Grade 1: Unit 1.OA.D.7-8, Work with addition and ...€¦ · Web viewGrade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations. July 2, 2013 Page

Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.

Lesson Plan: Worms (This lesson should be adapted, including instructional time, to meet the needs of your students.)

Background InformationContent/Grade Level Mathematics/ Grade 1

Domain: 1.OA – Operations and Algebraic Thinking Cluster: 1.OA.D – Work with addition and subtraction equations.

Unit Work with addition and subtraction equations.

Essential Questions/Enduring Understandings Addressed in the Lesson

Why do I need mathematical operations? How do mathematical operations relate to each other? How do I decide which representation to use when solving problems (concrete manipulatives,

pictures, words, or equations)? How do I decide which operation to use in solving a problem? What is meant by equality in mathematics? How do I know when a result is reasonable? What questions can be answered using addition and/or subtraction? What are the different models of and models for addition and subtraction? What are efficient methods for finding sums and differences?

Operations create relationships between numbers. The relationship among the operations and their properties promote computational fluency. Real world situations can be represented symbolically and graphically. Computation involves taking apart and combining numbers using a variety of approaches. Flexible methods of computation involve grouping numbers in strategic ways. Proficiency wit basic facts aids estimation and computation of larger and smaller numbers.

Standards Addressed in This Lesson

1. OA.D.8 – Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+? = 11, 5 = ___ - 3, 6 + 6 = ___.

It is critical that the Standards for Mathematical Practice are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practice will be evident in every lesson. The Standards for Mathematical Practice make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

Lesson Topic Solving story problems by determining the unknown number in an addition or subtraction problem.

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Relevance/Connections Connects to 1.OA.B.4 – Understand subtraction as an unknown addend. Connections to the following Standards of Mathematical Practice:

SMP 1 - Make sense of problems and persevere in solving them SMP 4 - Model with Mathematic SMP 7 - Look for and make use of structure

Student Outcomes Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

Write an addition or subtraction equation for a given problem.

Prior Knowledge Needed to Support This Learning

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1,5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Method for determining student readiness for the lesson

Teacher observations and assessments of student’s success in solving addition and subtraction problems. Teacher observation in student’s success in writing equations to represent story problems.



Learning Experience

Component DetailsWhich Standards for Mathematical Practice(s) does this address? How is the Practice used to

help students develop proficiency?Warm Up / Motivation Materials Needed:

Diary of a Worm by D. Cronin (2003) Resource Sheet 1: Finding Worms Snap Cubes (one set per student)

Read, Diary of a Worm by D. Cronin (2003).

Distribute snap cubes to students.

Display Resource Sheet 1: Finding Worms using a Whiteboard or projector. Share the problem with the students. (“Alex found 21 worms on the playground. Jose found 12 in the grass. How many worms did they find altogether?”)

Allow students time to work with a partner to solve this problem.

Have students share how they solve the problem.

Ask: “What if we had worms at our school?”

SMP 1: Make sense of problems and persevere in solving them –Students use the snap cubes to make sense of and model the problem.

SMP 6: Attend to precision – students verify that they are using the number of snap cubes that match the problem and lead to a correct solution.

(SMP 1 and SMP 6 will be evident throughout the lesson.)

SMP 3: Construct viable arguments and critique the reasoning of others – students explain how they solved the problem and why their snap cube model matches the problem and shows a correct solution.

Activity 1

UDL Components Multiple Means of

Representation Multiple Means for

Action and Expression

Multiple Means for Engagement

Key QuestionsFormative Assessment

UDL Components Engagement is present in the activity through

providing a task that allows active participation and exploration.

Representation is present in the activity through having students draw pictures, use manipulatives and write equations.

Expression is present in the activity by asking guided questions and encouraging students to explain their thinking to partners.

Comparing Worms—Whole group activity

SMP 2: Reason abstractly and quantitatively – students use their snap cubes to model and explain why their equation is correct.

SMP 3: Construct viable arguments and critique the reasoning of others students explain how they solved the problem and why their snap cube model matches the problem and shows a correct solution.

SMP 4: Model with mathematics – students use snap cubes to model the problem.



Summary Materials Needed: Resource Sheets 2A&B: Worms of Assorted Lengths

(one worm per student – lengths should vary from student to student)

Resource Sheets 3A&B: Worm Recording Sheet Snap Cubes

1. Distribute individual paper worms to students.2. Students will construct a snap cube train to represent

the length of their paper worm. How long is your worm?

3. Students will then work with a shoulder partner (child sitting next to them) to compare the length of the snap cube trains.

4. Discuss with students: Who has more? Who has less? How do you know? How many more do you have than your partner? Show me how you know? How many less does your partner have? Show me how you know?

5. Challenge students to record the difference between their lengths using a picture or an equation on the Resource Sheet 3: Worm Recording Sheet.

