FRAMEWORK FOR PLANNING A PROBLEM SOLVING LESSON

IN MATHEMATICS

Name: Brittney Recht

Lesson Title: Understanding addition and subtraction

Grade Level: Kinder/1st

Curriculum Resource(s):
[list any textbook or other curriculum resource that was used in planning this
lesson]
[please also scan a copy of the lesson, and include it with your plan]

-Scope and Sequence

-Planbook.com

Math Learning Goal:

[Clearly articulate, in your own words, what you want students to know / be able to
do in this lesson.]

SWBAT understand how to use the strategy of number bonds to add or subtract
numbers within 10 (kindergarten) or 20 (1st grade). Nice! Very clear wording.

Arizona College and Career Readiness (Common Core) Math Standards

Addressed:
[List grade level and standard; write out complete standard]

AZCCRS Math CONTENT Standards Addressed:

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.

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;
decomposing a number leading to a ten; using the relationship between addition
and subtraction; and creating equivalent but easier or known sums.

AZCCRS Math PRACTICE Standards Addressed:

1.MP.1 Make sense of problems and persevere in solving them. Mathematically

proficient students explain to themselves the meaning of a problem, look for
entry points to begin work on the problem, and plan and choose a solution
 pathway. While engaging in productive struggle to solve a problem, they
continually ask themselves, “Does this make sense?" to monitor and evaluate
their progress and change course if necessary. Once they have a solution, they
look back at the problem to determine if the solution is reasonable and accurate.
Mathematically proficient students check their solutions to problems using
different methods, approaches, or representations. They also compare and
understand different representations of problems and different solution pathways,
both their own and those of others.

1.MP.4 Model with mathematics. Mathematically proficient students apply the

mathematics they know to solve problems arising in everyday life, society, and
the workplace. When given a problem in a contextual situation, they identify the
mathematical elements of a situation and create a mathematical model that
represents those mathematical elements and the relationships among them.
Mathematically proficient students use their model to analyze the relationships
and draw conclusions. They interpret their mathematical results in the context of
the situation and reflect on whether the results make sense, possibly improving
the model if it has not served its purpose.

The Mathematics Task (or set of tasks):

Think about what makes a good problem or task, and how well the problem or task
will engage students in the important mathematical ideas. For each task, think
about numbers, context, language, and problem structures, and say why
you are choosing the numbers, contexts, language and problem structures.

Here, you must state the EXACT task/problem/activity that students will work on in
the lesson, and explain WHY you chose that task. If there is a warm up task,
include that as well. If students will work on several tasks, list each of the tasks. If
you will use a task exactly as it is written in the curriculum lesson, you can
reference that lesson here (i.e., “The warm up task will be task #3, from the
concept development part of the lesson. Then students will work in small groups on
pages #4-7, from the concept development part of the lesson. I am using task 3
as a warm up because ……..

TASK(S) and WHY:

The warm up task is practicing and discussing number bonds as a whole class.
The students have not been exposed to the strategy of number bonds yet
therefore it is important to introduce the concept to the entire class before
sending them off to work on their own. We must discuss the number bonds in
case any students have questions or do not understand therefore I will be able to
clarify for them.
The partner task is for the students to work in pairs to play the game spill the
beans. This is a fun an interactive way for the students to add and subtract within
10 and 20 then use number bonds to represent their thinking. By working in pairs
the students are able to work together to problem solve. For kindergarten they
will be working with the number 10 because that is their grade level standard
 whereas first grade will be working with the number 20 because that is their
grade level standard. But, if some kindergarteners need a challenge I will give
them more beans and have them work with a 20 frame. If some first graders are
struggling with 20 beans I will take some away and have them work with the 10
frame.

ANTICIPATED STUDENT RESPONSES: Thinking about the Students Thinking

Something I anticipate being difficult for some students is recording their responses
on the paper provided. It might be a challenge to represent their solutions
symbolically. Therefore on the recording sheet I will provided 10 frames for the
students to shade in to give them more of a visual. I will provided the students with
two different colored crayons to use in coloring their 10 frames. This will help them
have a very concrete picture in the head. It will allow them to use the direct
modeling strategy. I also anticipate it being difficult for some students to count on.
This is a strategy that we have been trying to stress the last few weeks but it is a
Vocabulary
challenge for some students and Language
to understand. On theObjectives
other hand, I think some
students will use the strategy of counting on with ease. For the students that are
State:
struggling with counting on, I will provided them with a number line that counts
The key
from 1-20. Thismathematical
well help the vocabulary used insee
students visually thewhat
lesson, including
number comesvocabulary in
next in the
both Spanish and English, if appropriate. State each vocabulary
sequence. It will also help the students write their numerals correctly. word or
phrase, and provide a student friendly definition.
Clearly articulate language goal(s) that you have for the lesson. These should
be objectives for how students will use language during the lesson as they
are making sense of, solving and communicating their thinking about
mathematical tasks.

