To be taught November 13, 2017
Term III: Mathematics Lesson
Core Decisions of Lesson Design:
What:
This lesson is made up of three main mathematical three ideas. The first is that students
will be presented with a word problem with additive properties and be able to identify that an
addition strategy is needed in order to solve it. A students ability to identify the problem is
essential for them to then be able to make sense of the mathematical relationships expressed by
these words (Chapin & Johnson, 2006) which will then allow them to solve the problem with
understanding.
The second is helping students move from the most basic counting strategies used to
solve addition problems to more sophisticated ones. The Early Counting Strategies as identified
in the OGAP Additive Framework use direct modeling and counting from one with concrete
model. In this strategy a student will use a concrete model, such as a block, to represent each
part of every addend in a problem. Once concretely represented, at the student will count each
individual item in order to get the sum. The next step up the OCAP Additive Framework
involves mental counting strategies where a student can count on from the first number or count
on from the largest number. For this lesson, students will move into the Early Transitional
Strategies. They will use their understandings of doubles facts adding numbers to ten to be able
to add together three numbers whose sum is more than ten.
The final idea is that students will construct a mathematical argument and then be able to
critique the reasoning of others (Mathematical Practice Standard #3). Students will be able to
solve additive problems themselves and be able to explain how they solved it. They will also be
able to be presented with another students problem and be able to restate things in their own
words, point out mistakes, and offer clarifying information.
How:
In my first-grade classroom, mathematics learning is mostly about teacher instruction,
student practice in workbooks, the occasional OGAP problem, and workbook pages for
homework. Unfortunately, there is never any collaboration among students nor does the math
ever seem applicable to students lives. I want to take this opportunity to shake things up for my
students, and provide them with the opportunity to use mathematics skills that they have learned
to solve a real-world problem.
In my focusing question I seek to find a way to build a sense of community while
incorporating collaboration and my students identities. In one lesson this is will be hard to do,
Commented [1]:
This is now a really strong WHAT section! Your hard work
is paying off!
Commented [2]:
Excellent. Add in here what they would need to
know/understand if they were going to be able to identify
this correctly.
Commented [3]:
It might make sense for you to add into this list something
about students using facts that they know to derive other
facts (since that's what doubles +/- 1 is and what using
complements of 10 is).
Commented [4]:
Since you can't guarantee movement, maybe you want to
phrase this more along the lines of: "the lesson will support
students in making the transition to"
Commented [5]:
Nicely explained.
Commented [6]:
Jaeden--this section has a lot of good meat in it. It would
help, for clarity, if you could re-read the guidelines for this
section (pasted below) and be sure that you have responded
to each of the required components, and then be sure that
you have organized the section in such a way that your
responses to each component can be clearly identified as
such. You also have some of the "why" woven in here
(particularly in the very beginning). See if you can shift this
out.
How will you teach the content? What are your underlying
teaching methods and strategies? How will you engage
students in reflection and communication around the
important mathematical ideas? Touch on how you will use
each of the four dimensions to shape the lesson (tasks,
discourse, tools, norms).
Commented [7]:
Also--for further clarity, check out the email I sent to
everyone giving more detail on the 3 sections; I tried to be
very specific about which things below in the HOW. If you
can't find the email, let me know and I will fwd it to you.
but I hope that experiencing a bit of learning in a different way will open their minds a little to a
different way to approach mathematics.
To incorporate my focusing question into my math lesson, I will use a short story that I
write to present the background information. In this lesson I want to provide my students with a
fun, engaging, and real-world opportunity to approach an addition problem where they add three
numbers whose sum is less than twenty. Each student will work with a partner to calculate the
cost of the three ingredient dessert that they have been given. Before presenting the problem I
will go over the norms of partner collaboration as well as each of the manipulatives that the
students will have at their disposal. I will use whole class instruction to present the problem.
While using a manipulative of their choice, they and their partner will come up with the solution
for their dessert.
We will come back together as a whole group where the students will present their
solution and methods to the group. Before we get into the sharing of the information, I will
explain to the students how I will go about asking for answers, how I expect them to share their
findings with the class, and then explain that I will be collecting their answers on the board. If
necessary, I will role play for the students to show them what I expect. After collecting all of the
answers on the board, through whole class discussion, the students will determine which dessert
would be the most cost effective.
The numbers used in each problem will build on students understandings of doubles plus
some more and recognizing numbers that add up to ten. They will be using the OGAP method of
Put Together, with Total Unknown because they will have the cost of each of the ingredients, but
will not know the total cost. According to Chapin & Johnson, this would be a Part-Part-Whole
problem with Whole Unknown problem. There is no action involved, the students are taking
three pieces of information and putting it all together.
After completing their partner work, In this portion students will need to clearly explain
and support their own strategies. They will need to listen carefully to the strategies of the other
pairs and be able to restate what was said as well as add on information or offer up a correction
as appropriate.According to Chapin and Johnson (chapter 3), here the group is comparing
problems with the larger and smaller quantities unknown.This is an important skill for students
to learn and will need to eventually do it on their own. However, working in collaboration with
other students is a means of accessing a type of thinking that may be difficult for some students
to do on their own at this point.

