Mathematics · Grade 3

Active learning ideas

Developing Problem-Solving Strategies

Active learning works well for problem-solving strategies because students need repeated, hands-on practice to see how different tools like diagrams and tables reveal number relationships. Moving between stations keeps engagement high while students match strategies to problem types in real time.

• Ontario Curriculum Expectations
• 3.OA.A.3
• 3.OA.D.8

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Strategy Stations

Prepare three stations with word problems suited to drawing diagrams, making tables, or working backward. Small groups spend 10 minutes at each station solving and noting what worked well. End with a class chart comparing strategies.

Compare different problem-solving strategies and their effectiveness.

Facilitation Tip

During Strategy Stations, place anchor charts at each station with a sample problem solved using that strategy so students can reference them independently.

What to look for

Present students with two similar word problems. For the first, ask them to draw a diagram. For the second, ask them to create a table. Observe their process and ask them to explain one step in their chosen strategy.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Think-Pair-Share
• 30 min · Pairs

Pairs Challenge: Dual Strategies

Give pairs identical multi-step problems. Each partner selects and uses a different strategy, then they explain results to each other and decide the most effective one. Follow with pair shares to the class.

Design a multi-step plan to solve a complex word problem.

Facilitation Tip

For Dual Strategies, supply blank index cards so pairs can record their first strategy before switching to the second one.

What to look for

Give students a word problem that has a clear 'work backward' solution. Ask them to write down the final answer and then show the steps they took, working backward, to arrive at that answer. Include a sentence explaining why this strategy was a good choice.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 40 min · Whole Class

Whole Class: Problem Gallery Walk

Students solve a problem individually using their chosen strategy and post solutions on chart paper. The class walks the gallery, adding sticky notes with questions or alternative strategies. Discuss as a group.

Justify the choice of a particular strategy for a given problem.

Facilitation Tip

In the Problem Gallery Walk, rotate student groups slowly so they have time to notice and question each other's diagrams or tables.

What to look for

Pose a complex word problem to the class. Ask students to work in pairs to brainstorm at least two different strategies they could use to solve it. Have each pair share one strategy and explain why it might be effective for this particular problem.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 25 min · Individual

Individual: Strategy Journal

Students pick a problem, try two strategies in their journals, and reflect on which was better and why. Collect journals for feedback on justification.

Compare different problem-solving strategies and their effectiveness.

Facilitation Tip

During Strategy Journal time, provide colored pencils and rulers to encourage neat, precise representations.

What to look for

Present students with two similar word problems. For the first, ask them to draw a diagram. For the second, ask them to create a table. Observe their process and ask them to explain one step in their chosen strategy.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by modeling each strategy with think-alouds before students try it themselves. They avoid rushing to the answer by asking students to explain what the numbers represent in their diagrams or tables. Research shows that students need deliberate practice naming strategies and matching them to problem features before they can apply them flexibly.

Successful learning looks like students selecting strategies based on problem features, explaining their reasoning, and using materials deliberately to show their thinking. They should connect each step to the numbers in the problem and justify their choices with clear language.

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Watch Out for These Misconceptions

• During Strategy Stations, watch for students who automatically add numbers without planning how a diagram or table could help.

  Have them pause and ask, 'What do I need to see in this problem? Numbers or relationships?' Then direct them to the strategy station that matches that need.

• During Dual Strategies, watch for students who treat working backward as random trial and error.

  Give them unifix cubes or counters to physically reverse each step while a partner narrates the process aloud.

• During Problem Gallery Walk, watch for students who praise only the fastest solution without analyzing accuracy.

  Ask them to read each solution aloud and mark where the numbers connect to the problem, then discuss which explanation is clearer.

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Methods used in this brief

• Stations Rotation
• Think-Pair-Share