Student- Caylie Larkin Grade Level- First Grade

Title Dinner at the Panda Palace Lesson Area- Math Two-digit addition
Goal
CCSS.MATH.CONTENT.1.NBT.C.4
- Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit
number and a multiple of 10, using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one
adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
CCSS.MATH.CONTENT.1.OA. A.2
- 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.
Practices
MP1: Make sense of problems and persevere in solving them.
MP5: Use appropriate tools strategically
MP6: Attend to precision.
Content Objective
Given a read aloud of Dinner at the Panda Palace, the students will create a poster showing the
solution and explanation to the question posed, How many animals dined at the Panda Palace?.
Students will include symbols, numbers or drawings, and provide a written explanation as measured
by their poster.
Language Objective
Students will listen to a reading of Dinner at the Panda Palace and will estimate the number of diners
at the restaurant orally, using predicting language (e.g. I think that). Students will describe how
they solved the problem, using sequencing language (first, I ___. Next, I ___.) and academic
vocabulary.

Vocabulary
Add, tens, ones, estimate.

Frames
I think that there are about ____ animals dining at the Panda Palace.
I estimate that ___ animals dined at the Panda Palace.
First, I ___. Next, I ____. Finally, I ___.
I did ___ because ____.
Formative Assessment
I will listen to partner discussions as students make and share estimates of the number of diners at the
Panda Palace. I will focus on the reasonableness of their estimates.
 o Ask: How did you make your estimate? Did you notice any patterns in the story?
I will observe students during the explore portion of the lesson and reinforce partner collaboration. I
will look for student strategies and how students are using the 0-99 chart and base ten blocks.
o Ask: How are you solving the problem? What is your strategy? How are you using the
available tools? Can you show this in a drawing? Is there a way to represent this with
numbers?
Summative Assessment
Students will complete a poster showing the solution and explanation to the question, how many
animals dined at the Panda Palace?. I will look for posters to have drawings, symbols, or numbers,
and a written explanation.
Materials/preparation
Dinner at the Panda Palace
0-99 charts
base ten blocks
Poster paper
Markers
Chart paper with the list of diners
Sentence Frames
The Lesson
Introduction (at the rug-30 minutes)
- Read aloud Dinner at the Panda Palace
o Before reading: Where do you think this story takes place? What animals do you see?
o Together, count the animals entering the restaurant on each page.
Is the number that came in greater or lesser than the last group? Or, are the numbers
equal? What patterns are you noticing?
- Co-construct a chart of the animals who dined at the Panda Palace.
- Estimate the number of animals at the Panda Palace.
o Introduce the word estimate have students practice saying the word in choral response.
o Ask: What is an estimate? How do you make an estimate?
o Without counting the exact number, make an estimate in your head of the number of animals
at the Panda Palace. Keep it in your head.
o Turn and share your estimate with a partner.
o Have students share their estimates with the whole class.
- Pose the problem to the students, Now, I want you to work with your partner to figure out how many
animals ate at the Panda Palace.
o Before we begin lets talk about the tools we can use to help us solve the problem. How can
we use the 0-99 chart to help us? What about the base ten blocks?
o I am going to give you and your partner a poster and on the poster I want you to show us how
you solved the problem.
Model what to include on the poster.
 Written explanation using sentence frames
Drawings (draw how you used tools)
Numbers
Post the instructions on the board.
- Set behavioral expectations.
Explore (20 minutes)
- Release students to solve the problem with their partner. (pass out markers and posters)
- Circulate and ask students questions to advance their thinking.
o How are you solving the problem? What is your strategy? How are you using the available
tools? Can you show this in a drawing? Is there a way to represent this with numbers?
Closure (10 minutes on the rug)
- Ask: what was challenging? What was easy?
- Have a few partnerships share their work.
o What strategies did you use?
o What tools did you use?
o Did anyone do it a different way?
Modifications
Use of sentence frames (appropriate for language level) to facilitate academic language and
conversations.
Use collaboration to promote socio-cultural learning and partnership with peer-models.
Connecting the math to actual objects (animals).
Multiple manipulatives available for students to represent the problem.
Language supports and sentence frames will be provided to support students in reaching the language
objective. Sentence frames will be modeled and students will have opportunities to practice using the frames
with a partner.
- Choral response allows students to practice saying new words in a low stress environment.
- Vocabulary
o Add, tens, ones, estimate.
- Frames
o I think that there are about ____ animals dining at the Panda Palace.
o I estimate that ___ animals dined at the Panda Palace.
o First, I ___. Next, I ____. Finally, I ___.
o I did ___ because ____.
Extension
Students can represent the solution in multiple ways.
Students can assist groups who are struggling.