Why: Commented [8]:

Ultimately, I want math to be relatable and accessible to my students. I have used
terminology (i.e. Titi for aunt) that is part of my students common parlance. I also know that
birthdays and sugary treats make them excited. Theyre used to problems involving ducks in a
pond and apples in a barrel, but those are not relatable to them.
This is nice. I think it will be well-rounded when you add in
the bit from the "How" that is really the "Why"--the part
about collaboration and not just doing workbook pages.
 In my math lesson I believe that it is very important to build on information that students
have already learned. I do not have much time with them, and I really want them to be successful
in the activity. So, I have chosen numbers that students should be able to work on and solve
without using manipulatives, but I am providing them as a sort of safety net. Because the practice
will look very different from what they are used to, I want my students to have a solid
understanding of the mathematical concepts that they will need to use. By looking very closely at
the Benchmark Cycle 2 Scope and Sequence, as well as paying attention to what they have been
learning recently, I believe that I have hit on material that they will understand, without being
bored by it.
Lesson Plan:
Goals/Objectives:
1. SWBAT identify an additive problem.
2. SWBAT build on their basic additive understanding and move to more sophisticated
strategies.
3. SWBAT work collaboratively with a partner to first add three whole numbers, whose sum is
less than twenty, to determine the cost of making one dessert.
4. SWBAT share their findings and explain how they went about solving the problem to the
whole group.
5. SWBAT critique the reasoning of others.
6. SWBAT think as a whole group and determine which dessert is the most cost effective.
Standards: Taken from Benchmark Cycle 2 of Envisions
CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20.
1.OA.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.
Topic Lessons 3-6 and 3-7: Make ten to add numbers to twenty
Topic Lesson 3-8: Explain Addition Strategies: Solve addition problems using
different strategies
Topic Lesson 3-10: Math Practices and Problem Solving: Critique Reasoning:
Critique the reasoning of others by using known information about addition and
subtraction.
Materials and Preparation:
Commented [9]:
Good start--be a little more specific--what do you mean by
"an additive problem" and what will they be identifying?
Commented [10]:
Again--good basic idea. What additive understanding do
they currently have and what is the more sophisticated
strategy that you want them to transition to?
Commented [11]:
I think that maybe the part about working collaboratively
with a partner is separate from the part about finding the sum
of three addends. Try disentangling these two.
Commented [12]:
Also--the dessert shouldn't be mentioned here, as that is just
the context of the specific problem. You could refer to it as a
"total sum", or if the working with $ part is important, then
"the total cost".
Commented [13]:
I realize I'm starting to sound like a broken record...but can
you be a little more specific. In what way are you hoping that
they will critique the reasoning of others? That can be done
in a lot of different ways, and for a lot of different purposes.
What will it look like with your first graders as they grapple
with this kind of a problem/problem set up?
Commented [14]:
see above comment about specifically mentioning dessert...
Commented [15]:
These all seem to fit well!
Commented [16]:
Do they ever use 10 frames? I only ask because if they do, it
might be a good tool to facilitate them seeing how they can
use complements of 10 to build on. If they don't though, this
is not the right place to introduce them. So only use as a
suggestion if it is a tool they are familiar with. Does it make
sense why it might help here?
 Chart paper
Easel
Markers
Small white boards
Dry erase markers
Counting cubes
Fake dollar bills
Number line
Tens frame

To prepare before hand: Commented [17]:

Good idea. I think it's smart that you are having them start at
All of the materials will be out on the desks so that students can choose which the rug (where they won't be distracted by the manipulatives)
manipulative(s) they would like to use with their partner but then the manipulatives will be out and ready, when they
move to the desks. Good thinking ahead!

