FRAMEWORK FOR PLANNING A PROBLEM SOLVING LESSON

in MATHEMATICS

Name: Andie Deschapelles

Lesson Title: Sticker Books

Grade Level: 2nd Grade

Curriculum Resource(s):
Investigations math curriculum

Math Learning Goal:

Students will be able to use a place-value model to represent 2-digit numbers by
using tens and ones and write an equation that represents 2-digit numbers, for
example 22 = 20 +2.

Arizona College and Career Readiness (Common Core) Math Standards

Addressed

AZCCRS  Math CONTENT Standards Addressed:
2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and
subtraction
2.OA.A.1: use addition and subtraction within 100 to solve one and two step word
problems. Represent a word problem as an equation with a symbol for the unknown.
2.NBT.A.1a: understand that 100 can be thought of as a group of ten tens-called a
“hundred”
2.NBT.B.9: explain why addition and subtraction strategies work, using place value
and the properties of operations (explanations may be supported by drawings or
objects)

AZCCRS  Math PRACTICE Standards Addressed:
2.MP.1 Make sense of problems and persevere in solving them
2.MP.2 Reason abstractly and quantitatively
The Mathematics Task (or set of tasks):

TASK(S) and WHY:

The first task is a classroom routines activity called “Penny-a-Pocket.” This task is
from the classroom routines section of the lesson. The students have previously done
“pocket days” where they counted all of their pockets but they have never used
pennies as a representation of their pockets.I am using this routine as a warm up
because it will get the students thinking about grouping numbers and thinking about
2-digit numbers as tens and ones, which is a big concept of this lesson (refer to the
picture at the end of the lesson.)

Another task is looking at the sticker book page and deciding how many total stickers
can fit on it. I am doing this task because it will allow students to recognize that 10
stickers can fit in each row, enough for a strip of stickers, and they will recognize that
there are 10 rows of stickers. Each row can also represent the tens place and the
individual stickers can represent the ones place (refer to the picture at the end of the
lesson.)

Another task is students will look at sticker book pages that are shaded to represent a
particular number of stickers. The students will look at each page and decide how
many stickers are on the sticker book page and write an equation that connects to the
image. I am choosing to do this task because the students can compare the quantities
on each sticker book page and use language like “This page has 10 more/less stickers
than that page”
The students will also be writing equations in this lesson. They will be writing
equations that represent 2-digit numbers. I am doing this task because it will help the
children break up the 2 digit number into tens and ones. For example, if a student was
writing an equation for 45, it would be 40 + 5.

Another task students will be doing during this lesson is solving word problems that
relate to the sticker books. These word problems are both problems where the
students need to figure out how many more stickers they need to get to a certain
amount. I am doing this task because I think this task extends students thinking
beyond just looking at the sticker book pages. They have to build upon the sticker
book pages and use strategies like counting up or writing equations to be able to solve
them.
ANTICIPATED STUDENT RESPONSES: Thinking about the Students Thinking

One strategy students may use when trying to figure out how many total stickers
can fit on the sticker book page is by counting by tens. They would count each row
of ten until they reach the bottom of the page. Another possibility that a student
may use is multiplication. A lot of students in my class know some multiplication
facts like 10 x 10. A student may count and recognize that there are ten rows and
ten columns and could multiply those numbers.

To find out how many stickers are shaded on a page, students may count by tens
and then ones. For example, if there is 46 stickers on a page a student may count
10, 20, 30, 40, 41, 42, 43, 44, 45, 46. Similarly, a student might count back. They
could recognize that there are 5 rows with shaded stickers and count by tens to 50,
or recognize that the amount is 50 because the page is halfway shaded in. Then,
they could count back from 50 by counting 50, 49, 48, 47, 46.

One strategy students may use when they are solving the word problems is they
may look at the sticker book pages on previous activity pages to help them count
how many more stickers they need or to at least visualize the problem.

Another strategy that students may also use when they are solving the word
problems is using a number line as an aid. Students may start at the original
number and then “jump” to different point on the number line in groups of tens or
ones and then add up those numbers. For example, they may jump from 46 to 56,
then 56 to 66, then 66 to 70. Then they would add 10 + 10 + 4 and know that they
would need 24 more stickers.

Vocabulary and Language Objectives

“More than”: there are more shaded stickers on the page or the number of shaded
stickers is bigger than on another page
“Less than”: there are less shaded stickers on the page or the number of shaded
stickers is smaller than on another page (Students will use these terms to describe
the quantities of stickers when they are comparing sticker book pages.)
“strips”: students will use the word strip to describe a set of 10 stickers.
“singles”: students will use the word singles to describe one individual sticker
Vertically: something that goes up and down
Horizontally: something that goes side to side
 Materials & Tools

Pennies and Dimes: Students will use pennies to figure out how much their pockets
are worth. As table groups, the students will be able to find out how many pockets
there table has all together. They will then trade in 10 pennies for one dime, which
helps students think about grouping and base 10.
Unifex cubes: I will also have unifex cubes available for students who are struggling
with the concept and need a more hands on approach. The students can build a strip
of 10 stickers with them or use them to represent individual stickers.

