Grade 1 Math : Addition within 20 word problems

Teacher:

Anne Estrada

Subject:

Math: Addition within 20 word problems

Common Core State Standards:

1.OA.A.1. 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.
Objective (Explicit):

I can use strategies to solve addition problems within 20.

I can find the unknown number in an addition problem.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

Problem 1:The Columbia Pet Store has 14 animals. 6 are dogs and the rest are fish. How many fish are at
the pet store?
Problem 2:Crackers the Parrot loves to eat crackers. One day he ate 15 crackers. If he ate 9 at lunch, how
many did he eat at dinner?
0 Unsatisfactory: Little Accomplishment The task is attempted and some mathematical effort is made.
There may be fragments of accomplishment but little or no success. Further teaching is required.
1 Marginal: Partial Accomplishment Part of the task is accomplished, but there is lack of evidence of
understanding or evidence of not understanding. Further teaching is required.
2 Proficient: Substantial Accomplishment Student could work to full accomplishment with minimal
feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to
accomplish the objective with minimal assistance.
3 Excellent: Full Accomplishment Strategy and execution meet the content, process, and qualitative
demands of the task or concept. Student can communicate ideas. May have minor errors that do not
impact the mathematics
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT
Use a variety of strategies to solve addition problems. (Strategies: count on, make 5, make 10)
Solve real-life addition word problems within 20 using objects, drawings, and equations. (Problem
Types: put together total unknown, put together addend unknown, and add to change unknown problems)
Compose and decompose numbers within 20.

Key vocabulary:

Materials:

Addition: finding the total or sum by combining two

or more
Equation: a number sentence where two math
expressions are equal

Worksheet Think Addition Reteaching 7-2 p26 BB

p33
Low level Practice 7-2 p27
High level Fact Family p28
Additional worksheets: Website for math stations
1

http://www.commoncoresheets.com/SortedByGrade
.php?Sorted=1oa3
100s sheet
Counting On worksheet
Addition + 1 Dice game
Dry erase boards
markers
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

Review classroom rules: 1. follow instructions quickly 2. raise hand for permission to speak 3. Raise hand
for permission to leave your seat 4. make smart choices 5. keep your dear teacher happy
Today's agenda is:
Read our objective
Math Warm Ups
Brain break
Math carpet with white boards
Stations
Halo Review
Exit ticket
Any questions about the agenda?

Read Objectives together: I can use strategies to solve addition problems within 20.
I can find the unknown number in an addition problem.

Instructional Input

If our objective is to solve addition problems within 20 what kind of equations do you think you will see on
our Math Warm Ups?
If our objective is to be able to find an unknown number in an addition word problem what do you think
our math warm ups might ask us to do?
Megan is passing out the warm up page.
Please show your work.
Who can tell me different ways to show your work.
If you can remember we have our addition anchor chart "Show Your Work"
1. draw a picture
2. use a number bond
3. make a number sentence
Please begin
Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?

Student Will:
What will students be doing to actively capture and process
the new material?
How will students be engaged?

(15 minutes)
Correcting Morning Warm Up
1. Show the student the first word
problem.
2. Allow the student to use the paper,
number line, or manipulatives to
solve the problem.
3. Ask the student to tell you how
he/she solved the problem. If the
students does not write or describe
an equation, see if the student can
record one on his or her paper.
4. Repeat steps with the second
problem.
Read equation with students and check for
understanding.
Students will complete math warm up
question at their desk.
Review answers by writing equation on board
and having students come to board and work
out the answer. Use popsicle stick to select
names. Have students work in pairs if needed.
Group cheer when all answers has been
reveled and student questions have been
answered.
(5 minutes)
Brain Break Exercises get up and move to a
YouTube exercise video (accessible via
mentors computer only)
Remind students to stand and spread out so
they will not bump into each other. No running
or swinging arms wildly or they will be asked
to take a cool down for not following
instructions.

Students will complete Morning Warm Up

Assessment independently at their own seat.

