|Unit: Math||Lesson Title: Number Talks, Word Problem (Addition & Subtraction), Small Groups|
|Content Standard Alignment: 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.1.OA.B.3 – Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)|
|Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)• Solve “adding to” and “subtracting from” word problems within 20 using objects and drawings• Solve “putting together” and “taking away” word problems within 20 using objects and drawings• Understand the meaning of the operation symbols “+”, “-“, and “=”• Solve addition equations to determine whether equations are true or false.• Participate in group discussion, sharing ways to solve addition and subtraction problems|
|Relationship to Unit Structure: (Framework Domain 1b: Designing Coherent Instruction)• Students will be able to describe main information on a word problem such as total quantities, adding more or taking away to figure an answer to a problem.• Students will identify clues in word problems to decide whether it is an addition or subtraction problem.• Students will express/explain their own ideas on how to solve a word problem.|
|Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)• White Board• Tens and Ones blocks• Counters and other manipulatives such as “counting bears”• “Egg Carton” game (teacher-created) and recording sheet• iPads• Practice worksheets• Number Lines|
|Methods and Instructional Strategies(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)|
|Anticipated Student Misconceptions: • Students, when working on subtraction problems, will sometimes add more to the quantity given. For example, solving a problem (12 – 4=…); students will get 12 counters and then add 4 more, instead of taking 4 away from the initial quantity.• When jumping on the number line, students will jump from number to number instead of actually counting the jumps. For example, the missing addend equation, 9 +___ = 13, students will count 5 more from 9 to get to 13. They should only count 4 jumps.|
|Concept Prerequisites: (vocabulary)• Determine or clarify the meaning of math signs:• Addition Sign: +• Plus, Altogether, In all: word clues to indicate an addition problem.• Subtraction Sign: -• Take Away, Gave Away, Left: word clues to indicate an addition problem.• Equal sign: = (the answer; in addition problems is the sum; in subtraction problems is the difference)|
|Introduction-Anticipatory Set:||• Video “Count Back from 20” song: This video gets students thinking about how to count back on a number line. This helps students when working on subtraction problems.• Show students how to physically jump on a number line and count the jumps and not numbers.|
|Instructional Activities:Includes questioning techniques, grouping strategies, pedagogical approaches.||1. Whole Group: Number Talks (about 10 minutes)• Students will be asked to identify clues to solve word problem: what do the numbers mean? Is this an addition or subtraction problem? Students show that they are ready to answer a question by giving me thumbs up close to their chest. No hands raised. I then ask whether they agree or disagree with an answer.2. Small Homogenous (skill level) Groups: guided math (about 20 mnts)• Differentiated instruction: each group works at a different skill level.• Group 1(Proficient): Egg Carton Game, practicing addition and subtraction equations• Group 2 (Proficient): Practice Worksheets• Group 3 (Near Proficiency): iPads Math Waterford• Group 4 (Beginning Steps): Guided Math with Teacher, working on skill level needed; Waterford.3. Small Heterogeneous Group: Interactive Journal (15 mnts)• Students work in a cooperative learning environment. They are encouraged to help each other as they solve the word problems.|
|Wrap Up-Synthesis/Closure:||· Student will come back to whole group and watch a short video on BrainPopJr. about solving word problems. As video plays, students will try to answer questions posed by characters. (About 10 minutes)|
|Differentiation According to Student Needs: (Framework Domain 1e: Demonstrating Knowledge of Students)• During whole group, using number talks strategies, students are encouraged to participate if they are ready to share by showing me a thumbs-up by their chest. I only call on students who are ready, while making note of students who are not sharing. This strategy will help me meet with individual students who are not confident about their skills.• Students will be group homogeneously for guided math instruction. This will allow groups to work at their skill level. Group 1: Proficient; Group 2: Proficient; Group 3: Nearing Proficiency; Group 4: Beginning Steps.• Students will be grouped heterogeneously for interactive math journal work. This will allow higher-skill level students to help lower-reading level students, as they complete their tasks.Scaffolding will be provided as follows:- As groups are heterogeneously set, students will be able to help each other, as another form of scaffolding.- ESL students will be able to rely more on manipulatives to solve problems.- All but one group contain ESL students with ACCESS scores ranging from 1 to 4. Students will work according to their WIDA can do descriptors.|
|Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)• Summative: Stepping Stones check-up 1 assessment (see below)• Formative: observation during whole group number talks• Formative: Worksheets during small group work|
- White Board • Tens and Ones blocks • Counters and other manipulatives such as “counting bears” • “Egg Carton” game (teacher-created) and recording sheet • iPads • Practice worksheets • Number Lines
- 1.OA.B.3 – Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 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.
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