The students will use the vocabulary ‘plus’ and ‘equals’ orally when explaining
their number bond solutions.

Plus means adding one number to another number and equals means the total
number you have all together.

Materials & Tools

Consider:
How do the tools I use in the lesson act as learning supports?
Do the tools make the topic easier for the students to understand?
Do I offer a variety of tools for students to use?
Description of the Mathematics Tools you will have available for students:

-Materials for spill the beans game (cups and beans)

-Recording sheets that have premade number bounds and ten frames and double
ten frames
 The ten frames and double ten frames will help support the students who
cannot think symbolically yet. The students will color in the amount of
beans that spilled and the amount in the cup to use as a visual support
-Different color crayons for the students to color in their 10 and double 10 frames
-Pencils for the students to write their names and record their answers in the
number bonds

3 PART LESSON PLAN

1) BEFORE: Introducing and Posing the Task

Consider how you will:

Transition students into the lesson (Before Before).
Introduce the task. You might introduce the problem through a story
book, a picture, a question, simply by discussing the context and getting
students to talk about it, or something else.
Get the students ready. Draw on prior knowledge and experience.
Here you need to find out what students already know about the topic / task,
and help get them ‘ready’ to work on the task. You might begin with an
easier version of the same task. You might have them brainstorm ways of
solving the task. Or something else.
Pose the Task. Consider how you will present the task (on paper, on the
overhead, on chart paper, etc..) Will each student have his/her own copy?
Will you read the task to students? Consider how the presentation of the task
will be accessible to English learners. You might begin with an easier version
of the same task.
Make sure all students understand what the task is asking. Consider
ways to support English learners in making sense of the task. You might ask
students to restate the task in their own words. You might have them
brainstorm ways of solving the task.
Include SPECIFIC QUESTIONS that you will ask students during this part of
the lesson.

BEFORE -- YOUR PLAN for what teacher and students will do and WHY:

To begin the lesson, I will introduce the strategy of number bonds. I will tell
the students that we will be learning about a new strategy for adding
numbers together. I will activate student’s prior knowledge by practicing
simple addition facts with our fingers. I will flash a certain amount of fingers
on each hands then take them away and ask the students how many did you
see? And how did you see them? (this is a task they are familiar with). This
will allow students to start thinking about addition and activate their thinking.
Then I will introduce the “spill the beans” game to the students. I will tell
them that this is another way to add numbers together. I will begin
explaining the game by modeling it for them. I will use the hover cam to
demonstrate to the students. I will have a cup with 6 beans inside. I will tell
the students that there are 6 beans inside so they are aware of the starting
whole number. Then I will spill all of the beans and have the students help
me count how many beans are red and how many beans are white. I will ask
the students “how many beans are red?” Then we will count them as a whole
class. Once we establish how many beans were red, I will ask the students
“how many beans are white?” I will wait for the students to think about the
answer. Then I will have the students share their ideas with a partner first
then to the whole class. When they share their ideas I will ask “how do you
know that?” After hearing the student’s answers, I will model the “counting
up strategy” on my fingers and have the students do it with me. This will
hopefully help the students all come to a consensus on the correct answer.
We will confirm the answer by counting as a whole class how many how
many beans are white. Once we have the correct answer, I will model how to
record this with a number bond. I will explain that the number we begin with
is the number that goes in the top circle. Then I will explain that in the two
other circles you put the two numbers that add to the main number. I will
ask the students, “What number did we establish were in the cup to begin
with? Then I will record it on the white board in the number bond. Then I will
ask how many red beans did I spill? Where should I put that number? And I
will record it under the hover cam on the sheet in the number bond. Then I
will ask how many white beans did I spill? Where I should put that number?
And I will record it under the hover cam on recording sheet in the number
bond. Then I will model how the 10 frame is another way they can represent
their answers and how it relates to the number bond. I will ask them “how
many beans were white?” then I will color in that amount of beans on the 10
frame. Then I will ask “how many beans were red? How many boxes should I
color in now?” This will help the students understand how to use a 10 frame
as a support if needed. I will repeat this process one more time to ensure the
students understand. I will stick with the number 6 the second time so the
students can see there are multiple combinations for one number.

