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Properties

Title:

Graduated Difficulty

Type:

Lesson Plan

Subject:

Mathematics

Grade Range:
Description:

1
Elapsed Time

Duration:

45+ Minutes

Author(s):

Anthy Baracos

Instructional Unit Content


Standard(s)/Element(s)
Content Area Standard
MCC1.OA.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.
MCC1.OA.2 - Solve word problems that call for addition of three whole numbers
whose sum is less than or equal to 20, e.g., by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.
TAG Standard
Higher Order and Critical Thinking Skills
4. Make and evaluate decisions using criteria
Summary/Overview
The focus of this lesson is to give students the opportunity to assess their own
understanding of how to solve a story problem using the operations of addition and
subtraction as they act out, model, and solve story problems looking for key
vocabulary terms to determine whether to add or subtract.

Enduring Understanding(s)
At the end of this lesson the student will understand that
a. Able to solve teacher given addition AND subtraction story problems using
manipulatives, and be able to create their own addition and subtraction story
problems.
Essential Question(s)

How
How
How
How

do
do
do
do

I
I
I
I

use addition to solve word problems?


use subtraction to solve word problems?
choose which strategy to use for a specific problem?
find an unknown number in addition and subtraction word problems?

How you use objects, pictures, numbers or words to create, solve, and explain a
story problem? What vocabulary terms will help you determine whether to add or
subtract?
Concept(s) to Maintain

The student understands that addition is combining or joining sets together.

The student understands that specific words indicate addition.

The student understands that different strategies can be used to solve the
same problem.

The student understands that numbers are used to count objects in order.

The student understands that a numeral represents a quantity.

Evidence of Learning
What students should know:
A helpful strategy to recognize sets of objects in common patterned arrangements
(0-6) to tell how many without counting.
An unknown number can be anywhere in the equation
You can add (join) three numbers whose sum is less than or equal to 10, using a
variety of mathematical representations
Solving multi-step word problems can use adding and subtracting
Which numbers are used from the word problem to begin addition of numbers and
an equation with a symbol for the unknown number can be used
Word problems can be solved by using objects, drawings, and equations
What students should be able to do:
Use informal language (and, minus/subtract, the same as) to describe joining
situations (putting together) and separating situations (breaking apart)
Use the addition symbol (+) to represent joining situations, the subtraction symbol
(-) to represent separating situations, and the equal sign (=) to represent a
relationship regarding quantity between one side of the equation and the other
Finding the unknown number in any position of the equation
Add (join) three numbers whose sum is less than or equal to 10 using a variety of
mathematical representations
Solve multi-step word problems

Suggested Vocabulary
Altogether How many in all? How many more? How many were left?
Story Problem total subtraction strategy number sentence
equation equals addition
Procedure(s)
Phase 1: Hook
1.

The teacher will read Five Little Monkeys Jumping on a Bed. Students will
coral read along with the teacher. Teacher will stop after each page and ask the
students How many monkeys are left? How did you know to subtract a number
and not add one? Students will act out the book and then make up a new
version of the book using addition rather than subtraction.

Phase 2: Acquiring Content


Pose the Essential Question. How can you use objects, pictures, numbers or
words to create, solve, and explain a story problem? Gather student responses.
3.
Explain that today we are going learn how to solve a story problem. What
words in the story help us decide if we are adding or subtraction to help you
solve the story problem?
4.
Use the Story Problem flip chart to explain what key vocabulary terms to look
for to determine whether to add or subtract.
2.

Phase 3: DECIDE and Practice and DECIDE


1.

2.

3.

4.

5.

Explain You will now be given an opportunity to practice what you have
learned. Because everyone learns at a different pace, I will leave it up to you to
decide which problem set is most appropriate for you. To help you make the
best choice lets consider a few questions.
Distribute the DECIDE handout and three problem sets. Provide time for
students to examine the three sets and decide which is the most appropriate and
challenge for them to complete.
Students will complete the story problem set of their choice and check their
work. Students who quickly and accurately complete their selected set should
try the next level. Students who quickly and accurately complete Level C should
create a more difficult Level D with a corresponding answer sheet. They can
trade problem sets with other Level D students.
When all students have had an opportunity to complete and check at least
one problem set, lead the students in a discussion to identify the criteria they
used to make their choice, determine if the first choice was the best choice, and
determine the knowledge/skills needed to move to the next level.
Each student will establish a learning goal to improve their own achievement
related to understanding and using the number line strategy using solving
elapsed time problems.

Summarizing Activity

Sum It Up!: Create the most complex story problem that you can. Use both
addition and subtraction in your story problem, work the problem. What
answer might someone get if she/he did not know what the key vocabulary
terms would help them determine if they should have added or subtracted in
the story problem?

Resource(s)
Anchor Text(s):
Five Little Monkeys, Eileen Christelow
Technology:
Promethean Flipchart: Story Problems
Handouts:
Handout 1: DECIDE
Handout 2: Level A Problem Set
Handout 3: Level B Problem Set
Handout 4: Level C Problem Set

Handout 5: Level D Problem Set Template


Handout 5: Sum It Up!
Handout 6: Level A-C Keys

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