Ashley Hurt

1. Title of activity, Grade Level a. Math Ch.3 L 6, 1st Grade 2. Goals and Rationale of the lesson a. For students to understand how to use the steps to problem solving and how to solve addition problems by acting it out. b. Students learn the steps to problem solving because they can be used in any situation, not just in math. Also students need to learn how to act out problems because one day they will need to be able to count out their groceries they buy or anything else. 3. Teacher Objectives a. Students will be able to solve addition word problems by acting them out and using objects. b. Students will know how to use the 4 steps to problem solving when trying to solve a math problem. 4. Standards a. CCSS.Math.Content.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.

5. Developmental Prerequisites/ Developmental Targets a. Students need to know how to add. b. Students need to have an idea of how to use the 4 steps to solving a problem. 6. Location and setup of activity a. Student desks for instruction b. Around the room for hands-on activity 7. Teacher Preparation a. The teacher needs to come up with different problems for the students to act out in a group, at least 4 problems. b. The teacher needs to pick groups, so the students all have a chance to succeed. 8. Instructional Procedures a. Review doubles facts as a whole class. (5 minutes) b. Have students open math books to page 243 (write it on the board) c. Review problem solving steps with the example on the page (5minutes) d. Ask, What is another strategy we could have used to solve this problem since it was 2+3? DOUBLES PLUS ONE or DOUBLES TAKE AWAY ONE. (2 minutes) e. Have students try the next practice on their own for a few minutes. (3 minutes) f. Do the problem together by going through the steps. (5 minutes) g. Ask students to come up and underline what they know and circle what they dont. h. Determine if students are ready to move on to hands-on activity or if they need another whole class practice problem. i. If ready for activity, explain how students are going to get into groups that you have already made and each person in the group has a job. j. Explain jobs. (3 minutes) - Actor- There is two people and they are the ones that will be holding the objects when you act it out for everyone. - Narrator- will read the problem and explain what the actors did/will do to act it out.

Ashley Hurt

- Answer giver- gives the answer to the problem to the class. k. Do an example of each job. ( call on three students to help) (2minutes) l. Explain what the students have to do in their groupsgroup will work together to figure out the answer to the problem given. They have to figure out a way to act it out with the real objects for the whole class. If the students want they can come up with their own problem, but they have to have real objects for it still. (2 minutes) m. Put students in their groups. (Assign locations) n. Walk around and help groups figure out how to act out their problems. (10 minutes) o. Share the problems with the class. (10 minutes) p. Have students put their materials back where they got them, tear out their math homework, and put math book away. q. Tell students to start their classroom jobs. 9. Differentiation a. For students that need a little help, during instruction, I will be showing my work on the board for them to see visually along with explaining it and using manipulatives. During the activity, I will make sure these students are put in groups where other students will be willing to help them and include them in the acting out of the problem. b. For students that need more to do will be able to help the students in their group to come out with a good skit for their problem. During instruction, they can move ahead and work on the independent practice. 10. Assessment a. Informal: I will observe and assess the acting out of the problems to make sure everyone in each group is included and the problem is solved correctly. b. Formal: There will be a homework sheet sent home that I will grade when they bring it back, to see how well they understood the lesson. 11. Clean-up a. Students will put their homework in their back pocket of their chair, put their math book away and start doing their classroom jobs. 12. Transition a. Tell the students to put their stuff away and start doing their classroom jobs.