Making a Ten Addition Strategy and Journal Response

Subject(s):

Mathematics/Reading/
Writing/ Listening/
Speaking

Grade: 1st

Date(s) March 12th,

2015

Time: 10:05-11:25AM

Grade Level Standard(s)

Common Core Standard or Content Standard addressed:

1.OA.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.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 (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or
zero differences), using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a written method
and explain the reasoning used.
Intended Learning Targets:
1. Students will represent quantities and operations physically, pictorially, or symbolically. (1.OA.1))
2. The students will strategically use a variety of representations to solve addition and subtraction
word problems. (1.OA.1)
3. The students will use informal and mathematical language to communicate the connections
among addition and subtraction contexts and relate physical, pictorial or symbolic
representations (1.OA.2)
Language Objectives:
To use appropriate mathematic vocabulary when responding both orally and through written explanations.
Formulate a few sentences in their interactive math journals that explain their reasoning and use of
mathematical strategy to solve the given word problem.
Formative Assessment for Learning
In what ways will you gather evidence of understanding (elicit evidence interpret evidence act on
evidence) throughout your lesson?
*Engaging in participation
*Through the use of questioning
*Students come up and share examples their work and explain reasoning to the class
*Think, pair, share opportunities
* Evaluate responses in journal to assess thorough conceptual understanding
In what ways will students be engaged in reflection and self-assessment of their learning or the
learning of their peers?
Share their work with their Peanut Butter and Jelly partners. Choose a partners work that best reflects the
objectives and give a rationale for that selection to the class.

Rigor and Relevance

Place the tasks that will demonstrate student understanding in the appropriate Depth Of Knowledge (DOK)
Levels.

Making a Ten Addition Strategy and Journal Response

DOK Level 1 (Recall):

DOK Level 2 (Skill/Concept):

Students will begin the lesson with a warm up that

build their fluency for various math skills.
Together we will also review any key words and/
or concepts that will be used during the lesson.

I will introduce and model the new concepts and

skills through a mini lesson. At this time, new
vocabulary words will go up on the word wall.
We have gotten really good at adding two numbers
together. We have learned many strategies for
adding numbers together. Today I want to show you
another strategy that you can use if you have 3
numbers you want to add together.

DOK Level 3 (Strategic Thinking):

DOK Level 4 (Extended Thinking):

We will work together as a group to actively explore

the concept that was introduced.
1.) Students will record the equation 8.+ 3 + 4 in
their journals.
2.) Count out 8 yellow cubes, 3 green cubes
and 4 blue cubes. Now take 8 yellow cubes
and put them on one of your ten frames. Can
you think of a way to use the other cubes to
make 10? *Give students the opportunity to
explore this on their own. Roam and note
students thinking. Choose 2 or 3 students
that solved the problem a different way and
have them come up to share.
Ie. I took 2 of the green cubes to make ten and
then had 5 cubes left. I know that 10+5=15.

1.) After having several students share their thinking,

give the class the opportunity to explore on their own
using the following equations:
*9+1+6
*7+3+4
*9+5+3
2.) Next, students will illustrate and write a response
that states the mathematical strategy used and the
process by which they got their answer using the
following problem: 8+2+4.

3.) Record each students thinking/response in

teacher journal using the ELMO.
4.) After having several students share their
thinking, give the class the opportunity to
explore on their own using the following
equations:
*9+1+6
*7+3+4
*9+5+3
Materials Needed: 3 different colors of unifix cubes,
math journals, and two tens frame boards.
21st Century Skills Incorporation
How will students engage in the following?

Communication:
*Reasoning and claim it self-talk will be modeled
and practiced throughout the lesson
*Think/pair/share opportunities
*Whole class discussions
Collaboration:
*Partner collaboration so that students can orally
defend their reasoning and also be exposed to new
ideas.

Creativity:
*Use illustrations to show reasoning.
*Use manipulatives to build equations in a tangible
and meaningful way.
Critical Thinking:
*Defend their reasoning and extend their learning
through written responses.

English Language Development

Modes of Communication: How will students engage in the following mode(s) of communication?

Making a Ten Addition Strategy and Journal Response

What scaffolds, structures, and supports will be used?
Will this lesson be:

Integrated ELD

Designated ELD

What ELD Standards and Proficiency levels will be addressed?

W 1.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question
L 1.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring connections to signal simple
relationships
Collaborative (engagement in dialogue with others) x
Interpretive (comprehension and analysis of written and spoken texts) x
Productive (creation of oral presentations and written texts) x
Differentiation
Consider IEPs, 504s, English Language Proficiencies (ELP), learning styles,
Special Populations: Use of sentence frames. Differentiated partnering. Use of manipulatives. Teacher
modeling
English learners:
Posted academic vocabulary, use of hands on manipulatives, on-going opportunities for
language input and output. Sentence frames, teacher modeling
General Population: Different levels of Blooms Taxonomy address throughout the lesson. Opportunities to
explore, build, tell, share, draw, and write that appeals to the multiple learning styles in my classroom.
Copyright Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2014
Inquiry into Teaching and Learning - Lesson Plan Template for Observation

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