First Grade Lesson: Solving for the

Unknown

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With regard to how
this lesson fits into the big picture of the students long-term learning, which MA framework does the
lesson most clearly address?

1. OA 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.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?

At the end of the lesson, SWBAT identify the known parts of the equation by underlining the key feature
of the word problem. Using these key features SWBAT appropriately construct an equation with the
unknown and known addends that aligns to the word problem given to the students.
At the end of the lesson, SWBAT, correctly manipulate a number line to help facilitate addition problems
by physically standing on the numbers that correspond to the problem.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will be able to physically show understanding by their manipulation of the floor number line, and
also by orally explaining the process while using the number line. Students will also be able to
demonstrate understanding by writing out the equation on a worksheet, and by writing their physical
findings from the floor number line on a work sheet number line.

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Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and
lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge?
Refer to Read Aloud Training (Elementary) or Academic Language Training (Secondary) and to WIDA
and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L. Hutton in
Three Tiers of Vocabulary and Education.

During the lesson, SWBAT understand the meaning of the word some more and will show understanding
of this word by orally explaining its definition of an increased amount, and by physically moving to the
right on the number line.
During the lesson, SWBAT define the mathematical vocabulary word addend by their oral explanation
of the equation in regard to the unknown and known parts.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will orally describe some more as related to the concept of addition, and students will also
physically move to the right on the number line, proving their understanding of addition. I will be able to
understand and assess progress by observing students interact with the floor number line and checking
their work throughout the lesson. I will assess their understanding of the word addend by listening to
students incorporate this word into their discussion about the number line and equation.

Content: What are the specific details of the lessons content knowledge?

This lesson is designed to help students solve for the unknown change in a mathematical word problem.
Students will be asked to make sense of the word problem by underlining key features, and then make an
equation that corresponds to the math story. After constructing the equation with the unknown, such as
5+___= 7 students will use the number line to work through the problem.

Context:
Before: Students have been working on their addition and subtraction facts. They have been working on
known facts, such as multiples of 10, to help them solve problems. They have also been working on
deconstructing math problems, similar to the lesson below, to further strengthen their addition and
subtraction facts. This lesson is a reinforcement tool, as students have already learned these skills in this
context. This lesson, however, helps students to think of addition and subtraction in a more concrete
setting, as a floor line number is being manipulated.
After: When the lesson is completed, students will continue to work on their addition and subtraction facts
in a mathematical story context. Students will now feel comfortable using the number line as a means of
solving problems.

Note: This lesson is designed for students in the lower math groups, as the main purpose of this lesson is
to highlight a new, concrete strategy for solving for the unknown.

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 PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening ( 5 minutes): How will you introduce the instructional objective to the students,
activate learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

I will first introduce this lesson by explaining how students have previously been working to
deconstruct word problems. I will say that I know students have been working with counters, or
tens frames, but another way to solve these problems is by using number lines. Today, students
will be using a floor number line that will allow them to physically move on the line to help
solve the problems. I will preface this lesson by asking students what it means to solve for the
unknown? I will answer by stating that solving for the unknown means that we have most of the
pieces to the math puzzle, but one/or more of the pieces is missing, so we must use our math
strategies to solve for what is missing. I will state that our math strategy tool that we will be
using today is the number line. I will also preface that this lesson focuses on finding the addends.
I will ask the students if they know what this means? I will create a problem on the board that is
an addition problem, and say that the two numbers being added together are the addends and that
the total is the sum. I will then give an incorrect problem, so see if the students know if the two
numbers are correct addends or not. Lastly, I will point out that our job is to find one of the
missing addends to solve the problem. I will then say if all of these problems are searching for
the addend, then are the equations going to be addition or subtraction? If they still are unsure, I
will continue to give addition problems reinforcing what numbers are the addends and what
number is the sum.

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During Lesson (20 minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?

Say: Im first going to show you how to understand the word problem, and then how to use the
number line properly.
The structure of this lesson will first consist of me doing a model problem on the board to help
students visualize the process. Then, the students will guide me through the next problem, and I
will ask questions and assist students as we go. Lastly, students will work on the steps
individually, and I will check on students as they complete each phase. We will all, however, do
the floor number line together, and then students will go back to their seats to complete the last
step, which is the worksheet number line.
I will take out the math problem that was created as a model to help students understand what
will be asked of them. This problem will be written on big paper/the white board to help the
students visualize the problem. I will read the problem out loud twice to the students.
I will ask the students if they know any key features about this word problem that could help us
set up the equation to the problem? After we have identified the important parts of the problem
by underlining them we will move to the setting up of the equation
This problem may yield some linguistic challenges, so I will make sure to highlight the fact that
some more means addition. I may possibly give another example if it is still not clear by
saying, If I gave Johnny some more crayons, is he going to have less than he started with or
more, and I will physically give Johnny some more crayons
After we construct the math equation, I will point out that the first addend is the number that we
will first stand on, and the number after the equal sign is the number we are trying to get to, or
the sum. I will then state that the unknown addend will be the value that allows us to reach the
total.
Say: What addend should I start on if I want to solve this problem? I will then ask the
students what number do I want to end on? I will then ask one students to stand at the
beginning number and one to stand at the end. I will stand at the beginning number and have the
students count out loud with me until I get to the end number. I will ask how far did I travel from
the beginning number to the end number.
After, we have used the floor number line, I will have the students watch me complete the
number line on the worksheet to reinforce the use of this manipulative. I will model how we use
a number line by first drawing dots on the beginning and end numbers, values that we specified
were important features of the word problem. I will then count how many hops it takes to get
from the first number to the end number.
On the worksheet, the first two problems have the values 1-10 written out for the students. I did
this to help the students ease into the problem, and place the focus more on the dot placement,
rather than getting carried away with writing 1-10 on the number line. The last two problems,
however, ask the students to write their own values under the line, making the problem a little
more challenging. If this poses a problem for the student, I will write the numbers under the line,
as the focal point of this lesson is to identify the featured addends from the word problem on the
number line and evaluate the relationship between the values.
I will go over again that students must first read the problem, and then underline the important
features. They will then write the equation with the unknown and known addends. After this they
will use the floor number line to help them solve the problem, and lastly they will copy their
findings on the paper number line on their worksheet.
After describing the instructions, I will ask the students to give me a thumbs up or thumbs down
to check if they understand what is being asked of them.

