Your Name: Samantha West Lesson Title: Solving Number Stories

Grade Level: 1

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Subject: Math

Materials Needed: Everyday Math curriculum. Markers and whiteboards. Blocks Prerequisite Skills: Students will have experimented with the different methods they can use to solve number problems. Standard(s): SMP3, 1.OA 1, 1.OA 2, 1.0A 3, 1.0A 4, 1.OA 5, 1.OA 6, 1.NBT.4 This lesson is adapted from Everyday Math Curriculum Lesson Objective(s): Students will be able to identify their preference (manipulatives or whiteboards) while solving number stories. Students will further develop their skills of counting money and use the store mini poster to refer to while solving problems. 1. Provide Objectives: (What are students going to learn?) Today we are going to continue to learn about number stories and the different ways to answer them. We want to be able to use a lot of different methods because if we are presented with a situation where only blocks are available and are given a problem then we need to know how to solve them. The past couple of days we have talked about using blocks and whiteboards and markers to solve our problems and you as learners have figured out what you like best. I really want my students to be able to know there are options and to figure out what option works best for them. The days before they all said they like drawing circles to represent the numbers better than using blocks. I am interested if it stays that way or they change their preferences. 2. Guided Practice (Input/Modeling by the teacher and practice with the teacher) Okay our first problem is. You have a nickel. You buy 3 pieces of gum. How much money do you have left? Lets talk about how we are going to solve this. We will do this problem together. How much is a

nickel worth? (5 cents) Okay and look at your student page and tell me how many cents one piece of gum is. (1 cent). Yes, one cent. Nice job! So how I would solve this problem is start by drawing my 5 cents. Pick up your markers and do it with me. Then I know I spent 3 cents buying gum. So I will cross of 3 cents. How many cents do I have left? This is a time where some of the students may be with me and some are saying the wrong answers. This is something that will happen and we will redirect them and help them find the right answer. I will then make up my own problems picking and choosing items based on where I think my students are at. I dont want to confuse them with the wording so I will be careful there. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?)? I will be constantly checking for understanding during this lesson and redirecting students who come up with the wrong answers. We will solve the problems together until they are independently ready to do so. I have noticed in this group that some students may look at another students answer and that is not something I allow during group time because I have to know if they understand it themselves. We have gone over addition and subtraction number stories and how they work so I am interested to see where they still struggle after those lessons and what we need to continue to focus on. 5: Provide extended practice and transfer: (Independent practice of the skill) Students will do their math journal page and then homework for extended work. I now see two of these students for extra math time so I will be repeating instruction during that time and going over basic math skills to better them as mathematicians. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) I will know that students understand the content when they are able to s olve our problems correctly. This might not happen during this lesson. It may be something that is carried over to the next day and that is okay. I will pinpoint where the problems lie and clarify the next lesson. This is a heavy topic and lesson and the curriculum suggests two days to master the skills so I want my students to be comfortable and capable before moving on. 7. Plans for differentiation: I will make sure students are sitting by students who will help them and not hurt them (academically). I find myself having to repeat myself a lot during this group and so I make it clear to students that if they do not follow the directions then they will get a card pulled, but that it is always okay to ask a question. I will repeatedly ask one student the answer even after I have stated it because I want to make sure he is on task and listening. If he gets it wrong I will continue to tell him until he can repeat it back to me.

Some songs are catchy and students have in their head so I will sing those songs to help them out with either number recognition or writing numbers. I love having small groups with such explicit and direct instruction because students are able to learn so much and get a lot of individualized attention. TOTAL LESSON TIME: _30_