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-Lesson by Katheryn

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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.

1.G.A.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

K-2-ETS1.-1:Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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Students will be able to solve addition and subtraction from a single-digit number to a two-digit number with regrouping. (DoK Evaluation)

Students will be able to understand when subtracting 10-8 that 2 is in between, therefore you have 2 left as your final answer. (Bloom’s Understand)

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This lesson will finish out the unit for the week. Students will spend time learning the controls of bee bots and their coding functions. The following game will continue to tie in their prior knowledge of adding and subtracting that they have been working on for the past three days while continuing to allow them to practice the skill in a new and fun way.

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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 unkowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.D.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

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; and creating equivalent but easier or known sums.

1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

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1.OA.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 situation equations and/or solution equations with a symbol for the unknown number to represent the problem.)

1.OA.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.6. Add and subtract within 20, demonstrating fluency (efficiently, accurately, and flexibly) for addition and subtraction within 10. Use mental strategies such as counting on; making ten; decomposing a number leading to a ten; decomposing a number leading to a ten); using the relationship between addition and subtraction

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Teacher

Whiteboard

Dry erase marker

Math problems

Base ten blocks

Catch the Cow Worksheets

Pencil

Students

Whiteboard

Dry erase marker

Base ten blocks

Catch the Cow Worksheet

Pencil/Eraser

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Define vocabulary words such as: adding, subtracting, digits, regrouping, base ten blocks, sum, place value, and strategy prior to lesson.

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Define vocabulary words such as: addition, sum, strategy, digit, and place value prior to the lesson.

Read aloud The Mission of Addition by Brain P. Cleary

Book Link: The Mission of Addition

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We will start off by reading Am I a Frog by Lizzy Rockwell. This book will introduce the students to what it takes to be a frog. It explores the science of frogs and shows the various stages of its lifecycle. This book even gives students a glimpse of the froggy subtraction game in which they will be playing later on in this lesson.

Book link: https://www.youtube.com/watch?v=5WUn6_LLsd8

To warm up, we will have students practice their subtracting skills with this story problem. This will be done together as a class. Steps:

1. Verbally read aloud: "Katheryn loves to share! For her birthday she got 18 stickers! If she gave seven stickers to her friend, how many stickers does Sandra have left?"

2. Show students 18 stickers, or draw 18 circles on the board. Tell students that you will subtract to show the stickers that Katheryn gave away. Remove seven stickers.

3. Count chorally as a class to determine that Katheryn has 11 stickers left.

4. Summarize, "Katheryn started with 18 stickers total. She gave away part of the stickers. Katheryn kept the other part for herself. We wanted to know how many stickers Katheryn kept for herself. Here is a way we can write that: 18 - 7 = 11."

5. Point below the equation and read chorally, "Eighteen minus seven equals eleven."

6. Say, "Repeat after me. Katheryn had eleven stickers left.

7. Students will then be paired with a partner.

8. Once all students have partners, they will each get to ask their partner a new story problem that they created.

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Ask two volunteers to come to the front of the classroom.

Give one student a two-digit number. Give the other student a one-digit number. Instruct the students to use base-ten blocks to add their numbers together.

Have the rest of the class use base-ten blocks to model the addition problem at their desks.

Ask students to share some information. Great questions include: What is the sum of your addition problem? What strategies did you use to find the sum?

Tell students that today we're going to add two-digit numbers.

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We will be doing this as a class, students will be able to show their work on their whiteboards of how they found their solutions to each problem.

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Students will have a worksheet to complete after the lesson that has them work out more practice problems of adding and subtracting single- and double-digit numbers together. They will be collected at the end of class for me to review.

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Students will have a Catch the Cow worksheet. This worksheet will include multiple addition and subtraction problems for the students to solve. After each problem, the student moves closer to the cow. Once all the problems have been solved, the cow is caught and I will collect their papers.

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Students will be able to read and understand word problems involving the addition of three whole numbers.

Students will be able to represent the word problems using objects, drawings, and equations.

Students will solve word problems using addition with a sum less than or equal to 20.

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1.OA.A.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.

RF.1.1.b: Have an understanding of important reading terminology (e.g., word(s), letter(s), beginning of sentence, top of the page, bottom of the page).

RF.1.4: Read with sufficient accuracy and fluency to support comprehension. RF.1.4.a Read text with purpose and understanding.

