard if it
is “No” the students will show the incorrect symbol
flashcard.

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Lesson plan 3 Solving word problems
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
 On Saturday, Bom earned 32,154 baht from
selling the novel book. He sold 9,254 baht less
than on Sunday. How much did he earn from
selling the novel book on Sunday?
(Suggested answer: Yes, It is an additional word
problem.)
 In January, Peemai earned 17,000 baht. In
February, Peemai earned 2,500 less than January.
How much did she earn in February?
(Suggested answer: No, It is not an additional
word problem.)
 In a village, there are 13,265 female population
and 9,123 male population. How many people
are there in this village?
(Suggested answer: Yes, It is an additional word
problem.)
 Khun bought a computer that cost 36,990 baht.
Suda bought the new model computer that cost
7,900 baht more than Khun’s computer. How

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Lesson plan 3 Solving word problems
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
much does Suda’s computer cost?
(Suggested answer: Yes, It is an additional word
problem.)
3. The group who shows the answer quickest and the
answer is correct, gets 1 point. When the game ends,
which group has the most point will be the winner. Then
the teacher gives compliments to the winner and
encourages other groups.
4. The teacher and the students summarize solving
additional word problems. There are 2 components
of the word problem: the question and the given
information. To solve the problem, the students
must try to understand the word problem then apply
the pictogram to help analyzing the word problem.
ชั่Hour
วโมงที2่ 2

Follow the steps

- Observe student’s
1. The teacher reviews the previous lesson by putting - Additional word
- Connection skill desirable
the additional word problem on the board. Then problem label
- Observation skill Characteristics
The teacher asks the students with these questions.

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Lesson plan 3 Solving word problems
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
 From the addition word problem on the board, - Analytical skill
what is the question? - Reading skill
(The answer is dependent on the teacher.)
 From the addition word problem on the board,
what is the given information?
(The answer is dependent on the teacher.)
 What are the 2 components of the word
problem?
(It is the question and the given information.)
2. The teacher calls the students randomly to show the
step of problem analysis and show how to add the
number on the board. The teacher and the rest of
the students check the accuracy.
3. The teacher gives more 2-3 examples of the addition - Targeting - Observe student’s
word problem in Targeting Mathematics Work- Mathematics desirable
Textbook P.3A page 59-62 to help the students Work-Textbook Characteristics
understand more. P.3A
4. The teacher separates the students into a group of 4 - Whiteboard
(Each group must consist of varying mathematical skill - Marker
- Addition word
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Lesson plan 3 Solving word problems
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
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ability.) and give them a whiteboard and a marker. Then problem cards
each group analyzes the additional word problem on
the board, one question for one group. Then they write
the number sentence and draw the bar model on the
whiteboard.
5. The teacher and the students answer on the board.
Then the teacher calls the students randomly to
show the solution in front of the class and the rest of
the students check the accuracy.
6. The teacher and the students summarize solving the
word problem, writing number sentence and draw
the bar model.

ชัHour
่ วโมงที3่ 3

1. The teacher reviews the previous lesson by asking - Analytical skill - Observe student’s
what is the important thing to solve the word - Connection skill desirable
problem. Characteristics
(Suggested answer: We have to analyze the word
problem correctly to know what the given

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Lesson plan 3 Solving word problems
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
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information is and what the question is.)
2. The teacher assigns the students to do worksheet 2.3 - Connection skill - Worksheet 2.3 - Observe student’s
Solving the additional word problem. The teacher individual working
and the students answer the question together. Then behavior
the teacher calls 6 students randomly to the front of - Check worksheet 2.3
the class to show the solution on the board. The
teacher and the rest of the students check the
accuracy.
3. The teacher separates the students into a group of 4 - Observation skill - A4 paper - Observe student’s
(Each group must consist of varying mathematical skill desirable
ability.) Then each group discusses the step of solving Characteristics
the word problem that they learned on A4 paper. - Observe student’s
4. The teacher asks each group to present their workpiece group working behavior
in front of the class. The teacher and the rest of the
students check the accuracy.
5. The teacher assigns the same group to do Show and Say - Reading skill - Targeting - Observe student’s
activity in Targeting Mathematics Work-Textbook P.3A - Analytical skill Mathematics desirable
page 63. The teacher and the rest of the students check Work-Textbook Characteristics
the accuracy. P.3A
6. The teacher and the students summarize solving