Classroom Arrangement/Management Issues: Commented [18]:

This is a thorough and well-thought-out section. Well done.
Arrangement:
Students will begin the lesson sitting on the rug, by the chart paper and easel. At this
point the students do not need to sit in any particular spot, just within the first two rows
on the rug.
The desks will be left in their groupings of four tables and the guided reading table will
also be available for use.
During partner work the students may work with their partners either at the desks or at
the guided reading table. They will also have the option of either standing or sitting in
their work area.
All necessary materials and manipulatives will be out on the desks for the students to all
have easy access to
Reasoning:
Because my lesson is being taught during the prep period in the classroom, I do not want
to take up a lot of time to rearrange the room only to then have to put back before the rest
of the class returns. I also, want to anticipate the students material needs so that they can
focus on working through the problem.
Management Issues Overview:
On any given day we could have various behavior management issues going on in the
classroom. In order to try to lessen the possibility of issues arising I have carefully chosen
students who will not only be able to participate in this lesson academically, but who are
more likely to be able to work with a partner effectively, and will pay attention and
participate during group instruction and discussion.
Proactive Management Strategies/Explanations of Procedures:
I will begin by reviewing my expectations for listening and instructional time.
We are respectful of the teacher, of our classmates, and of ourselves
We communicate that we are ready to learn by putting on our listening ears, not
talking while someone else is talking, facing forward, and giving our attention to
the speaker.
When someone has an answer they will place their thumb up in front of their
chest (this includes if they have another answer different from what someone else
has said)
If they agree with something said, they will use the sign for agreement
They will put up two fingers if they have something to add on to what was just
said
I will have a student help me to roll play quickly what it should look like when working Commented [19]:
nice
with a partner. Hopefully this role play will help mitigate some issues that may arise
since students are not used to working with a partner.
After reading the story of the problem I will partner up the students based on what I know
about their mathematics abilities (I would like to place students with differing abilities
together). But, more importantly, I will put students together who I believe will be able to
work well together. Commented [20]:
Good idea. And you are probably already thinking this, but
When we come back together on the rug to compare answers, I will explain to the be sure to pick these partnerships ahead of time so you don't
students how we will share the answers that they came up with while solving their have to figure it out on the spot.
problem with their partners. Then I will explain that once everyone has shared their
solutions we will compare answers and come up with the least expensive dessert as a
whole group.
I will make sure to explain my expectations clearly and not assume that the students
know what I am expecting. However, I want them to have freedom to think and solve the
problems in whatever ways work for them and their partners.

Plan:
Before (launch): 6 minutes
Gather students on the rug
Review my norms for participating in instruction and discussions
Role play what working with a partner should look like
Hook: I love birthdays. I really love when people in my family or my very close friends
have birthdays because I love to make them something special. Would you turn and talk
to a neighbor about something that you like to do for someone else on their birthday?
Those were some really great ideas. Today, Im going to read you a very short story
about a girl named Iliana who wanted to bake something for her Titis birthday.
 Read the math problem story
Put students in pairs
Explain the instructions for solving the problem. Ask, how can you and your partner
work to help Iliana answer her question?
Point out the manipulatives
Make sure the students understand that they should spread out while working Commented [21]:
This is all very important! It's just part of the "BEFORE"
During (work and explore): 15 minutes section. Think of it as the setting up of the task. Go back and
As they are working on their problems, I will walk around and observe their discussions check out the Van deWalle chapter and the Lesson Plan
Template to see what else you need to put in to your
and processes for solving the problem DURING section to make it more robust.
Provide support for the students as they are working. Do not answer questions outright,
but ask other questions that will help direct their thinking.
If students finish quickly, give them another list of ingredients from a different dessert to
see if they can solve that problme.
After (debrief and wrap up): 24 minutes
Once each pair has found a solution, we will go on a field trip around to each spot
where the partners worked. Here, each pair will share their answer and explain how they
got their solution.
From there I will go over the procedure for sharing answers and how the other partners
should listen carefully and be able to ask questions and restate information
We will return to the carpet
I will write the answers on the chart paper

