CUBES Problem-Solving

Overview

Today’s Health focus is on hauora (wellbeing). Students will practise the CUBES strategy for word problems and then connect their learning to how movement supports the four elements of Te Whare Tapa Whā. This lesson is designed to keep Year 3 learners active, safe, and able to explain their thinking.

Learning intentions

• WALT take part in enjoyable movement activities and describe how this strengthens our hauora.
• WALT use CUBES to solve simple word problems by thinking through What is being asked? and how to work it out.
• WALT identify the four elements of Te Whare Tapa Whā: taha tinana, taha hinengaro, taha whānau, taha wairua.
• WALT describe Tōku Whare (my house) by sharing what I value for my hauora and what keeps it strong.
• WALT explain how regular, creative, and enjoyable movement can strengthen one or more parts of our hauora.

Success criteria

• I can name taha tinana, taha hinengaro, taha whānau, taha wairua.
• I can solve a simple word problem using CUBES (circle keywords, underline the question, show working, check).
• I can describe one movement activity I enjoy and link it to one part of Te Whare Tapa Whā.
• I can share what I value in my hauora and give one idea for keeping my hauora strong.

Curriculum links

• Health Education (Self and others): developing listening and problem-solving skills to build trust and work with others.
• Health Education (Self-care): recognising everyday habits that impact emotional and physical development.
• Health Education (Self and others): using clear and respectful communication through role plays and group discussion.

Lesson structure (60 minutes)

1. 0–5 min · Welcome + movement hook. Teacher explains: “Today we will move and also practise solving word problems using CUBES.” Students do a quick “freeze-move” warm-up (march, jump, stretch, freeze) while teacher asks: “Which part of Te Whare Tapa Whā does movement help—taha tinana or hinengaro? Why?”

2. 5–12 min · Direct teach: Te Whare Tapa Whā. Teacher shows four simple picture cards (taha tinana/body, hinengaro/mind-feelings, whānau/family-belonging, wairua/spirit/values). Students chorally repeat the names and give one quick example each (e.g., “taha tinana = sleep and exercise”).

3. 12–22 min · Direct teach: CUBES for word problems. Teacher writes CUBES on the board and models with one short word problem connected to movement (e.g., “I do 2 stretches then 3 more stretches. How many stretches?”).

• C Circle key information
• U Underline the question
• B Box the numbers/important details
• E Equation (write the number sentence)
• S Solve and check by rereading the question Students practise with fingers on the steps: teacher calls “C…U…B…E…S!” and students point to the matching part of the solution sheet.

4. 22–32 min · Guided practice: word problems in pairs (short, achievable). Teacher hands out 2–3 CUBES word problems on a “Movement and Hauora” theme (small numbers; one question each). Students work in pairs, using the sentence strip prompts: “I circled… I underlined… The question is… I chose… I checked…” Teacher circulates, giving specific prompts.

5. 32–47 min · Activity: Hauora Movers stations (movement + thinking). Teacher sets up 3–4 stations with clear rules and timed rotations (7 minutes each). Examples:

• Station A (taha tinana): “Creative circuits” (choose 3 movements: hops, bear walk, star jumps)
• Station B (taha hinengaro): “Breathing and balance” (slow breathing + balance poses)
• Station C (taha whānau): “Partner pass” (roll a ball/beanbag while encouraging partner)
• Station D (taha wairua): “Values dribble” (choose a value card: kindness, respect; practise movement while silently saying the value) After each station, students complete a 1-sentence check-in: “This helps my _____ because _____.” They may draw if writing is hard.

6. 47–55 min · Share: Tōku Whare mini-complete. Teacher models a simple “my house” template with four boxes. Students add:

• One value/strength for hauora (e.g., “I value helping others”)
• One movement idea that strengthens a box
• One sentence using a stem: “When I do movement, my hauora feels strong because…”

7. 55–60 min · Exit ticket (quick assessment). Students complete a short exit slip:

• “Name one part of Te Whare Tapa Whā.”
• “What are the 5 steps in CUBES (or show one step you used)?”
• “One movement activity that helps my hauora is…”

Resources

• Te Whare Tapa Whā picture cards (4 elements)
• Board/visual CUBES poster
• Movement word-problem worksheet (2–3 short problems)
• CUBES student checklist/sentence strips
• “Hauora Movers” station equipment (balls/beanbags, cones, balance spots)
• Simple Tōku Whare template (4 boxes) and pencils/crayons
• Timer for rotations
• Exit ticket slips

Assessment

• During paired word problems: teacher listens for correct use of CUBES steps (circle/underline/box/equation/check).
• During stations: teacher checks students can name a Te Whare Tapa Whā element and explain a movement link in a sentence.
• Exit ticket: quick check for all students to show one Te Whare Tapa Whā element and evidence of CUBES use.

Differentiation

• For students below level / who struggle to stay on task: provide a “step-by-step” CUBES card with icons; reduce to one word problem first, then add a second if finished; use a timer and a clear “stop and show” midway checkpoint.
• For wigglers/underdirected learners: allow “active explaining” (stand to answer one step of CUBES), and assign roles at stations (timer helper, equipment manager).
• For EAL/SEN and mixed abilities: offer sentence stems (“The question asks…”, “I circled…”, “This helps my taha ___ because…”) and allow drawing instead of full writing for the station connection.
• Scaffolded output: provide an example filled-in Tōku Whare box for reference; students copy the structure and change the details.
• Peer support: mix pairs so one student can model the steps, but teacher still checks understanding.

Dyslexia-friendly reading options

• Provide word problems in short lines with large font; highlight key phrases (e.g., “How many…?”) in colour.
• Read the word problems aloud once, then provide the student copy.
• Offer an “audio echo” option: students can reread using a peer or teacher at the next turn.
• Use pictorial cues (e.g., stretching icons) beside numbers and actions.

Extension (advanced learners)

• Add a challenge word problem with two steps (e.g., “I do 2 stretches, then 3 more. After that, I do 1 balance. How many total movements?”) and require students to write a checked explanation (“I checked by reading the question again…”).
• Ask students to link their chosen movement activity to two Te Whare Tapa Whā elements and justify with a sentence.