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Why
The task for this lesson was chosen specifically as a means of challenging students to apply
their additive reasoning skills to a multiplicative situation. The students we will be including in
these groups are students whom we have consistently observed to use advanced addition
strategies (i.e. partial-sums algorithms, number decomposition, skip counting) to solve number
stories in class. Hiebert et al. discuss that tasks should allow for students to invent and examine
strategies for solving problems, but that tasks must also be structured in a way that allows
students to use skills and knowledge they already possess. Our hope is that by presenting our
students with an unfamiliar problem format, they will extend their additive reasoning strategies
to invent solutions to an equal groups multiplication problem.
Although addition involving more than two two-digit numbers is not included in the PA
Common Core State Standards until grade 2 (2.NBT.6), we believe that the students selected
for this small group lesson are capable of developing solutions to this problem. Our goal is to
present them with a task where the solution approach is not immediately evident, thereby
forcing them to think creatively and invent strategies to solve the problem. Furthermore, their
ability to solve this problem will demonstrate mastery of several grade 1 Common Core
Standards, outlined in the standards section below. While our chosen task falls beyond the
scope of the Common Core Practice Standards for grade 1, it is supported by a number of
grade 1 NCTM Content and Process Standards, identified in our lesson plan below. The
applicable NCTM standards include multiple aspects of the task, such as the ability to
understand the problem as repeated addition, visually and numerically represent their thinking
and choose appropriate tools to model the situation it falls within the Common Core Standards
for Mathematical Practice. These include constructing viable arguments and critiquing the
reasoning of others, modeling with mathematics, and using appropriate tools strategically.
Finally, the task encompasses components of the grade 1 Investigations curriculum used by
Penn Alexander, including composing numbers with three addends and the ability to name and
compare different strategies used for solving problems, as well as discuss how different tools
can be used to model and solve problems. The latter elements will be emphasized directly
during the debriefing at the end of the lesson.
Task: Solve a contextualized multiplication problem using existing additive strategies. Based on
our knowledge of our students, this task will challenge them to invent solutions to an unfamiliar
type of problem, but will remain accessible because they can use strategies that they already
know.
Discourse: The debriefing will encourage student-to-student talk, with the student teacher
acting merely as a facilitator. The purpose of this discussion is for students to articulate and
reflect on their own problem solving approach, as well as listen to and understand the
alternative strategies used by their peers.
Tools: Students will be provided with a variety of appropriate and familiar tools to complete the
task. A component of our formative assessment for this task will be making note of the tools
students select and how they use them.
Norms: Explicit expectations at the beginning of the lesson will remind students that there are
multiple right and appropriate ways to approach the problem and that each student will be
responsible for engaging in discussion around these various strategies. Additionally, students
will be expected to explain and justify their method for solving the problem.
Standards
PA Common Core State Standards
1.OA.2 Represent and solve problems involving addition and subtraction.
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.
2.NBT.6 Use place value understanding and properties of operations to add and subtract.
Add up to four two-digit numbers using strategies based on place value and properties of
operations.
PA Common Core Standards for Mathematical Practice
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
NCTM Content and Process Standards (Grade 1)
Numbers and Operations
1B: Understand meanings of operations and how they relate to one another.
-Investigate multiplication as repeated addition as it relates to literature.
-Use various representations to illustrate understanding of addition and
subtraction as it relates to story problems.
1C: Compute fluently and make reasonable estimates
-Develop strategies for whole number computations for addition and
subtraction (i.e. using manipulatives, counting on, number line).
-Write numbers and symbols to represent addition and subtraction.
-Use a variety of methods and tools to compute (i.e. objects, mental
computation, estimation, paper and pencil, calculators).
Algebra
2B: Represent and analyze math situations and structures using algebraic
symbols.
-Use concrete, pictorial and verbal representations to develop an
understanding of conventional symbols for addition, subtraction and
equals.
2C: Use mathematical models to represent and understand quantitative
relationships.
During the work period, my role would be to facilitate students thinking. Ill be checking in with
individual students while they work to find out how theyre solving the problem. and why they
chose that method. Ill also try to pose questions that gets them thinking beyond their strategy
(e.g., encourage someone whos counting by 1s to group items, someone whos skip counting
to represent that using a derived fact, etc.)