6. Focus on the question: How can you represent the difference between your lengths using an equation?

Teacher Note: Encourage students to represent the difference using an equation if they are able or use more than one equation to represent the problem. Use a variety of worm lengths.

7. Choose students to show and explain their responses. Teacher can record their responses. For example: John has 12 cubes and Aaron has 7 cubes.

12 – 7 = ?

SMP 5: Use appropriate tools strategically – students use equations and snap cubes to solve the problem.

SMP 7: Look for and make use of structure – students use knowledge of the structure of our counting system to make sense of the problem.



7 + ? = 12

12 - ? = 7

12 = 7 + ?

7 = 12 - ?

8. Have students model how they compared their cubes to determine the difference and how their comparisons relate to an equation or equations. How do you know your equation is correct?

Teacher Note: Teacher asks higher level thinking questions. Examples: How did you solve this problem? How do you know your answer is correct? How many different equations can you write to solve the problem?

Activity 2





Key QuestionsFormative AssessmentSummary

Comparing More Worms—Partner activity

Materials Needed: Resource Sheets 2A&B: Worms of Assorted Lengths

(one worm per student – lengths should vary from student to student)

Resource Sheets 3A&B: Worm Recording Sheet Snap Cubes

Teacher Note: Adjust the length of worms according to student needs.

1. Teacher will assign student pairs.2. Distribute Snap Cubes and Resource Sheet 3 Worm

Recording Sheet to each student.3. Students will compare worms. They will then discuss

and record the following questions:- Who has the longer worm? How much longer

is the worm? How do you know?

SMP 2: Reason abstractly and quantitatively – students use their snap cubes to model and explain why their equation is correct.

SMP 3: Construct viable arguments and critique the reasoning of others students explain how they solved the problem and why their snap cube model matches the problem and shows a correct solution.

SMP 4: Model with mathematics – students use snap cubes to model the problem.

SMP 5: Use appropriate tools strategically – students use equations and snap cubes to solve the problem.

SMP 7: Look for and make use of structure – students use knowledge of the structure of our



- Who has the shorter worm? How much shorter is the worm? How do you know?

- What equations can you make to represent the comparisons?

Teacher Note: Additional worms should be available for students who finish early. They can continue making comparisons independently for the time remaining.

counting system to make sense of the problem.

Activity 3





Key QuestionsFormative AssessmentSummary

Assessment

Materials Needed: Resource Sheet 4: Justine & Isabel Snap Cubes (if needed by individual students)

1. Distribute a copy of Resource Sheet 4: Justine & Isabel to each student.

2. Share the story problem aloud with them.3. Allow time for students to record their solutions on

Resource Sheet 4.4. Collect their work and review to determine next

instructional steps.

Closure Ask, “What did you learn today? How can we use what we learned in other situations?”

Teacher Note: Examples of other situations could be comparing how much more time do we spend in math than we do in recess or how many more M&Ms you have than I do.

8. Look for and express regularity in repeated reasoning – students will share the strategies they found helpful when solving the different problems.

Supporting InformationInterventions/Enrichments Intervention

Have students use snap cubes side-by-side to visualize the difference in lengths.July 2, 2013 Page 6 of 13


Special Education/Struggling Learners

ELL Gifted and Talented

EnrichmentHave students combine the lengths of two worms and compare to the lengths of two other worms. This allows students to create equations with greater than, less than and equal to. For example, 7+3 > 5+2.

Materials Diary of a Worm by D. Cronin (2003) Resource Sheet 1: Finding Worms Resource Sheets 2A&B: Worms of Assorted Lengths (one worm per student – lengths should vary from

student to student) Resource Sheets 3A&B: Worm Recording Sheet Resource Sheet 4: Justine & Isabel Snap Cubes

Technology Whiteboard or Projector

Resources(must be available to all stakeholders)

See Unit Resource List.

Resource Sheet 1 Finding WormsJuly 2, 2013 Page 7 of 13


Alex found 21 worms on the playground. Jose found 12 in the grass.

How many worms did they find altogether?

Resource Sheet 2A Worms of Assorted Lengths



Resource Sheet 2B Worms of Assorted Lengths



Resource Sheet 3A Worm Recording Sheet

Name ___________________________________July 2, 2013 Page 10 of 13


Directions: Work with a partner to compare the length of your worms.

My worm is My partner’s worm is

_________ cubes long. _________ cubes long.

Resource Sheet 3B Worm Recording SheetName ___________________________________

Draw a picture and/or write as many equations as you can that show your comparisons.

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Resource Sheet 4 Justine and IsabelJustine found a worm on the playground that was 36 cubes long.

Isabel found a worm near the slide that was 21 cubes long.

Isabel said her worm was longer.

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Is Isabel correct? How do you know? Explain your answer. Write an equation that shows your comparison.

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Documents

Grade 1: Unit 1.OA.D.7-8, Work with addition and ...€¦ · Web viewGrade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations. July 2, 2013 Page