Whole Group Lesson Plan

WHOLE GROUP MATH LESSON PLAN TEMPLATE Overview Lesson Name Grade Level Curriculum Resource(s): List any textbook or other curriculum resource that was used in planning this lesson. Copy and scan the complete lesson and upload with your plan. Math Learning Goal: State in your own words, what you want students to know / be able to do in this lesson. AZCCRS Math CONTENT Standards Addressed: Write out complete standard

Subtraction with Partners 1st Grade Eureka Math

Students will be able to solve addition problems by using addition and subtraction strategies.

1.OA.A Represent and solve problems involving addition and subtraction. Use addition and subtraction within 20 to solve word problems with unknowns in all positions (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem). See Table 1. AZCCRS Math PRACTICE Standards Table 1. Common Addition and Subtraction Problem Addressed: Write out complete standard Types/Situations. Add to change unknown. Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two? 2+?=5 Vocabulary State the key mathematical Unknown-what we are looking for/don’t know and vocabulary used in the Part- a piece of the problem Language lesson, in both Spanish and Whole/total-answer Objectives

English, if appropriate. Provide a student friendly definition for each vocabulary word or phrase. State language goal(s) for the lesson. These should be

objectives for how students will use language during the lesson as they are solving and communicating their thinking about mathematical tasks. Materials & Tools: Describe Tools you will have available to support student learning.

paper, pencil (lesson calls for whiteboards but I’m going to do paper and pencil so I can collect their work. When we do math work in class, my mentor usually does not provide them with manipulatives so I will do the same as to stay consistent with her routine.

Adaptations to the Lesson Describe how you adapted the lesson from the textbook, or other curriculum resource. If you used either of the strategies listed, please describe how you used the strategy, and your reasoning for the changes made. Describe any other changes you made to the lesson as well.

For this math lesson, I talked with my mentor teacher about how she usually teaches math lessons so I could stay in line with her teaching method. She told me that in the entire lesson, she focuses on the application problem and she’s recently been pulling students up one at a time to show their work on the projector to allow participation and collaboration. This has been a success so during the application problem (the first part of the lesson after I introduce it, I will pull students one at a time to “help” me solve the problem in front of the class (5-8 min) Then she does the concept development which is the bulk of the lesson (30 min) where we will talk about the work we did in the application problem and use the RDW method by reading, drawing, and writing to help students solve the problem. Then we will work on a few more add to with change unknown problems and share them as a class after the students work in pairs at their desk.

Strategy 1: Rearrange Lesson Components

Strategy 2: Adapt Tasks Consider how you might adapt numbers, contexts, language, and problem structures to support students’ learning and engagement.

For this lesson I kept the wording in the problems the same because they are familiar to the students and are appropriate for the season we are in, such as playing on a playground, and leaves falling off a tree, etc. (when I went home to Chicago over fall break, I brought back leaves and shared them with the class so they will be familiar with this concept!)

Other Adaptations

This lesson is pretty straight forward so the only adaptations I will make are talk slowly and clearly and provide extra support to students who need it by walking around with my mentor and checking everyone’s work.

3 PART LESSON PLAN 1)BEFORE: INTRODUCING AND LAUNCHING the TASK State any tasks/problems/activities that you will use in this portion of the lesson. I will use the application problem in this portion: In the morning, there were 8 leaves on the floor under the tree. Now, there are 13 leaves on the floor. How many leaves fell during the day? And have the class come up and help me solve the problem finding the unknown number by using the RDW (read, draw, write) strategy.

In writing your plan, consider how you will: Transition students into the lesson. Introduce the task. You might introduce the problem through a story book, a picture, a question, or by discussing the context. Get the students ready. Draw on prior knowledge and experience. Find out what students already know about the topic / task, and help get them ‘ready’ to work on the task. You might begin with an easier version of the same task. You might have them brainstorm ways of solving the task. Pose the Task. Consider how you will present the task (on paper, on the overhead, on chart paper, etc..) Will each student have his/her own copy? Will you read the task to students? Consider how to make it accessible to English learners. Make sure all students understand what the task is asking. Consider ways to support language learners in making sense of the task. You might ask students to restate the task in their own words. You might have them brainstorm ways of solving the task.

YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)

Today we will be working on our new lesson that you guys started with Mrs. Levengood last week on solving problems where we know the first part and the total but we need to find the second part that creates the total. (Show problem written out on poster paper). This is different from what we have previously learned because before we would use both parts to find the total/sum (show example to compare problems). Have students find the 3 important numbers/words in the word problem (ex word: “more”). Go over application problem as a class before they work in partners to solve other similar problems and then go over each answer before moving on to next question. I will project the word problem first on a poster paper and read it aloud so they can visually see it while they are audibly listening to it. For the rest of the problems, I will do the same but on the projector screen.

T: Why is this different from a normal addition problem? S: Because we are not looking for the answer this time Strategies: my students will probably use their fingers to count on, use the number chart on their desks, when we do the drawing portion, we use circles to show whatever the problem is posing as not to get too distracted with the image. Some students who are advanced will use mental math or base 10 facts to solve mentally. Some might try a trial and error method and some might use the guess and check method-all of which I have seen them use in class previously. I will ask them how they got their answer and which method they used to assure me that each student is doing his/her own work.