Students will listen carefully and participate when

called on.
Students will raise their hands and not shout out
answers.
Students will be reminded that during this time they
should be using classroom rules #1-5.

Students will stand near their seats and participate

in Brain Break

Co-Teaching Strategy

Which co-teaching approach will you use to maximize student achievement?

One Teach, One Assist

Differentiation Strategy

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Provide Alexis and Yahima with work that is more simplified

Provide Christopher , Juliet, Johnnie and Andrew with additional work at a more challenging
level.

Guided Practice

Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as
you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as
they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?

(10 minutes)
Student will be seated on carpet at math wall
with dry erase boards.
Using Think Addition Anchor chart
Students will review strategies to add
equations:
Doubles +1
Adding Up
Draw a picture
Number bonds/number families

Student Will:
How will students practice all knowledge/skills required of
the objective, with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?

Seated at math carpet

Students work independently to solve equations
and then show teacher '"123 everyone show me"

Write Worksheet equations for Think Addition

Reteaching from page 26 #1-5 one at a time so
students will focus on the one equation and
not jump ahead.
Students will identify solutions to equation on
their white boards and reveal answers on
their white boards when teachers says "1,2,3
everyone show me!"
Guiding Questions:
Identify the important parts of the
sentence.
What is the sentence asking?
What words instruct them to add?
How can this be put into an equation
using numbers?
How do you decide on the best
strategy to use when adding or
subtracting?
What does it mean to be equal?
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach, One Assist
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Provide number charts, number lines, math manipulatives, dry erase boards for Alexis, and Yahima
Provide additional doubles, and math fact practice (Christopher, Andrew, Johnnie, Robert)
Pair share, teacher help
4

Teacher Will:
How will you plan to coach and correct during this
practice?
How will you provide opportunities for remediation and

Independent Practice

extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person
could facilitate the practice?

(30 min) Students rotate 2 times through math

stations.
Students get into small heterogeneous groups
as indicated on Math Groups chart
Station 1 with teacher needing reteaching.
Station 2 doubles adding game
Station 3 counting up card matching game
Station 4 Addition +1 dice game
Use problem set worksheet for Lesson 13

Student Will:
How will students independently practice the knowledge and
skills required by the objective?
How will students be engaged?

How are students practicing in ways that align to

assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?

Students will work independently to complete

worksheets.
When completed with worksheets students will do a
Buddy Check of each other's work.
Students may choose a math fluency game,
worksheet, or manipulatives to continue practicing,
addition, subtraction, and fluency skills.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One Teach, One Assist : Small groups / math stations

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Provide number charts, number lines, math manipulatives, dry erase boards for Alexis, and Yahima
Provide additional doubles, and math fact practice (Christopher, Andrew, Johnnie, Robert)
Teacher help
Peer help
Put Time Timer on Smart Board for visual reference
Give verbal warning that activity is coming to a close. Alexis will need time to process instructions.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

(15 min)
Review time allows students to gain confidence in abilities to explain solutions, make comments prior to
exit ticket. Students are asked to shine their halos when review is complete. (Rub their imaginary halos so
they shine brightly!)
Read Objectives together: I can use strategies to solve addition problems within 20.
I can find the unknown number in an addition problem.
What strategies did you use today?
I can identify the unknown in a subtraction problem. How did you identify the unknown number in the
equation?
Why would you need to know this?
How can you use what you learned to day?
5

Ok everyone shine your halo!

Exit Ticket: Worksheet with word problem
Andrew is passing out the privacy folders. Marina is passing out the exit ticket.
Follow along as I read the problems.
Students have about 7 min. to complete

Math Morning Warm Up!

Name
________________________________________________Date____________________________
Yahima bought 6 cans of soda on Tuesday.
Now she has 9 cans of soda.

She bought some more on Wednesday.

How many cans did Yahima buy on Wednesday?

a. Draw a picture to help you solve the problem.
b. Draw a complete number bond that goes with this story.
c. Write an addition sentence to match this story.
____________________________________________________
Assessment: Exit Ticket