RL.1.11: Determine or clarify the meaning of unknown words and multiple-meaning words and phrases to expand language comprehension.

RL.1.11.a: Use sentence-level context (definition and synonym) as a clue to the meaning of a word.

RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures).

1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

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Teacher:

Book, 2 whiteboards and marker, cut-out paper eggs, computer and projection board.

Students:

White boards and markers, paper and pencils, worksheets with word problems, Ipads with internet, various objects from the room.

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Before the day of the lesson or at an earlier time, the class will do a quick game with a review of addition facts up to 20. We will do the “Around the World” game. Students will line up in two lines and we will go through the line once before moving on. I will orally ask students addition problems of numbers within 20. After, students will return to their desks.

Then, I will provide a simple word problem and display it on front screen to assess the students’ ability to understand and solve basic addition problems. I will ask the students to get out a pencil and paper OR their whiteboards and markers and solve the problem. Students may use their tools to use drawings, write equations, or whatever else to help them solve.  After some time, I will ask the students to write out their answers in big font so that I can see it front of the room. This will give me an overall sense of the students’ abilities and understanding.

Question: Josephine has 7 fish. She buys 3 more fish at the shelter, and then her friend gives her 4 more fish. How many fish does Josephine now have in total?

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Together as a class, we will read the book: The Best Bug Parade by Stuart J. Murphy. It incorporates addition in a natural and fun way as it introduces addition concepts. It encourages readers to count and add up the number of bugs on each page.

Book Link: https://www.youtube.com/watch?v=lEGrhBc3XxQ

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Addition, add, total, whole numbers, sum, equation, unknown number, litter, dozen, arachnid, animals, creatures.

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We will begin by discussing the meaning of addition and reviewing the concept of a sum. I will ask questions such as:

- “Who remembers and can tell me what addition is?”

- “What do you get when you add 2 or more numbers together?”

- “Can we add any two numbers together?”

- “What is easy or hard about addition?”

- “What do you like about addition?”

Next, the class will gather around in a circle on the carpet or in the sitting area. Each student will bring with them a whiteboard and marker. I will give them and read off various word problems to work out together. To begin, I will provide this word problem:

·         I have some white eggs, some brown eggs, and some light brown eggs as you can see in front of me on the carpet. By counting the total number of eggs, how many eggs do I have altogether?

For this I will have cut out pictures of white, brown, and light brown eggs and I will lay out some on the carpet in front of me. Together as a class, we will count how many white eggs there are, then brown, then light brown.

After using objects to count, I will have the students make and use drawings to help count. Students may draw eggs, tally marks, ten blocks, or whatever. They will write the number of total eggs they have added on their whiteboard to show me before the class moves on.

After this, I will use my whiteboard to draw the eggs in their three categories/groups of white, brown, and light brown and write the addition equation below the drawings to help the students connect the dots. + + =

After this, I will write up on the big whiteboard the word problem we just solved. I will tape up the objects (paper eggs) to the board to display. I will draw out some sort of drawing such as ten blocks or eggs on the board. Lastly, I will write the equation on the board to show the answer.

At some point during this portion of the lesson I will teach students that chicken eggs come in many sizes and colors. First graders are very chatty, and it will be unpredictable as to when this topic will come up. When it does, however, the class can have a discussion on chicken eggs and perhaps other types of eggs if there is time. At this point I will also teach them what a dozen is and how our society often uses a dozen to store, sell, and count eggs.

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Next, I will display this word problem on the front board:

·         A cat named Princess gave birth to a litter of kittens. She had 3 grey kittens and 5 striped kittens. How many kittens did she have in total?

First, the class will go over the vocab in this word problem. I will teach the class what a litter is.

Then, the students will follow along with me on their own whiteboards and draw 3 grey kittens and 5 stripped kittens. Using our drawings, we will count the kittens. Then, we will write out the equation and fill it in. We will write out 3 + 5 = 8.

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Next, I will display this word problem:

·         Zac found a spider. He sees that on one side, the spider has 4 legs. On the other side, the spider also has 4 legs. How many legs does the spider have in total?

First, the class will review/learn the facts about spiders and how many legs they have. I may teach them about arachnids.

Then, the students will be instructed to try and solve this problem on their own by drawing out the spider legs and completing the equation on their boards. Once the students are done, I will review the problem and move on.

