Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Adding and Subtracting Word Problems Within 20

Content Area: Mathematics
Grade Level(s): 1st Grade

Content Standard Addressed:

- MGSE1.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 equations with a symbol for the unknown number to represent
the problem.

Technology Standard Addressed:

- 1c. Use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
- 4a. know and use a deliberate design process for generating ideas, testing theories, creating
innovative artifacts or solving authentic problems.

Selected Technology Tool: EdPuzzle

URL(s) to support the lesson (if applicable):

Here is the link to my EdPuzzle example
https://edpuzzle.com/media/5f6973216873df40da4931e9

ABC Mouse/YouTube Concluding Video:

https://www.youtube.com/watch?v=s3jP0vnFSxE

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): For this activity, students will be expected to navigate EdPuzzle and find
their own example of an addition or subtraction word problem. EdPuzzle offers a variety of video and audio
tools with websites such as YouTube, Kahn Academy, TED Talks, National Geographic and more. This tool
allows students to use audio and visual tools while taking hands-on notes to solve mathematical word
problems. This technology tool is much more intriguing to students than practicing with a worksheet of word
problems. This tool engages students by providing a plethora of videos for them to choose from. This way,
they are not limited in resources with regard to their content of addition or subtraction word problems within
20. EdPuzzle supports and enhances the learning of mathematical content by allowing students to pause the

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video and work through the problem on their own. This tool allows students to use closed captions as well as
pausing the video to ensure they are comprehending the material. I love that this tool gives students the
opportunity to watch a video and re-watch it as much as they would like while pausing to work
independently. This tool incorporates visual and audio components as well as hands-on learning if the
students are prompted to solve questions on their own. For my lesson, the students will choose a word
problem through EdPuzzle and create their own questions based on their comprehension of their selected
video. This ensures that students are actively engaged and representing their individual learning.

Lesson idea implementation: In order to address the standards, I will begin this lesson with the EdPuzzle
video (linked in the URL section above) with an example of an addition word problem and subtraction word
problem within 20. This assignment will be done as a “flipped learning” method where students complete it
as homework prior to learning the content as a class. The embedded EdPuzzle questions will give me
immediate feedback on which students have prior knowledge of addition and subtraction in word problems
and what needs to be addressed as a class. As a class, I would review the video questions and ask a student to
volunteer and model the problem on the board. I would then prompt the students to rewrite the equation
(15+7 or 13-5) in a different way where the unknown isn’t what we solved for. Searching for answers such as
15+? =22 or ?-5=8. This allows students to comprehend that these problems consist of three numbers that
work together depending on the function of the problem (addition or subtraction). I would point out and
emphasize that subtraction and addition are inverse operations. For example, to get to the number we
started with in the equation ?-5=8 we can add 5 and 8 even though it is a subtraction problem.

I will then introduce the EdPuzzle project in which students will be tasked with finding their own example of
an addition or subtraction word problem within 20. I will prompt them to choose a problem that is interesting
to them and be able to explain why they chose the video they selected. This project will be introduced on a
Tuesday after the class has received a foundation of the content that they will be researching through
EdPuzzle. The completed product will be due on Friday. The students will need to find a video of at least one
word-problem example within 20 (either addition or subtraction) and they must incorporate a minimum of 3
embedded questions that go with the video such as the ones in my example video. I will assess their learning
and comprehension based on the accuracy of the questions. Meaning, their multiple-choice questions must
be correct and show their understanding. I will choose a few videos to incorporate as example problems for
the students to complete together as a class. This makes it so that the students are encouraged to produce
their best work in hopes of being used as a class example. I will provide opportunities for students to check
out classroom technology if needed in order to complete this task at home. I will consider adding classroom
time to complete this project if I notice many of my students are stressed or need extra time. I will extend the
student learning by selecting a few students to present their video to the class. Acting as the “teacher” and
modeling the problem on the white board for students to see. They will need to address any class questions
and answer them to the best of their ability. This will allow me to see which students comprehended their
video enough to teach it to their peers. I will conclude this lesson by watching the ABC Mouse “Solving Word
Problems” video (linked in the URL Section above) as a class. This video provides an addition example in which
the unknown isn’t the whole of the problem. Instead, the students are given the starting number and total
number. This re-emphasizes that unknowns can be in all positions of a word problem. I will provide feedback
to each student on their work after watching and completing their created questions on my own. I will ensure
to provide positive feedback as well as how they can improve their questions for in the future.

Reflective Practice: After designing this lesson idea, I feel as though the activities in which I created will
greatly impact student learning. After providing basic content knowledge on addition and subtraction in word
problems, the student gets to use technology to show their understanding without having to create their own
problem. They are simply analyzing the problem in which they find and select while creating guiding
questions. I would further extend this lesson by asking the students to create a word problem of their own
that is the opposite function of what they chose for the video. Meaning, if they chose an addition word

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problem video, they must create a subtraction word problem. They can use tools such as Kahn Academy to
find more examples of word problems before creating their own. This can be further enhanced by asking the
students to get together with a peer and swap the problems that they created and solve the one created by
their peer.

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