Learning Lab 2-27
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- Words: 1,543
- Pages: 12
3/26/2019
Learning Lab 2/27 - Google Docs
Learning Lab Host: Heather Field Wednesday, February 27, 2019 Math Expressions Unit 5, Lesson 11 Helpful Hints During the lesson, a few We use a number of sentence starters and questions to help aid our student partnerships would Math Talk. This group benefited from them being posted in our love an adult to join them! classroom. You can find them near the front whiteboard. If you are interested, please sit in the middle of two first graders.
During Math Around the We also have math strategy posters for reference. Some are located Room, you can join any of the in the front of the classroom under the whiteboard, while others are partnerships. Feel free to located on the pink cabinets. prompt them with questions and assist them in anyway!
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
1/12
3/26/2019
Learning Lab 2/27 - Google Docs
Lesson Overview Objectives Common Core Standards Use pictures and write equations to solve real world problems.
I can statements I can solve real-world problems by using an equation and/or picture.
Solve world problems that call for addition of three whole I can solve equations with three partners. numbers whose sum is less than or equal to 20. Use words and models to support or disprove a statement.
I can explain my thinking using words or pictures.
Instruction Unit 5, Lesson 11: Focus on Mathematical Practices with RealWorld Problem Solving Situations (pages 477481) Warm Up: Add 1 or 10 to various numbers using Number Grid. Activity 1: Model and Discuss Problems with Three Addends ● Share what you know about gardens, gardening, and the types of plants that might grow in gardens. ● Invite children to explain the problem in Exercise 1. ● Use the unifix cubes to solve the problem with their partner. ○ What are the objects we are counting? ○ What’s the problem asking? ○ What strategy can we use to solve the problem? ○ How can we group the partners to make adding easier? ○ How did you find your answer? ○ Share your thinking. ● Students continue solving problems 2 and 3 with their partner using unifix cubes.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
2/12
3/26/2019
Learning Lab 2/27 - Google Docs
● Solve Problems with an Unknown Addend ● Invite students to explain the problem in Exercise 4. ● Students solve Exercise 4 in any way they can with their partner. Invite students up to solve in front of the class using different models and strategies. ○ How do you know how many carrots the bunnies eat in all? ○ Share your thinking. ○ How did you find the answer? ○ What strategy did you use? ○ How can we use addition/subtraction to find the answer too? ● Students continue solving problem 5 with their partner. *Students will review these concepts during Math Around the Room.
Activity 2: Use Reasoning ● Students solve addition equations without numbers. ● Students must first figure out what number the shapes represent. ● Begin with basic addition equation with missing addends, but given the total. ○ 12 = + ○ 10 = + ○ + ◻ = 6 ○ ◻ + + = 12 *Students will review this concept during Math Around the Room.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
3/12
3/26/2019
Learning Lab 2/27 - Google Docs
Activity 3: Establish a Position ● This activity will be incorporated into the Math Around the Room stations. This skill has already been previously taught in other lessons and during RtI. Assignment: Math Around the Room ● Procedures: ○ Students will solve the math problems taped around the room with their partners. ○ Students will use math talk with their partner to solve the problems. ○ Students will record their answers and then they will flip the question over to check their answer. ● The concepts from the lesson will be revisited: ○ I can solve real-world (addition and subtraction) problems by using an equation and/or picture. ○ I can solve equations with three partners. ○ I can explain my thinking using words or pictures. ● Teaching Table: ○ There will be two problems at the Teacher Table. ○ These problems were chosen due to their complexity and difficulty level. ○ Concepts include: using reasoning to find unknown partners (H) and finding three possible equations that equal 14 (K). Assessment Students will solve the following story problem on their paper:
Som f o s ar s i m in t e po . The 9 mo f o s ju in t e po . Now t e ar 15 f o s s i m in t e po . How ma f o s we in t e po be ?
Students will be given time to solve the problem independently, and then students will share their answers with their math partner. Once they have shared, the papers will be clipped to the Exit Ticket poster for later reflection by the teacher. Student success will include: an equation, the answer, the label and an explanation of their thinking.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
4/12
3/26/2019
A. Dam ju bo He bo t 6 s o How ma pi Wri an eq i Don’ fo t yo
Learning Lab 2/27 - Google Docs
t so ne si r e. s, 1 k i , an 4 fo s. of si r e di he bu ? to s o yo la !
t i k
.
B. Mac z e ha a Mr . Pot He d at he ho . Mr . Pot He d ne 12 pi . Mac z e on ha 8 pi . How ma pi ar mi n f o Mr . Pot He d? Wri an eq i to s o yo t i k . Don’ fo t yo la !
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
5/12
3/26/2019
Learning Lab 2/27 - Google Docs
C. Yo ha 20 di ur . Yo wa to so t e in t o ba . How ma di ur co be in e c ba ? Sho t e po b an r .
+ + + D. Jer a ha 5 b an 5 w i bu How ma bu Wri an eq i Don’ fo t yo
= 20 = 20 = 20
o n bu , 4 re bu . do he ha ? to s o yo la !
t i k
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
,
.