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Next, students will return to their desks with their iPads and research a type of flower or plant that has very few petals, leaves, thorns, etc. Ideally, students are to find a type of flower or plant that only has 20 or fewer items to count. Students will group together with 2-3 people and create a word problem themselves using the plants or flowers that they find. The idea is that they want to build a garden and use their addition and reading skills to create a word problem related to the flowers/plants that they find. Students will write out the word problem and solve it using drawings, objects from around the room, equations, etc. on a sheet of paper.

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I will assess the students by observing their work throughout the whole lesson. I will be watching the answers they provide on the white boards and papers.

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I will collect their sheets of paper at the end of class to grade and assess their knowledge.

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The SAMR level for this lesson is at the Augmentation level. The projection of word problems on the projection board acts as a direct substitution for a chalk board or something similar. The iPad works as augmentation for research from books, magazines, etc.

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For students who have behavior issues, they can work with a Para or sit by me to work with me. For students who are gifted, they can research plants/flowers and come up with word problems involving numbers higher than 20. Gifted students can be paired up together for this portion.

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The students will have the following questions listed on a worksheet for them to fill out and practice.

ADDITION

1. Megan visited an animal sanctuary in October. She saw five horses, five sheep, and three cows. How many animals did she see at the sanctuary?

2. Lisbet picks up her two dogs from doggie daycare. She takes them home, where she also has two cats. How many animal companions does Lisbet have?

3. Caitlyn brought an apple and 10 carrot sticks for a snack. Ashley brought 12 celery sticks for a snack. How many vegetable sticks did they bring?

SUBTRACTION

1. On Monday, Scott buys a bag of 10 treats for his dog, Doug. He gives him two treats on Monday and one treat on Tuesday. How many treats does he have left for Doug?

2. Sally has four carrots to feed to her horse as a treat. She gives her horse one carrot in the morning and two carrots in the afternoon. How many carrots does she have left?

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Each player gets a number line.

Each player will place a frog on the number 20.

Player A will roll the number cube and hop their frog back from twenty that many places.

Player A will then say the sentence, "_________ minus _________ equals _________."

Player B will then roll the number cube and hop that many times backwards.

Player B will then say the sentence, "_________ minus _________ equals _________."

The first player to make it to 0 wins the game.

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Learning Intention: Develop understanding of numbers

Resources:

Bee-Bot

9 sided dice

Kinder Squares / Circles (2 colors)

Lesson description:

1. Place answer cards in a 4 x 5 grid formation (in any order) on the floor

2. Player 1 rolls two dice

3. Add or Subtract the two numbers together

4. Code the Bee-Bot to reach the answer

5. Place colored kinder square on answer

6. Player 2 repeats step 2 – 5

7. The first player to have 4 kinder squares in a row, wins.

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Before we start our project, we will read Feathers for Peacock by Jacquline Jules.

We will start this project off with a guided drawing. The students will go step by step with me to draw the outlines of their peacocks.

After completing the outline of their peacocks, they will have the opportunity to color them and add more detail to them.

The students will then fill out information about their peacock such as, "How many eyes does it have? What colors are the feathers of the peacock? How many feathers does their peacock have?". The will spend time on this project and also be required to create a story problem about the peacocks. These peacocks will then be displayed in the hallways for a week or two before students may take them home with them.

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Welcome to our first grade class! This week we will be learning how to count and regroup single digit numbers and double digit numbers together. We will learn how to use our addition and subtraction skills to solve word problems. We will learn to code robots while practicing these skills.

This week's theme is: Nature Is Cool! Therefore, we will be integrating science, literacy, and engineering using nature themed books, ideas, activities, problems, robots, and more.

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Math:

1.OA.A.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.
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 unkowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.G.A.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

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 unkowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.2

ELA:

RF.1.1 Demonstrate understanding of the organization and basic features of print.

RF.1.1.b Have an understanding of important reading terminology (e.g., word(s), letter(s), beginning of sentence, top of the page, bottom of the page).

RF.1.1.c Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

RF.1.4.a Read text with purpose and understanding.

RL.1.1 Ask and answer questions about key details in a text.

RL.1.12.c Identify real-life connections between words and their uses.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure.

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure.

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.1.10 Demonstrate command of the conventions of standard English grammar and usage when writing. W.1.10.a Correctly produce upper- and lowercase letters.

W.1.11.b Use end punctuation for sentences.