As a whole group we will compare the answers and discuss which dessert Iliana should
make
Assessment of the Goals/Objectives
I will informally assess partner collaboration as I observe the students working to find a
solution.
I will informally assess how the students are able to share their answers with the rest of
the group.
I will check for understanding by asking other students to explain in their own words
what another pair did to solve their problem.
I will write answers and strategies on the chart paper both to show the rest of the group
how the problem was solved, as well as to have written work to take with me.
I will make sure to write the cost of each ingredient so that as a group we can confirm
whether or not the answer was correct. If it was actually incorrect, I will check for ideas
from the group.
I will assess students abilities to discuss as a whole group by observing their discussion
amongst each other.
Commented [22]:
Think ahead here as to how you will structure this. What
questions might you ask? How will you facilitate their
discussion?
Commented [23]:
It sounds like you have thought carefully about a lot of
things that you will be assessing. Remember that you are
supposed to be creating an Assessment Checklist that gives
you a way to look for specific evidence of the things you
have flagged as important to seeing if your students are
getting the content (from the WHAT section) that you
wanted them to. Let me know once you have designed that
and I will check it out!
Commented [24]:
This is good to be thinking ahead to, as it is a realistic
possibility.
 If they come to the correct answer (because there will only be one dessert the will cost
the least) I will know the students have understood this final part.

Anticipating students responses and my possible responses Commented [25]:

More good thinking ahead. What about the students shifting
I anticipate that there may be some trouble working with a partner. I will constantly their additive strategies (since this is a main focus of your
monitor and will step in to be a peace-maker and help the partners work through issues as WHAT). What might they struggle with and how might you
support them?
it may arise.
I anticipate that the students may want to write an equation for the problem, but will have
difficulty because they are working with three numbers. I will ask them to use a
manipulative to show me how they could solve the problem.
I anticipate that many of the students will be very excited by the content of the hook
(most of them really like talking about their families), which is why I am using the turn
and talk and will gently shut down further discussions.

Accommodations
I will be careful when putting together partners so that I have at least one strong
mathematician per pair.

If it seems like a pair is really struggling, I will provide them with a different copy of the
same recipe, but the cost of each ingredient will be less so that the sum of all three
ingredients will be less than ten dollars.
If a pair finishes quickly, I will ask them to identify another strategy to solve the problem
(Is there a way that you could use 10s partners to solve this problem?)
Commented [26]:
What will this do to your larger problem--that you are trying
to solve collectively? Is it still ok? Not challenging, just
making sure you are thinking intentionally about it.

Math Problem Story

On Saturday morning Iliana woke up and realized that it was her Titis birthday. Iliana wanted to
do something special, so she decided that she would bake her Titi a delicious birthday treat. But
she didnt know what to make. She had been saving up her money and wants to use it to either
bake cupcakes, brownies, or Rice Krispy Treats. Iliana had a recipe for each dessert, as well as a
price for each ingredient. She decided that she needed to figure out the total cost of each dessert
and then figure out which one would cost the least to make.

Instructions for students:

Iliana needs to figure out which dessert to make for her Titis birthday. Using the ingredient list
you have been given, calculate how much it would cost to make. Work with your partner using
your smart mathematician brains and any tools that are laid out.
Ingredient List for Cupcakes:
1. Cupcake Mix- $8
2. Frosting- $8
3. Sprinkles- $2

Ingredient List for Brownies:

1. Brownie Mix- $6
2. Cooking Oil- $6
3. Eggs- $4

Ingredient List for Rice Krispy Treats:

1. Rice Krispy Cereal- $7
2. Marshmallows- $7
3. Butter- $3