Courseversity

Lesson

Problem and solution

Primary EducationGrade 3English & Language ArtsCV-PRI-G03-ELA-U04-L0745–60 min

You will learn

  • Name the problem.
  • Find the solution.
  • Explain how it helps.
  • Suggest another solution.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. Problem: what is wrong.
  2. Solution: how it is fixed.
  3. Signal words: problem, so, solve, answer.
  4. A problem can have more than one solution.

Words to know

problem
something that needs to be fixed
solution
a way to solve a problem
solve
to find an answer to a problem
shortage
not enough of something

1. Discover: Water for the village

A village had a water shortage in the dry season. Children walked a long way to fetch water, so they were often late for school. The villagers solved the problem by digging a well and building tanks to collect rainwater. Now the children arrive on time and families have clean water.

Think: What was the problem? How was it solved?

2. Understand: Problems and solutions

Idea 1: Problem

The problem: a water shortage in the dry season. Children walked far and were late.

Idea 2: Solution

The solution: dig a well and build tanks for rainwater. The villagers solved the problem together.

Idea 3: Other solutions

Often there is more than one solution. Another idea might be a small pipe system. Ask which solution works best.

Remember: A text may name a problem and then explain how people solve it; there may be many solutions.

3. Worked examples

Example 1 (I show you): Problem

What was the problem?

  1. Not enough…

Answer: a water shortage in the dry season

Example 2 (We do it together): Solution

What was the solution?

  1. Dig and build.

Answer: dig a well and build rainwater tanks

Example 3 (You try): Effect

What changed?

Show the steps and answer
  1. Look at the end.

Answer: children arrive on time and families have clean water

Did you know?

Rainwater harvesting has been used for thousands of years in many parts of the world.

Why this matters

Reading about solutions helps us think of ways to help our communities.

4. Explore: Solve a problem

Find a problem and solutions.

  1. Choose a school or home problem.
  2. Write the problem.
  3. Suggest two solutions.
  4. Choose the best one.
Think about it: what did you notice?

You can think of solutions.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • The problem is ___.
  • One solution is ___.
  • Another solution is ___.
  • The best solution is ___ because ___.

Guided practice

Question 1. Something that needs fixing is a ___.

problem

Question 2. A way to solve a problem is a ___.

solution

Question 3. To find an answer is to ___.

solve

Independent practice

Level 1: Start

  1. Something that needs fixing is a ___.
  2. A way to solve a problem is a ___.
  3. To find an answer is to ___.
  4. Not enough of something is a ___.
  5. Villagers dug a ___.

Level 2: Grow

  1. Why were the children late?
  2. What did villagers build?
  3. What do families have now?

Level 3: Stretch

  1. Can a problem have many solutions?
  2. Did the villagers work together?
  3. Is a shortage a problem?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Name a problem at home or school and suggest two solutions.

Show a sample answer

a problem and solutions

Another one. Find a problem and a solution in a news story or textbook.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can name the problem.
  • I can find the solution.
  • I can explain how it helps.
  • I can suggest another solution.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. A problem is something that needs to be ___.

2. A solution is a way to ___ a problem.

3. A shortage is not ___ of something.

4. What was the village problem?

5. Why were children late?

6. What did the villagers dig?

7. What did they build to collect rain?

8. What happened after the solution?

9. Which is another possible solution?

10. Can there be more than one solution?

11. A signal word for a solution is ___.

12. Why is clean water important?

Challenge 1. A school playground floods when it rains. Which is a good solution?

Challenge 2. Which sentence names a problem?

Your result appears here after you answer every question.

10. Key takeaways

  • Problem: what is wrong.
  • Solution: how it is fixed.
  • Signal words: problem, so, solve, answer.
  • A problem can have more than one solution.

11. Next lesson

Next lesson: Factual information. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. What is a problem? [1 mark]
  2. What was the water problem in the village? [1 mark]
  3. How did the villagers solve it? [2 marks]
  4. Give another solution. [1 mark]
  5. Explain how to find a problem and solution in a text. [3 marks]

Total: 8 marks.

Marking guide and model answers
  1. something that needs to be fixed [1]
  2. a water shortage in the dry season [1]
  3. dug a well [1]; built rainwater tanks [1]
  4. e.g. a pipe system [1]
  5. find what is wrong [1]; find how it was fixed [1]; check the result [1]

Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.

Printable worksheet

  1. Something that needs fixing is a ___.
  2. A way to solve a problem is a ___.
  3. To find an answer is to ___.
  4. Not enough of something is a ___.
  5. Villagers dug a ___.
  6. Why were the children late?
  7. What did villagers build?
  8. What do families have now?
  9. Can a problem have many solutions?
  10. Did the villagers work together?

Homework

Find a problem and a solution in a news story or textbook.

Answer key and marking scheme

Question Expected response Marks
1. Something that needs fixing is a ___. problem 1
2. A way to solve a problem is a ___. solution 1
3. To find an answer is to ___. solve 1
4. Not enough of something is a ___. shortage 1
5. Villagers dug a ___. well 1
6. Why were the children late? they walked far for water 1
7. What did villagers build? tanks for rainwater 1
8. What do families have now? clean water 1
9. Can a problem have many solutions? yes 1
10. Did the villagers work together? yes 1
Total 10

Independent practice answers. Level 1: 1 problem; 2 solution; 3 solve; 4 shortage; 5 well. Level 2: 1 they walked far for water; 2 tanks for rainwater; 3 clean water. Level 3: 1 yes; 2 yes; 3 yes.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Name the problem Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Find the solution Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Explain how it helps Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Suggest another solution Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.

  • Listen while your child explains the idea.
  • Ask for one new example.
  • Praise effort and careful work.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: name the problem; find the solution; explain how it helps; suggest another solution.

Prerequisite knowledge. Chronological organisation.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Introduce the idea with the opening example.

Explanation (10 min). Teach the key words.

Guided activity (10 min). Practise together.

Independent activity (10 min). Check understanding with the quiz.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. What is the key idea? Can I give my own example?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Rushing without checking. Slow down and check your work.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Reading: Foundational Skills; Grade 3 » Reading: Literature; Grade 3 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core RI.3.3 and RI.3.8; Cambridge Primary English Stage 3 (reading non-fiction). These sources informed the lesson.

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