After introducing number bonds and the spill the beans game, I will explain
the task to the whole class. I will explain that the students will pair up with
someone from their grade level and play spill the beans. I will tell the first
graders to begin with 20 beans in their cups and the kindergarteners to being
with 10 beans in their cup. I will have a box of beans where the first graders
are sitting and a separate box where the kindergarteners are sitting. I will
tell the students to have one partner get and count the number of beans they
need in their cup then have the other partner double check to make sure
they have the correct amount. Once all the partnerships have the correct
 number of beans I will collect the extras and keep them with me. When I see
the students need a challenge I will give them more beans or if they are
struggling I will take some away. Then They will take turns spilling beans
from the cups then record their solutions on the paper. We will have a mini
discussion on what it means and looks like to take turns. Then I will model
how to fill out the paper for them so they have a clear understanding of the
expectations.

2) DURING: EXPLORE the TASK

Consider how you will:

Support students as they are working on the task.
You main job in the “during” part of the lesson is to support and extend
students’ thinking as they are working on the task. You will need to:
Find out about students’ thinking. What will you be listening and
looking for, what strategies do you expect to see?
Support students’ thinking when needed – hints, suggestions,
questions to get students moving on the task, or to help students who
are struggling.
Encourage students to test out their own ideas.
Support diverse groups of learners. For example, consider specific
supports that will be needed for Emerging Bilinguals/English Learners.
Pose questions that help students extend their thinking by looking
for patterns, considering multiple solutions, explaining their reasoning
and thinking, etc.
Include SPECIFIC QUESTIONS that you will ask students during this
part of the lesson.

YOUR PLAN for what teacher and students will do and WHY:

While the students are playing the spill the beans game in pairs, I will walk around
the room to support and extend the students learning. I will observe how the
students are recording their answers. I will ask questions such as “what two
numbers did you add to make the number 10? How did you find that out? Can you
show me what you did?” This will give me an idea of what strategies the students
are using to solve their problems. If they are using their fingers to count on, if they
are fluent with their math facts, etc. For students I see struggling, I will work
through the problem with those students. To do this I will ask questions such as,
“how many beans do you know are in the cup? Can we count them?” Then I can
use a direct modeling strategy to support them. I can say if we have this many that
spilled (put that many of my fingers up) let’s count how many more of my fingers I
will need to have all 10 of them up. We can count together to arrive to the
solution. If I cannot physically help all the students that need one-on-one attention,
I will have the number lines available for the students to use as a support. The 10
frames on the recording sheet also provide a support for the students who are
struggling with the number bonds. I will have introduced the strategy of using the
10 frames in the launch so the students know how to use them. For students that
need extensions, I will challenge them to find as many combinations of 10 or 20 as
possible. If they still need further extension, I will have them put a different
number of beans inside the cup and come up with solutions for that number i.e. 15.
3) AFTER: Summarizing / Final Discussion

Consider how you will:

Facilitate a class discussion and a sharing of students’ strategies. Think about
and describe how and where students will share, how many will share, and how you
will choose those students. Consider how you will support opportunities for English
learners to share their ideas and strategies. Provide specific examples.
Encourage dialogue and debate among students. Think about how the class will
determine whether a solution is correct or incorrect. Think about how you will help
students to make sense of peers’ ideas. In particular think about how will you help
English learners make sense of ideas shared in group discussion. Think about how to
extend the children’s thinking. This about the kinds of questions you will ask
students about their strategies.
Summarize the important mathematical ideas. Consider how you will draw
students’ attention to the big mathematical concepts. Make sure you define here
what those important mathematical ideas are.
Include SPECIFIC QUESTIONS that you will ask students during this part of the
lesson.

YOUR PLAN for what teacher and students will do and WHY:

To end the lesson I will have all the students to come back to the carpet for a final
discussion. I will pick a couple students from both grades to share their solutions with the
class. I will pick students that I noticed found multiple solutions to adding to 10 and 20 and
were able to correctly fill out the number bonds. This will help students understand that
there isn’t just one solution to making 10 or 20. It will also reinforce the idea of using
number bonds as a strategy for addition. While the students share out their solutions I will
ask questions like “what two numbers did you add together to get your answer of 10 or 20?
How did you know where to put the numbers in the number bond? Did anyone have the
same answer? Does anyone have another way to solve this problem?” To end the lesson, I
will prompt the students with the question “how do you think number bonds and 10 frames
can help us in math?” This will give me an idea of how the students are beginning to think
about representing their work in math. I will have the students turn and talk about this
question. Then I will ask a few students to share out their ideas. After hearing the student’s
ideas, I will tie everything together by discussing how number bonds are a strategy they
can use when adding or subtracting numbers to reiterate the main objective of this lesson.