For 11/18/19

Observation #6 - Math Lesson

Class: 1/2 Grade Combo

Subject: Solving Word Problems

Teacher: Theresa Weaver

Objective: (What students will know and be able to do as a result of this lesson?)
- Students will be able to use addition and subtraction within 20 to solve word problems.

First Grade Standards:

- 1.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.

Duration: 45 Minute

Materials and Resources Needed:

 Doc Cam
 Equity Sticks
 White Boards
 Dry Erase Markers
 Erasers
 Unifix Cubes (Manipulatives)

Assessment:
1. Teacher will walk around classroom and monitor students’ learning by observing their work.
2. Discussion answers will also serve as another form of assessment.

Vocabulary:
1. Addition, Subtraction
2. Sum, Difference
3. More, Less
4. Total, Left

Anticipatory Set/Activate Prior Knowledge: (5 min.)

- Teacher will ask students if they have ever been the grocery store before.
- Teacher will expand with a story about going to the supermarket and wanting to go in to “20 Items or
Less” checkout line. However, the number in the basket was unknown.
- Teacher will state that it would be a great moment to use math solving skills.
- Teacher will engage students by using them as grocery items to solve the following word problem: “Ms.
Weaver’s cart had 4 apples. She went to the vegetable area and added 8 carrots. How many items are in
her cart? Can she get in the “Less than 20 items” checkout line?”
- Students will be chosen to come up to the front of the classroom and represent the apples and carrots in the
word problem.
- Teacher will ask students for their answers to the word problem and how they got it.

Instructional/Teaching Sequence (Include time allotted for each):

- Think about 21st Century Skills (Critical thinking, creativity, collaboration, communication, technology)
Input (5 min.)
- Teacher will present another word problem “I want to see if I could use the express lane that allowed only 10
items. I had 3 cans of vegetables and 5 boxes of cereal. Could I use the express lane? Show how you know."
- Students will use their whiteboards to explore their answers.
- After some exploration time, the teacher will ask the students to turn and talk to their partner and discuss whether
 I could use the express lane or not.
- Teacher will ask several students for their answers and model them on the doc cam.
- Teacher may expand their answers by showing other methods to answer the word problem (number, words,
drawing, manipulatives)
Guided and Independent Practice (30 min.)
- Teacher will read the word problem using the doc cam.
- Students will be given 2-3 minutes to solve the problem on their whiteboards.
- Teacher will walk around room and monitor student progress.
- Teacher will pick students to come up to the doc cam and share their answers.
- The teacher will remind students how they can use counters, drawings, or other objects to solve the word
problems.
- This process will repeat five more times before moving on to independent practice.

Closure: (5 min.)
- Ask the students if they have any lingering questions regarding the lesson.
- Express that math can be used in our every day lives, just like going to the grocery store.
- Teacher will ask for other occurrences where math can be used to solve everyday questions.
- Students will share their answers.

Differentiation/Accommodations:
- Use of manipulatives
- Multiple methods to express answer (manipulatives, numbers, words, drawings)

Reflection: (Prior to Lesson)

- Based off the feedback from my previous math lesson, I will pace myself and extend the lesson by having the
students come up to the doc cam to explain their answers.

Word Problems:

1.Daphne is at the grocery store shopping. She is in a hurry and wants to use the check-out line that is for
"Less than 20 items." She has 2 cartons of orange juice in her cart. She puts 11 containers of yogurt in her
cart. How many items are in her cart? Can she get in the "Less than 20 items" checkout line?
2.Elena is at the store the next day, shopping for snacks for a class field day. She put 9 granola bars in her cart
and some oranges. She counted all of the items in the cart to see if she could use the "Less than 20 items"
checkout line. She had 18 items in all. How many oranges were in the cart?
3.Victoria is at the store to buy food for her math club meeting. She already had some apples in her cart, then
she put 7 cupcakes in her cart. She counted that she had 19 items in her cart and is happy she can use the
"Less than 20 items" checkout line. How many apples were in her cart?
4.Victoria saw her friend, Belicia, who had 9 bananas and 5 pears in her cart. How many pieces of fruit did
Belicia have in her cart?
5.Harish's cart has 16 vegetables in it; 10 are potatoes and the rest are squash. How many squashes are in
Harish's cart?
6. Caleb has brought home 11 pears from the store and set them on a table. He has a red bowl and a green
bowl. How many pears can he put in his red bowl and how many in his green bowl so that there are none
left setting on the table?