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 I will then read the next word problem out loud, which will be the first problem that I will
guide the students, but not completely solve for them. I will have the students then underline the
features of the word problem that are significant to constructing the equation. I will individually
assist a student if he/she has a question. Before continuing on, I will have one of the students
share out his/her findings and have students compare their answers, until we all reach the same
and correct answer.
We will then construct the equation together, as this part can be sometimes difficult for the
students. I will reiterate the addend that should go first, where the unknown addend goes, and
what the sum of the equation would be. I will make sure the students use correct vocabulary,
including the word addend
Then, because I have three students in my group, I will have one student stand at the beginning
number of the floor number line, and a student stand at the number that represents the sum of the
number. These students are then acting as the dots that will be visually represented on the
worksheet number line.
The third student will then be the counter who begins at the first number, and ends at the last
Students will count together to see what the unknown addend should be.
After verbally and physically discussing the value of the number line and how it works, we will
do the last stage of using the number line as a visual aid, and completing the number line on the
worksheet. I will have students do this independently, but will circle around to see if any students
are still struggling with this concept.
If we have time, the students will complete another problem, but this problem will be more
individual, and students will complete all the steps by themselves, including the construction of
the equation. I will, however, be circling around to see if students need me to read the problem
out loud, or need me to assist in any other way. We will compare answers at the end of each stage
before continuing on to the floor number line. I will assign roles to the floor number line, making
sure each student has a chance to participate as the dot and the counter.

Closing (2 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

I will ask the students if they found physically interacting with the number line to be a helpful
tool in problem solving. I will do this by having students putting thumbs up and down, and then
having a few students orally explain what was most beneficial for them in this process.
I will finish the lesson by reviewing the mathematical language component of the lesson by
asking students to describe what addends and sum mean.

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 Supporting All Learners
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Give additional Write homework list Alternate response
Adjust grouping format examples format (verbal/written)
Graphic organizers
Seat students Provide alternate Give daily progress
strategically near one reading Use Braille or large report
another print
Provide on-level Extend time
Pair students reading Use manipulatives
Use assistive devices

Give verbal cues to Technology Use interpreter

emphasize main ideas
Give students copy of Give more breaks
Increase number of directions
review activities Allow use of computer

Hand out copies of

notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation.
Support #1: Give additional examples: if students are unsure what some more means because many
of these students are ELLs, I will construct another example that provides more concrete support. I
will place three crayons in a students hand, and then say I will give you some more and ask if the
student has increased the amount of crayons in his/her or decreased the value.
Support #2: Use manipulatives: this lesson is grounded upon the use of manipulatives as it
incorporates a floor number line. This allows students to physically move up the number line to help
support their understanding of addition.
Support #3: Re-read directions: the first time I will read the directions out loud twice to make sure
the students know what is being asked in the word problem. The second time I will also read the
question out loud to the students, and offer to read the question a second time to individual students
who still need some help in deciphering the key features of the word problem.

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 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

In this lesson I will be teaching three students, and will implement the Tiger Paws system to help
reinforce good behavior. At the beginning of the lesson I will state that this lesson should be fun,
but still requires students to participate and stay focused. I will then tell students that those who
use the learning tools appropriately, and follow directions will earn a Tiger Paw. Before giving out
the Tiger Paws at the end of the lesson, I will give an example as to what the student did to earn
such a reward. The incentive to earn a Tiger Paw should help students stay focused, and control
their behavior. If a student is getting off track, I will remind the student about the Tiger Paw that
could potentially be earned at the end of the lesson.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

I will have 4 worksheets (1 for myself, and three for the students)
I will have a large piece of paper/white board to display the model word problem to the students
I will have a floor number line that students will be able to physically move about on
Masking tape to complete the number line

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lessons overarching goal (i.e. the MA
Curriculum Framework incorporating the Common Core State Standards)?

When working on future problems that require students to solve for the unknown, I will
administer/recommend this type of strategy. Though the problem could be different, I will have
students use the same strategies such as underlining the important features of the word problem
and then constructing an equation that includes the unknown. I will then have students use a
number line to help them problem solve, identifying the starting number, and the unknown, and
the end number. The number line can be a helpful tool in problem solving, and can be applied to
many different mathematical situations.

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