Revised Lesson Plan Story Problems: Combinations and Addition What Students will learn to differentiate word problems

that asks for different combinations from word problems that ask for a total definitive sum. Students ability to read story problems carefully (Chapin & Johnson, 2006) will be harnessed in this lesson as students are focused on differentiating between the two types of skills they need to use. Students have already had at least three or more lessons on number combinations but they have not had explicit instruction on solving addition word problems. Most if not all students are able to count all and some can count on but a couple students got confused when they had to do both tasks successively. The fact that Ill be teaching both tasks together might be confusing as they are not used to having a comparative math lesson that focuses on two topics but the goal is to get them to become familiar enough with both types of problems that they can go back and forth without becoming confused. How I will give students concrete materials (connecting cubes) to use to solve the word problems that will be given to them on a sheet. They will be asked to work individually first and then brought back together as a group to discuss what they did using the mathematical terms of combinations and total. Why Some students got confused when they did an addition word problem right after a combination problem on a math assessment worksheet they did last Friday. My students tend to confused when they switch from one task to the next (they usually do multiple activities during one math workshop session since each worksheet page does not take up the entire 35-40 minutes). One of the baseline requirements in the Common Core standards is that students should be able to make sense of problems and persevere in solving them. Investigations in Numbers, Date, and Space, which is the workbook they use, emphasizes inquiry-based learning so I will provide time for students to come up with their own strategies to solve these two types of word problems. Since students are still working on addition (getting to numbers up to 20), the questions I will be using will be strictly addition word problems. I believe that students show that they truly understand a concept or have mastered a skill when they are able to exercise it in a new context or even a slightly tricky and confusing context. Understanding and following directions are crucial in learning how to complete a task correctly; this is a skill that transfers across and beyond core subjects in education that students will need to have. Goals/ Objectives Students will learn to read questions and understand what the question is asking for before trying to answer the question. Specifically, students will be able to distinguish the instructions of story word problems that ask them to either create combinations out of a certain number or find the total definitive sum. Standards/ Assessment Anchors Common Core Grade 1 - Operations and Algebraic Thinking Students will be able to represent and solve problems involving additions and subtraction.

Students will be able to understand and apply properties of operations. Materials and Preparation -a worksheet with word problems that address combinations and definitive sums -connecting cubes Classroom Arrangement and Management Issues Students will be in a smaller lounge room (with a copy machine and teachers bathroom inside but during classes, these rooms are usually empty and quiet) so outside distractions are minimized. I will give students their materials after I introduce the lesson and the students have finished solving the two problems on the whiteboard (when they are doing their worksheet in the Work and Explore section). I will set up some guidelines for working together before starting the lesson, such as what constitutes as on-task discussion and what actions are off-task (modeling this) and the voice level they should be using in the small room. Plan 1. Introduction (12-15 minutes) Ill have two word problems laid out on the portable whiteboard for students to look at when they come into the room. The question part of the first problem will be covered up with a strip of paper and the second problem will be covered completely. The class will read the first problem together and discuss which kind of problem this is. Students will come up and draw how they are visualizing the problem so others may see their thinking. They will also be asked to model it with manipulatives and show the group. They can ask questions about the problem. I will explicitly tell them that what they are doing is making sense of the situation described in the problem, and that they want to be able to picture the situation in the minds and know what it involves. I will tell them that the first step to solving a problem is making sense of the situation, and that the next step is making sense of the question that is being asked. I will then remove the paper hiding the question and have them read it Questions to ask students: How can say you tell me in your own words what the question is asking us to do? Can someone say it a different way? I will do the same procedure with the second question, but once the second question has been revealed and made sense of, I will ask them to describe how these two questions are similar and different. The end goal is to have them be able to identify both types of problem. Whiteboard Problems:

1. Ms. Pan was making a cheesecake. She had blueberries and strawberries that she was going to put on top of the cake. The cake can only have 15 pieces of fruit. What are the combinations of fruit that are possible? 2. Ms. Pan gave her students 4 pieces of cheesecake on Tuesday. Then she gave them 21 more pieces on Wednesday. How many pieces of cheesecake did she give them that week? 2. Work and Explore (15-20 minutes) I will give students a worksheet with 4 story problems on it (the types of problems will be mixed up so that students will need to read the questions carefully). I will ask them to first picture the situation in their minds or with manipulatives. Then they will be asked to identify the problem types using the names you came up with. They will be allowed to work in pairs (there will be 3 groups of 2) but they may work independently if they do not need the additional help. I will go over to each student and see what they may be having more trouble with and mark the items down accordingly in my checklist. Worksheet: 1. Oliver is a big fan of the Avengers. He has 16 Avenger toys sitting on his bedroom shelf that he has collected over the past 6 years. Noah gave Oliver 7 Avenger toys as a Christmas present this year. How many Avenger toys does Oliver have?

2. Ethan is a sports car racer and he has 11 cars. Some are green and some are blue. How many car combinations can he have?

3. Sadie has 13 hair ties in all different colors and shades. Carolina has 13 glow-inthe-dark hair ties. How many hair ties do they have altogether?

4. Amalia had 8 scoops of ice cream last night after dinner because she recited her Albuquerque Turkey poem perfectly to her parents. She had mint chocolate chip ice cream and strawberry ice cream. What are some combinations of ice cream that she could have had?

3. Debrief and Wrap Up (5-7 minutes) I will bring back the group together to share strategies on how they solved the problems. I will start off by asking which questions they found the most difficult (Were there any questions you found extremely hard to understand and solve?). Here are some other focus questions I will ask throughout the discussion: What is that question asking you to do? How were you able to solve the problem? Did anyone solve it in a different way? Anticipating students responses and your possible responses Students may be confused while doing the worksheet and use the wrong skills; I will not correct them while they are working on their worksheets but I want to help them understand the differences in the types of problems during their discussions with their partners/groups and through the direct instruction I give at the beginning (Im going to give a mini-lesson on how to identify what the question is asking by pointing out the key words students need to pay extra attention to). Assessment of the goals/objectives listed above The worksheets will be my main assessment as well as their verbal explanations (Ill have a checklist ready to see how they generally approach and solve word problems). Assessment checklist: Name Understands action in problem (joining or composing) Uses appropriate strategy (direct modeling, counting, numerical reasoning) Writes number sentence Answers problem correctly

Accommodations For students that may find this too challenging, I will pull them aside while others are working and verbally reword the questions to help them understand the question better. I will use a pen underline the key wording they need to pay attention to know which skill they need to use to solve the problem. For students that finish early or need more challenges, I will give them some extra word

problems that have different wording and bigger numbers to work with and see if they are able to understand and solve the problems.