6/12
3/26/2019
Learning Lab 2/27 - Google Docs
E. Bel ha a lo of Val ne’ Day ca y! She ha 13 pi of ca y. The s e at 7 pi of ca y. How ma pi of ca y do s e ha no ? Wri an eq i to s o yo t i k . Don’ fo t yo la ! F. Yob is ma g de r fo a f i d. Fir , he ma 3 po c . The he ma 8 ic c e co . How ma ki s of de r do he ma ? Wri an eq i to s o yo t i k . Don’ fo t yo la !
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
7/12
3/26/2019
Learning Lab 2/27 - Google Docs
G. Tru or Fal ? 80 + 20 = 90 70 - 20 = 50 Sha yo t i k wi yo pa n . Dra te to p o yo t i k . I. Isa l ha so ve b e fo a s a k. She e t 9 ve b e . Now s e ha 6 ve b e le . How ma ve b e di Isa l s a t wi ? Wri an eq i to s o yo t i k . Don’ fo t yo la !
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
8/12
3/26/2019
Learning Lab 2/27 - Google Docs
J. Aki an Jer a we in t e ju l . The sa 6 wi an s on t e hi . The t e sa 5 mo wi an s b t e po . How ma wi an s di t e se al t e ? Wri an eq i to s o yo t i k . Don’ fo t yo la ! L. Tru or Fal ? 10 + 60 = 70 80 - 20 = 50 Sha yo t i k wi yo pa n . Dra te to p o yo t i k .
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
9/12
3/26/2019
Learning Lab 2/27 - Google Docs
K. (at t Yo ha Yo wa How ma Sho t
e ta
wi
Mis Fi l )
14 pe s. to s a t e wi a f i d. pe s co be in e c cu ? e po b an r .
H. (at t e ta
+ + + wi
= 14 = 14 = 14
Mis Fi l )
+
+
= 10
+
= 7
+
= 10 +
= ?
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
10/12
3/26/2019
Learning Lab 2/27 - Google Docs
_ _______
Name
Mat Aro
t e Ro m m
A. A.
B. B.
C. C.
D. D.
E. E.
F. F.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
11/12
3/26/2019
Learning Lab 2/27 - Google Docs
G. G.
H. H.
I. I.
J. J.
K. K.
L. L.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
12/12
Learning Lab 2/27 - Google Docs
Learning Lab Host: Heather Field Wednesday, February 27, 2019 Math Expressions Unit 5, Lesson 11 Helpful Hints During the lesson, a few We use a number of sentence starters and questions to help aid our student partnerships would Math Talk. This group benefited from them being posted in our love an adult to join them! classroom. You can find them near the front whiteboard. If you are interested, please sit in the middle of two first graders.
During Math Around the We also have math strategy posters for reference. Some are located Room, you can join any of the in the front of the classroom under the whiteboard, while others are partnerships. Feel free to located on the pink cabinets. prompt them with questions and assist them in anyway!
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
1/12
3/26/2019
Learning Lab 2/27 - Google Docs
Lesson Overview Objectives Common Core Standards Use pictures and write equations to solve real world problems.
I can statements I can solve real-world problems by using an equation and/or picture.
Solve world problems that call for addition of three whole I can solve equations with three partners. numbers whose sum is less than or equal to 20. Use words and models to support or disprove a statement.
I can explain my thinking using words or pictures.
Instruction Unit 5, Lesson 11: Focus on Mathematical Practices with RealWorld Problem Solving Situations (pages 477481) Warm Up: Add 1 or 10 to various numbers using Number Grid. Activity 1: Model and Discuss Problems with Three Addends ● Share what you know about gardens, gardening, and the types of plants that might grow in gardens. ● Invite children to explain the problem in Exercise 1. ● Use the unifix cubes to solve the problem with their partner. ○ What are the objects we are counting? ○ What’s the problem asking? ○ What strategy can we use to solve the problem? ○ How can we group the partners to make adding easier? ○ How did you find your answer? ○ Share your thinking. ● Students continue solving problems 2 and 3 with their partner using unifix cubes.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
2/12
3/26/2019
Learning Lab 2/27 - Google Docs
● Solve Problems with an Unknown Addend ● Invite students to explain the problem in Exercise 4. ● Students solve Exercise 4 in any way they can with their partner. Invite students up to solve in front of the class using different models and strategies. ○ How do you know how many carrots the bunnies eat in all? ○ Share your thinking. ○ How did you find the answer? ○ What strategy did you use? ○ How can we use addition/subtraction to find the answer too? ● Students continue solving problem 5 with their partner. *Students will review these concepts during Math Around the Room.