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Lesson plan 3 Solving word problems
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
word problem analysis and the steps of the word
problem-solving.
ชั่วHour
โมงที4่ 4

7. The teacher and the students review the method - Connection skill - Number cards - Observe student’s
and the steps of the word problem-solving together - Reasoning skill desirable
and also asks the students to give the example of Characteristics
their mistake or the cautious of addition word
problem-solving.
8. The teacher separates the students into a group of 5 - Connection skill - Sentence label - Observe student’s
(Each group must consist of varying mathematical - Logical - - Internet desirable
skill ability.) Then the teacher gives a set of number reasoning skill - Library Characteristics
cards to each group as follows: - Observe student’s
Group 1 12,394 48,393 19,292 39,405 group working behavior
Group 2 86,383 48,203 62,393 32,442
Group 3 42,392 29,302 29,455 56,383
Group 4 38,321 39,494 64,586 23,494
9. The teacher assigns each group to create 2 additional - Connection skill - Observe student’s
word problems. The teacher insists that the word - Reasoning skill desirable
problem must relate to real life. The students can Characteristics

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Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
search on any sources then write on the sentence
label and check the accuracy.
- Observe student’s
10. When each group finished, the teacher tells the - Connection skill
desirable
students to exchange the number cards with other
Characteristics
groups to create new word problems from the new
set of the number cards.
11. During the activity, the teacher walks around to check - Connection skill - Observe student’s
the accuracy of the word problems and the answer and - Reasoning skill desirable
advises the groups if they do not understand the rule. Characteristics
12. The teacher assigns each group to present their
work in front of the class. The teacher and the
rest of the students check the accuracy.
13. The teacher and the students summarize analyzing
the word problems and the step of additional word
problems solution.

Hour 5

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Indicator/Learning objective Learning activity Acquired skill Learning Assessment
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Conclusion
Check the accuracy
1. The teacher reviews the previous knowledge by
- Creative thinking
putting 2-3 word problem cards on the board. Then
skill
the teacher asks these questions to the students:
- Problem-solving
 From the addition word problem on the board, skill
what is the question?
(The answer is dependent on the teacher.)
 From the addition word problem on the board,
what is the given information?
(The answer is dependent on the teacher.)
 What are the 2 components of the word
problem?
(It is the question and the given information.)
2. The teacher assigns the students to do Do and Learn - Connection skill - Targeting - Observe student’s
activity in Targeting Mathematics Work-Textbook P.3A - Reasoning skill Mathematics individual working
page 63. Then the teacher and the students answer Work-Textbook behavior
the questions and check the accuracy together. P.3A - Check exercise
3. The teacher and the students do the exercise in - Connection skill

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Indicator/Learning objective Learning activity Acquired skill Learning Assessment
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Targeting Mathematics Work-Textbook P.3A page 64 - - Reasoning skill
66. Then the teacher and the students answer the
questions together.
4. When each student finishes the activity, the teacher - Problem-solving - Observe student’s
asks for the volunteers to write the solution in front skill desirable
of the class. The teacher and the rest of the students Characteristics
check the accuracy.
5. The teacher and the students summarize additional - Connection skill
word problems. The method of word problem - Reasoning skill
analysis, solving problem planing, showing the
solution and the advantage that can be applied in
real life.

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7. Assessment
List Methods Tools Assessment
Evaluation during
learning activity
1) Addition - Check worksheet 2.3 - Worksheet 2.3 - 60 %: pass
solving word - Check exercise - Exercise - 60 %: pass
problems
2) Presentation/- Evaluate - Presentation - Quality level 2:
Activity result presentation/activity evaluation form pass
result
3) Individual - Observe students’ - Individual behavior - Quality level 2:
working behavior behavior when they evaluation form pass
work individually.
4) Group working - Observe students’ - Group behavior - Quality level 2:
behavior behavior when they evaluation form pass
work in group.
5) Desirable - Observe students’ - Desirable - Quality level 2:
characteristics self-discipline, avidity characteristics pass
for learning and evaluation
dedication and
commitment to work

8. Learning media/source
8.1 Learning media
1) Targeting Mathematics Work-Textbook P.3A Unit 2 Addition up to 100,000
2) Worksheet 2.3 Topic Addition solving word problems
3) Word problem cards
4) A4 paper
5) Number cards
6) Correct-incorrect symbol cards
7) Sentence labels
8.2 Learning source

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1) Classroom
2) Internet
3) Library

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Lesson plan 3 Solving word problems

Worksheet 2.3
Addition word problems

Instruction: Students write the steps of word problem analysis, solving plan, number sentence
and show the solution in Mathematics notebook and write the answer in the blank.

