Jessica Valdez: Observation #1 Lesson Plan

Subject/Grade Level: Mathematics, 1st Grade

Unit Topic: Addition
Lesson Goals: The student will demonstrate an understanding of the meaning of addition such as
putting together or part-part-whole.
Lesson Title or Topic: 1-7 All Kinds of Addition Stories
Estimated Length of Lesson: 45 minutes
TEKS Standards:
Mathematics
1.3B: Use objects and pictorial models to solve word problems involving joining, separating, and
comparing sets within 20 an unknowns as any one of the terms in the problem such as 2+4=[];
3+[]=7; and 5=[]+3.
1.5D: Represent word problems involving addition and subtraction of whole numbers up to 20
using concrete and pictorial models and number sentences.
Learning Objective(s):
Students will be able to use connecting cubes and white boards to model, solve, and visualize
addition story problems.
Students will be able to write addition sentences using the part-part-whole model.
Academic Language:
Part-Part-Whole
Addend
Sum
Addition Sentence
Grouping: Whole class activity
Materials:

Mathematics book, enVisionMATH 2.0

Connecting cubes
Part-Part-Whole Mat
White boards

Dry erase markers

White board erasers
Pencil

Resources:

Charles, R. I. (2015). Scott Foresman Addison Wesley enVisionMath Texas 2.0 (Vol. 1A).
Upper Saddle River, NJ: Pearson.
o Reasoning: This is the corresponding teachers guide to the mathematics textbook
that students use in the classroom. It provides strategies to use as each part of the

lesson is introduced.
Cooperating Teacher, Amanda Nieves
o Reasoning: CT knows the content and has the experience teaching; she has
therefor provided me with essential help in planning this lesson. She has given
tips on how to execute the lesson, as well as classroom management and
engagement tips.

Connections to Other Subject: The lesson is all about addition story problems, so this has a
connection to reading. Students must read the story problem efficiently and with a purpose so
that they are able to work the problem out. Reading the problem with allow them to work on
their problem solving strategies.
Gradual Release of Responsibility:
I do: The first problem of the lesson is one problem where the teacher will read the problem out
loud. The teacher will use connecting cubes to model the story as the students follow along with
their own cubes. The second problem of the lesson will also be read out loud by the teacher,
using the connecting cubes to model the problem. Students will follow along as the teacher
works on both problems on the white board.
We do: As a whole group, students will work on the two guided practice problems given in the
book, one at a time as the teacher instructs. Students will use connecting cubes and the part-partwhole mat provided in the book to solve the two problems: the first problem deals with one
known and one unknown part as well as the given sum, while the second problem gives both
parts and asks the students to find the sum. Students will use their own white boards and dry
erase markers to solve problems given by the teacher to check for understanding.

You do: Problems 3-10 are for independent practice, where students will be working on them on
their own. Problems 3-5 deal with part-part-whole, where either one part or the whole is missing.
Problem 6 asks students to draw a picture to solve the problem as well as write an addition
sentence for it. Problems 7 and 8 ask students to write an addition sentence to solve the
problems. Problem 9 asks students to choose the correct addition sentence, and problem 10
requires students to write an addition story to match the model and the addition sentence
provided.
Instructional Procedures (including differentiation and targeted support):

Introduction: I will begin the lesson by reviewing yesterdays lesson, where the students
used objects and pictorial models to help them solve addition expressions, number
sentences and stories. The students have experience with part-part-whole math problems,

xand now they will take that knowledge and make use of it in story problems.
Teaching Modeling: I will model the objective by using connecting cubes to show the
students how to solve the story problem when they need to solve it. Asking, How would
you write an addition sentence using the story and the connecting cubes? will allow
students to see that they have to use connecting cubes and information from the story to

write an addition sentence.

Body of the Lesson
o Step 1: Students will be seated in their assigned groups/tables. Each student will
receive 5 red connecting cubes and 5 yellow connecting cubes, which they will
use to model the Solve & Share problem. The teacher will read the problem out
loud, and will use the connecting cubes to model how they are used. Students will
be simultaneously using their cubes to work out the problem, while the teacher
walks around the classroom checking for understanding. After creating the
representation of the problem with the cubes, an addition sentence or equation
will be written to represent the problem.
o Step 2: The problem will be summarized, as the teacher tells the students that the
connecting cubes were used to solve a joining problem where they had an
unknown part.
o Step 3: The teacher will read the second problem out loud and ask, What
information do you know in this problem? and What information do you need
to find out?

o Step 4: Students will use the part-part-whole mats from the book and they will be
asked what belongs on each side of the mat. A number sentence will be written

that corresponds to the problem.

Guided Practice:
o Step 1: For each of the two guided practice problems, students must use
connecting cubes to solve the addition problems. After each of the problems,
students will use the think-pair-share strategy, talking with the students next to
them about each of the problems.
o Step 2: The first problem requires students to find the unknown part, as well as
finish the addition sentence.
o Step 3: The second problem requires students to add in order to find the
whole/sum of the problem.
o Step 4: The teacher will walk around the room to check for student understanding,
stopping when students need it.
o Step 5: The teacher will ask the whole class, How do you solve an addition
problem if you know only one part and the sum? A short discussion will occur.
o Step 6: Using the white boards and dry erase markers, the students will solve

addition problems that the teacher asks them, to check for understanding.
Independent Practice: Students will have 8 problems for independent practice.
o Step 1: The teacher will read the directions that correspond to each of the
problems. The first three problems require students to solve the addition sentence
using the story. The fourth problem asks that students solve the story problem by
drawing a picture and writing an addition sentence. The fifth and sixth problems
ask students to write an addition sentence for each of the problems. The seventh
problem requires students to choose the best addition sentence that fits the story
problem. The last problem gives the addition sentence and model, but asks that
they write their own story problem.
o Step 2: Let the students know that they can use the connecting cubes to help them
solve the problems. Students must use the think-share-pair strategy in order to
check their answers.
o Step 3: If students finish their independent work early, the teacher will go to them
individually and ask them to give other ways to find the sum of a given number
(ex. What three parts can you give me to find the sum of 14? __ + __ + __=14).

Conclusion (closure): To bring the lesson to a close, the class will come back together as
one, in order to have a discussion together. The teacher will use the white board to write a
blank addition sentence, __ + __ =__, in order to repeat that the addition problems are
seen as part-part-whole. Homework will be given out.

Assessment: Students will be assessed formatively during the lesson as they complete the story
problems, as well as how they use the connecting cubes and the white boards to find the solution.
Support to students can be given as the lesson is taking place by having the teacher walk around
to help those who need help/clarification. The summative assessment will come in the form of a
unit test at the end of the 9 weeks.
Accommodations/Modifications/Enrichment:

Gifted and Talented:

o For those students who finish their work early, they will be given problems to
solve in a different way. For example, they will have to find three parts to a sum,
which given them the freedom to pick any three numbers that add up to the sum.
They will also work with higher numbers.