Debrief (20 min)
Close task & introduce discussion
a. Call students in pairs to return their tools and sit at the table Call students to return to the
table, ask them to keep their tools so they can model their strategy for the rest of the
group
b. Reiterate norms of discussion
i. Student shares their strategy & representation
ii. Student sharing calls on students for feedback and questions -- Model good
feedback and possible questions students could ask
Discussion
a. Call on each student/group of students to share their work with the group
b. Let students provide feedback and ask questions (limit to 2 students due to time)
c. Once other students have asked questions, Ill Ask follow up questions if needed &
provide feedback such as
i. When counting, what number did you start with?
ii. How did you keep track of the groups?
iii. How is this strategy similar to ______s?
d. If students used the same strategy, ask how we could use (a 100s chart, a derived fact)
Comment [CE16]: Such as, how did you keep track of the
groups?
Close
a. Exit slip: number sentence for how to add one more packet of seeds OR describe
someone elses strategy Use pictures or words to show how you would figure out how
many seeds Ms. Jurewicz and Ms. Varney would have if they bought 5 packets of 12
seeds.
i. I will also have exit slips without the numbers filled in so that I can
adjust for students who had a difficult time with the initial problem and during the
discussion
ii. I will encourage students to think about the strategies their
classmates used or if they can find a way to make their own strategy more
efficient
b. Students turn in exit slip & worksheet
c. Each student brings one container of tools/supply back to the classroom
Informal assessment will be conducted throughout the lesson. While students are working, Ill
walk around to individual students to ask clarification questions about their chosen strategies
their choice of tool, strategies, and representations. Ill use the assessment checklist (see
below) to record whether students are direct modeling, counting by 1s, skip counting, or using
an algorithm to solve the problem. Furthermore, Ill ask questions about how students are
choosing to represent the groups on paper: whether their drawings reflect grouping, include
labels, etc. After the explore period, Ill be listening to how students articulate their thinking to
the group. Ill also be looking for engagement with other peoples strategies through re-voicing,
questioning, or providing feedback. Finally, Ill give one of two exit slips depending on how the
lesson goes. If the students seem to understand the problem well, I would ask them to provide
the open number sentence that represents the problem if I purchased another package of
seeds. If it seems like students struggled, I would ask them to represent someone elses
strategy. Both exit slip would reinforce one of the initial goals. Ill finish the lesson with an exit
slip that asks students to model or explain (without solving) their strategy for a slightly different
problem (5 packets of 12 seeds).
Management issues
Scenario 1: Students finish work quickly and are distracting other students
Response: Ask them to solve with another tool or give them a more difficult problem to
solve (see accommodations)
S2: Students begin to draw on their paper, play with cubes, etc.
R: Ask the student to explain their thinking. If the problem is too difficult, help break it
into manageable sub-steps (see accommodations). If the problem is too easy, give the
student an additional challenge (see accommodations).
If the student continues to play with the manipulatives
R: Tell her that the tools are there to help her solve the problem and if the student
continues to misuse them, shell have to find a different tool
Scenario 3: The problem is too difficult for multiple students and theyre doing
nothing/talking to each other/coloring
R: Sit with the group of struggling kids and ask them to solve an easier problem (e.g.,
two seeds per packet, see accommodations)
Accommodations
For students who find the material too challenging
I would talk to individual students to see if anyone was finding the material too
challenging. If a student was stuck, I would first break the problem into sub-steps by asking
something like Could you show me using one of the tools how many seeds are in one packet?
If the student needed further assistance, I would try to find another student in the group who
would be able to explain their thinking. If the problem is still too difficult for a student, I would ask
Name: __________________________________________________________________
Ms. Jurewicz and Ms. Varney want to plant flowers in their garden.
They bought 4 packets of seeds.
Each packet has 11 seeds in it.
How many seeds are Ms. Jurewicz and Ms. Varney planting?
Show your work.
Name: __________________________________________________________________
Exit slip 2:
Use pictures or words to explain a way that someone else solved the problem that is different
from the way you solved it.
11
Student
name
Interprets
problem
correctly
Represents
problem
correctly
Strategy
Direct
model /
counting
Repeated
Addition
Skip
counting
Notation
Multiplication
fact or derived
fact
Writes
number
sentence
correctly
Other
Comments
12