1. In January, a factory sold 12,482 pieces of electric appliances. In February, the factory
sold 23,890 more pieces than in January. How many electric appliances did a factory sell in
February?
Answer

2. On Monday, A ran at a distance of 5,393 meters. On Tuesday, he ran at a distance of

5,393 meters. What was the total distance A ran for two days?
Answer

3. A shirt company sells 35,600 shirts for the first time. If the owner of the company wants
to sell 25,400 more, how many will he sell altogether?
Answer

4. Mom deposits 39,780 baht in the bank. Then, she deposits 9,800 baht more. How much
money does she deposit in the bank altogether?
Answer

5. Pete drives home at a distance of 57,789 kilometers. Phol drives 4,590 kilometers more
than Peet. What is a distance of Phol’s driving?
Answer

6. A tank contains 2,490 liters of water. Dad fills 5,059 liters of water into the tank. What is
the total amount of water?
Answer
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Worksheet 2.3 Key

Addition words problem

Instruction: Students write the steps of word problem analysis, solving plan, number sentence
and show the solution in Mathematics notebook and write the answer in the blank.

1. In January, a factory sold 12,482 pieces of electric appliances. In February, the factory
sold 23,890 more pieces than in January. How many electric appliances did a factory sell in
February?
Answer 12,482 + 23,890 = 36,372

2. On Monday, A ran at a distance of 5,393 meters. On Tuesday, he ran at a distance of

5,393 meters. What was the total distance A ran for two days?
Answer 5,393 + 9,595 = 14,988

3. A shirt company sells 35,600 shirts for the first time. If the owner of the company wants
to sell 25,400 more, how many will he sell altogether?
Answer 35,600 + 25,400 = 61,000

4. Mom deposits 39,780 baht in the bank. Then, she deposits 9,800 baht more. How much
money does she deposit in the bank altogether?
Answer 39,780 + 9,800 = 49,580

5. Pete drives home at a distance of 57,789 kilometers. Phol drives 4,590 kilometers more
than Peet. What is a distance of Phol’s driving?
Answer 57,789 + 4,590 = 62,379

6. A tank contains 2,490 liters of water. Dad fills 5,059 liters of water into the tank. What is
the total amount of water?
How much water does a tank contain?
Answer 2,490 + 5,059 = 7,549
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Sentence labels

...........................................................

...........................................................

Number cards

12,394 48,393 19,292 39,405

86,383 48,203 62,393 32,442
42,392 29,302 29,455 56,383

38,321 39,494 64,586 23,494

Correct – incorrect symbol cards


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Words problem cards

1. On Saturday, Bom earned 32,154 baht from selling the novel books. He earned 9,254
baht less on Sunday. How much did he earn from selling the novel books on Sunday?

2. Napa has 21,354 ducks and 12,533 chicken. How many ducks and chicken does Napa
have altogether?

3. Khun bought a computer that cost 36,990 baht. Suda bought the new model
computer that cost 7,900 baht more than Khun’s computer. How much does Suda’s
computer cost?

4. In a village, there are 13,265 females and 9,123 males. How many people are there in
this village?

5. Panich saved some money in the bank. When he deposited 45,000 baht more,
Panich’s total money is 95,000 baht. How much money does he have in the bank?

6. In January, Peemai earned 17,000 baht. In February, Peemai earned 2,500 baht less
than in January. How much did she earn in February?

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9. School’s executive or the assigned person’s comments.

Suggestion

Signature .................................
( ................................ )
Position .......

10. Post-teaching record

 Knowledge

 Learners’ Key Competencies

 Desirable Characteristics

 Mathematical Competence

 Others (Student’s outstanding behavior or problem (If any))

 Problem/difficulty

 Solution

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