Name: Savannah Miller

Grade Level: First

Group Characteristics:

Addition (Result Unknown)

Date: Monday November 10, 2014
Lesson Source: SUSD Math Curriculum

Big Idea: Solve addition problems (result unknown) within 10 with fluency
Instructional Student Objectives: Students will be able to add within 10 with fluency.
Students will know when addition is the appropriate operation. Students will be able to
model and explain their work.
Arizona College and Career Readiness Standards Addressed:
Standards for Mathematical Practice:
1.MP.2. Reason abstractly and quantitatively.
1.MP.7. Look for and make use of structure.
1.MP.8. Look for and express regularity in repeated reasoning.
Content Standards:
1.OA.C.6. Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10.
.
Main Task(s): Practice with addition problems
Mathematical Vocabulary: add, solution, word problem, more, total
Materials and Tools Needed: Ten frames for each child, double sided counters, smart
board, childrens popsicle sticks
_____________________________________________________________________________
Lesson:
Introduction/Connections to Prior Knowledge (Before):
(Children will be sitting at their desks)
Explain the objectives one at a time: Read one objective, ask Can someone raise their hand
and I will call on you to tell me what that means? I will do this for three objectives. At the
end of class I will come back to these.
Next, I will talk about the vocabulary by calling students from their sticks to come up and
help reveal the vocabulary words and explain what they mean. What do you think this
word means? Does anyone else have a different definition?
Teacher demonstration:
Possible Word Problem Alexiyana has 2 cats. One of her cats had 3 kittens. How many
cats does Alexiyana have now?

- Present the problem I will read the problem out loud to the whole class, talk about the
important parts (where do we start- why, what do we do next- why, what is our total), use
smartboard to help model I am going to use my ten frame to help me solve this problem.
What should I do first? I am going to use two different colors to help me remember my
problem, talk about the number sentence we will write (____ and _____ is _______) what do
you think and means in my number sentence? It will mean that we have added or put
together these numbers, thumbs up if everyone agrees with our answer.
Child Demonstration:
Possible Word Problems Charish had 4 friends over at her house. Her sister Destiny
invited 6 of her friends over. How many friends do Destiny and Charish have over all
together?
Andrew ate 2 slices of pizza. He was still hungry so he ate 1 more. How many slices of pizza
did Andrew eat all together?
- Read problem out loud to class. Give children time to think on their own, while children
are thinking I will read the problem again By yourself, I want you to think about the
problem. What is important and what is the question asking us to do. Try to do this
problem on your own ten frame, share with a buddy the important information and how
they would find the total Im going to be picking sticks to have helpers come up and
share, so make sure you have something to share. Write it down if you need to remember,
and have children share aloud with the class (come up to smart board)
- By picking sticks have one child come up to share the important information, one child
share their process (without giving answer), and one child share their total.
Main Lesson: (During):
Work in groups:
Possible problems - Adrian likes to collect pencils. He has 5 pencils. On Monday he bought 2
more. How many pencils does Adrian have now?
- Remember to use your ten frame and counters to help you solve your problem. When
you have solved it, use your white board marker to write your sentence at the bottom of
your ten frame page. Make sure you know how you solved your problem because I will be
calling people up to share.
- Read problem out loud, Children will solve a problem as a group (shoulder partners), they
must be able to show their work in any way they can, prove their work is accurate, and
create a number sentence (____ and ____ is ______) explaining their work.
- As I walk around I will ask students, What is the question asking you to do? Where are
you going to start? What will you need to do next? How do you know what to do with
those numbers? What was the clue? How can you write the sentence for your problem
and solution?
- One group (that I have handpicked) will come up to explain their work
Create your own:
- Children who finish early or need more of a challenge will be able to create their own
word problem with a beginning middle and end (end being a question) If time allows, they
can share it with the class and we can solve it together.

- I will help children find a topic for their problem. Talk them through the necessary parts
of a problem and what comes next. They might need help formulating a question.
Closure: Processing/Summary/Final Discussion (After):
Students will share out how they solved the group problem. What was the question asking
us to find? What was the important information? How did you figure out the solution?
What was your number sentence?
Look at objectives again, Did we meet our objectives today? Can we keep working on
them? Could we use more practice?
Children will fill out self-assessment form.
Assessment/Evaluation:
Observation:
1. Which students were not involved? Was it because it was too easy or too hard?
Were there students who finished early or who did not get to finish?
2. How did each child solve the problem? (See rubric below)
Problem Solving Rubric
1
Random or no
number
No identified
method

2
Incorrect
answer, but in
ballpark
Direct modeling

3
Incorrect, but
close

4
Correct answer

Count from
either number

Count from high

number

3. Then there will be a self-evaluation

Name_______________________________

Date ___________________

How do you feel about todays math lesson?

Happy

confused

Ah-ha

unhappy

5
Correct w/ #
sense
understanding
Utilize place
value and/or #
sense

The lesson today was:

Very hard

hard

perfect

easy

very easy

What did you learn today?

What are you confused about?
Accommodations/Differentiation strategies:
Inclusion Students: Paired with a student who does well in math. Multiple examples will be
shown. One child in particular will need a number chart to help them plot the correct
numbers.
Students with significant prior experience related to the content: Create their own
problem. Explain to other children how they found their answer. Give them higher numbers.