2) DURING: EXPLORE the TASK State any additional tasks/problems/activities that you will use in this portion of the lesson. 1. In the morning, there were 8 leaves on the floor under the tree. Now, there are 13 leaves on the floor. How many leaves fell during the day? (work on adding to 10) (ex: 8+2 then add 3) 5 For this part of the lesson, we will review how we found the answer, discover what part was missing (part or total), write a number sentence as well as an equation) We will apply our RDW skills to these problems. 2. Eight children were playing on the playground. More children came out to join the 8 children. Now, there are 14 children on the playground. How many children came out to join them on the playground? (8+2 then add 4) 6 3. Some new baby ducks hatched at the farm. There were 5 ducks on the farm, and now there are 12 ducks. How many new baby ducks. How many new baby ducks were hatched? (5+5 then add 2) 7 We will do the same for these two problems In writing your plan, consider how you will: Support students as they are working on the task. Your main job in the “during” part of the lesson is to support and extend students’ thinking as they are working on the task. You will need to: Find out about student thinking. What will you be listening and looking for, what strategies do you expect to see? Support students’ thinking– suggestions, questions to get students moving on the task, or to help students who are struggling. Encourage students to test out their own ideas. Support diverse groups of learners. Consider specific supports that will be needed for Emerging Bilinguals. Extend the tasks up and down. Describe how you could adapt the task for students who struggle with the

YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)

T: As I read the problem, find the part of your drawing(we usually do circles so they are not focusing on drawing the picture of what is in the word problem) that matches the story. One EX: Touch the part of your drawing that shows the initial leaves. Label this part if you haven’t. T: Now, there are 13 leaves on the floor. Can you find these leaves in your drawing. Is this a part of your leaves or is this the total number of leaves? S: It’s the total number of leaves (touch drawing to show). T: How many leaves fell during the day Same probed Q for other problems.

mathematics (extensions down) and for students who are ready for an additional challenge (extensions up). Pose questions that help students extend their thinking by looking for patterns, considering multiple solutions, explaining their reasoning and thinking, etc.

Extension down: For students with IEPs or for ELL or anyone else that struggles in math, I can have manipulatives for them to use and count to make it visually easier. I could also give them smaller numbers in the problem. For my ELL student I could change the words in the problem to make it more catered to her funds of knowledge or I could just re-read the problem to her. I could change the object in the word problem to something that interests her(ie: ELL case study child collects rocks so I could incorporate rocks into the problem). Extension up: To make it a little more challenging for students who need an extension, I can make the numbers bigger or do another problem where we don’t know the first part (instead of the second) and see if they can solve that and tell me if it’s the same type of problem or different. I could also ask them to solve it 2 ways: one using an addition strategy and one using a subtraction strategy. If I were to change the numbers I would go up to 15-20-no higher.

3) AFTER: Summarizing / Final Discussion State any additional tasks/problems/activities that you will use in this portion of the lesson.

Go over each problem after giving it. Discuss how we solved each problem and how we used our knowledge of base 10 to help us quickly find the solution. Discuss how we use the numbers in the word problem to make a number sentence and equation. Show RDW strategy in all problems. In writing your plan, consider how you will: Facilitate a class discussion and a sharing of students’ strategies. Describe how and where students will share, how many will share, and how you will choose those students. Consider how you will support English learners to share their ideas and strategies. Encourage dialogue and debate among students. Think about how the class will determine whether a solution is correct or incorrect. Think about how you will help English learners make sense of ideas shared in group discussion. Think about the kinds of questions you will ask students about their strategies. Summarize the important mathematical ideas. Consider how you will draw students’ attention to the big mathematical concepts. Make sure you define here what those important mathematical ideas are. Assessment. How will you assess what students learned in the lesson?

YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)

T: which number needs a rectangle around it to show it is our solution S: 5 (for leaves problem) Students will share with their partners and we will also have a class discussion about how students solved their work with different strategies. We only have one English language learner and I will make sure to have extra student and teacher support for her. T: How can we use our knowledge of base 10 to solve this problem. S: We can combine 2 numbers to make 10 and then add the third number (Students will draw the first few circles and then to make 10, however many more circles they need to make 10 they will shade in and circle all 10 to show all 10 together and to differentiate between the new numbers added on to make 10 (shaded) and the original number. The rest they add on will be shaded but not circled to show that they are extras and added on). This is hard to explain but it is what we have been doing in class for the RDW strategy.

Big Concept: Adding on relating varied addition and subtraction strategies and using the make 10 strategy Assessment: I will collect the students work and evaluate their work by looking at the RDW strategy. I will see if they show their work by drawing and labeling their picture and also writing the correct answer and see if they match. A range of strategies are acceptable in this lesson but if they do the make 10 strategy they need to show their

work by doing the shaded in circles and circling the 10 like we have been doing this year!