3 PART LESSON PLAN

1) BEFORE: Introducing and Posing the Task

A lot of the math curriculum we have been doing in my classroom has been
following a story about a sticker shop. I will ask the students to think about
what they already know about the sticker shop. I am hoping that students will
be able to have a discussion about how to sticker shop sells stickers. The
students will know that the sticker shop sells stickers in either singles or strips
of 10. Then, I will introduce the sticker books. I will use the teacher
presentation that goes along with the curriculum and project the sticker book
page onto the smart board. I will ask the students to look at the sticker book
page and discuss in partners how many stickers it would take to fill up the
entire sticker book page. Once the students’ talk in partners, I will have
students say how many stickers they think will fit on the sticker chart. I am
anticipating that there will be a few different answers. If there is, I will have a
student explain their reasoning to the class. We will do this for each possible
answer. Then, as a group we will all count the rows in the sticker book page by
tens to confirm the answer. I think this is important to do because it will make
sure that all of the children in the class are on the same page and understand
the reasoning. I will then shade in 35 stickers in on the sticker book page on
the smart board. I will ask the students to look at the picture and talk to a
partner to decide how many stickers are shaded in on the sticker chart. After
they have discussed with a partner, I will call on some students to share their
reasoning. Then, as a group, we will write an equation to represent the sticker
book page. I will ask, how can we write an equation to show how many stickers
are on this page? I will call on some students and have them explain their
answers. We will write the equation 30 + 5. We can talk about how the 30
represents the 3 rows of stickers in the tens place and the 5 represents the 5
 individual stickers. For one last whole group task, I will show the students a
new, blank sticker book page. I will tell them on this page, there will be 45
stickers. The students will work in partners to decide what it would look like to
shade in the 45 stickers on the sticker page. I will have a student come up and
show how they shaded in their sticker book page. I will ask the students, how
can we write an equation that matches the picture? I will call on a student to
write an equation. We will write the equation 40 + 5. Then, I will show the two
sticker charts side by side and ask if the students can make any connections
between the two sticker book pages. I want to talk about how one sticker chart
is “10 more” and the other sticker chart is “10 less

2) DURING: EXPLORE the TASK

Students will be working on three activity pages in groups of 2. The first activity
page (Activity page number 168) has students look at quantities of stickers,
write down the number of stickers, and write an equation to represent the
sticker book page. The second activity page (activity page number 169) gives
the students 4 sticker book pages and a quantity for each sticker book page.
The students will shade in each quantity of stickers and write an equation to go
with the picture. The third activity page has word problems that challenges
students to think deeper about the sticker book pages. An example of one of
the word problems is “Kira has 46 ocean stickers. How many more ocean
stickers does Kira need to have 70 ocean stickers?” While the students are
working, I will be looking to see how the students are writing equations, how
they are shading in the stickers (horizontally not vertically) and if they are
using equations to solve the word problems. I will be looking to see that
students are shading in the stickers horizontally opposed to vertically because
the sticker shop only sells horizontal strips and these strips would not fit in the
sticker book vertically. I will be asking students who are working “How are you
finding out how many stickers are shaded on the page? Are there any other
strategies you can use? How did you come up with an equation? What strategy
did you use to find out how many more stickers Kira needs? Is there more than
one way to find out how many more stickers Kira needs?” During this time I will
also be offering unifex cubes for students who need additional support. I
anticipate that there may be some students in the class individually counting
stickers by ones. If I do see students doing this, I will ask them if they know of
a quicker way they could count. If the student is really struggling, I could
suggest counting by tens or even fives as a quicker method. I could also model
this method to the student using unifex cubes so they can physically touch the
strips and individual “stickers.”

3) AFTER: Summarizing / Final Discussion

After the students finish working on their activity pages, I will lead a class discussion.
We will be working on a word problem together that summarizes most of the ideas
from the lesson. The students will have already completed this word problem as well.
The word problem is “Kira has 46 ocean stickers. How many more ocean stickers does
Kira need to have 70 ocean stickers?” I will ask a student to come up and shade in 46
stickers and to explain how they know that this is the correct representation that is
shaded in. We will also show the same representation but with unifex cubes if some
students decided to use those as a way to solve the problem. I will ask the students
“Did anyone write an equation to solve the problem?” I am hoping that students will
write 46 + _____ = 70 but I am sure there will be a few students who write an
equation that solve the problem. I will have a student explain how they wrote this
equation. Then I will ask “Did anyone solve this problem using a different technique?”
I will call on another student to explain how they solved the problem. During the
discussion portion, I am only going to call on two different students to explain how
they solved the problem. One of the strategies I want to highlight is how students can
use the sticker book pages on their activity books to help solve the problem. Students
can shade in the total quantity that they need to find (in a different color) and then
count by tens to find out how many stickers it would take to get to that total quantity.
Another strategy that I would like to highlight is how they can use a number line to
solve this problem. Students can write out their number line and “jump” in tens and
ones until they get to the total quantity. I want to make sure each of these students
has time to explain their reasoning and I think if I had any more students come up to
explain how they solved the word problem, they would be rushed to explain their
reasoning. The discussion portion will also be taking place at the very end of the
school day so I am anticipating that I will have some challenges redirecting attention
to the discussion since students will be excited to pack up and move to their after
school activities.