Activity 2: Use Reasoning ● Students solve addition equations without numbers. ● Students must first figure out what number the shapes represent. ● Begin with basic addition equation with missing addends, but given the total. ○ 12 = + ○ 10 = + ○ + ◻ = 6 ○ ◻ + + = 12 *Students will review this concept during Math Around the Room.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
3/12
3/26/2019
Learning Lab 2/27 - Google Docs
Activity 3: Establish a Position ● This activity will be incorporated into the Math Around the Room stations. This skill has already been previously taught in other lessons and during RtI. Assignment: Math Around the Room ● Procedures: ○ Students will solve the math problems taped around the room with their partners. ○ Students will use math talk with their partner to solve the problems. ○ Students will record their answers and then they will flip the question over to check their answer. ● The concepts from the lesson will be revisited: ○ I can solve real-world (addition and subtraction) problems by using an equation and/or picture. ○ I can solve equations with three partners. ○ I can explain my thinking using words or pictures. ● Teaching Table: ○ There will be two problems at the Teacher Table. ○ These problems were chosen due to their complexity and difficulty level. ○ Concepts include: using reasoning to find unknown partners (H) and finding three possible equations that equal 14 (K). Assessment Students will solve the following story problem on their paper:
Som f o s ar s i m in t e po . The 9 mo f o s ju in t e po . Now t e ar 15 f o s s i m in t e po . How ma f o s we in t e po be ?
Students will be given time to solve the problem independently, and then students will share their answers with their math partner. Once they have shared, the papers will be clipped to the Exit Ticket poster for later reflection by the teacher. Student success will include: an equation, the answer, the label and an explanation of their thinking.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
4/12
3/26/2019
A. Dam ju bo He bo t 6 s o How ma pi Wri an eq i Don’ fo t yo
Learning Lab 2/27 - Google Docs
t so ne si r e. s, 1 k i , an 4 fo s. of si r e di he bu ? to s o yo la !
t i k
.
B. Mac z e ha a Mr . Pot He d at he ho . Mr . Pot He d ne 12 pi . Mac z e on ha 8 pi . How ma pi ar mi n f o Mr . Pot He d? Wri an eq i to s o yo t i k . Don’ fo t yo la !
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
5/12
3/26/2019
Learning Lab 2/27 - Google Docs
C. Yo ha 20 di ur . Yo wa to so t e in t o ba . How ma di ur co be in e c ba ? Sho t e po b an r .
+ + + D. Jer a ha 5 b an 5 w i bu How ma bu Wri an eq i Don’ fo t yo
= 20 = 20 = 20
o n bu , 4 re bu . do he ha ? to s o yo la !
t i k
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
,
.
6/12
3/26/2019
Learning Lab 2/27 - Google Docs
E. Bel ha a lo of Val ne’ Day ca y! She ha 13 pi of ca y. The s e at 7 pi of ca y. How ma pi of ca y do s e ha no ? Wri an eq i to s o yo t i k . Don’ fo t yo la ! F. Yob is ma g de r fo a f i d. Fir , he ma 3 po c . The he ma 8 ic c e co . How ma ki s of de r do he ma ? Wri an eq i to s o yo t i k . Don’ fo t yo la !
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
7/12
3/26/2019
Learning Lab 2/27 - Google Docs
G. Tru or Fal ? 80 + 20 = 90 70 - 20 = 50 Sha yo t i k wi yo pa n . Dra te to p o yo t i k . I. Isa l ha so ve b e fo a s a k. She e t 9 ve b e . Now s e ha 6 ve b e le . How ma ve b e di Isa l s a t wi ? Wri an eq i to s o yo t i k . Don’ fo t yo la !
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
8/12
3/26/2019
Learning Lab 2/27 - Google Docs
J. Aki an Jer a we in t e ju l . The sa 6 wi an s on t e hi . The t e sa 5 mo wi an s b t e po . How ma wi an s di t e se al t e ? Wri an eq i to s o yo t i k . Don’ fo t yo la ! L. Tru or Fal ? 10 + 60 = 70 80 - 20 = 50 Sha yo t i k wi yo pa n . Dra te to p o yo t i k .
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
9/12
3/26/2019
Learning Lab 2/27 - Google Docs
K. (at t Yo ha Yo wa How ma Sho t
e ta
wi
Mis Fi l )
14 pe s. to s a t e wi a f i d. pe s co be in e c cu ? e po b an r .
H. (at t e ta
+ + + wi
= 14 = 14 = 14
Mis Fi l )
+
+
= 10
+
= 7
+
= 10 +
= ?
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
10/12
3/26/2019
Learning Lab 2/27 - Google Docs
_ _______
Name
Mat Aro
t e Ro m m
A. A.
B. B.
C. C.
D. D.
E. E.
F. F.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
11/12
3/26/2019
Learning Lab 2/27 - Google Docs
G. G.
H. H.
I. I.
J. J.
K. K.
L. L.
https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit
12/12
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