DIFF 504

CO-TAUGHT LESSON
Erin Alles
&
Jessica Maiorana
Name: Jessica Maiorana
Subject Area/Level: 1

Date: 6/17/14
School: Boston Valley Elementary School

Objectives
Students will develop their fluency for addition through the application of various strategies
such as counting on, making ten (out of 2 numbers), coloring in a tens frame, using a
number line, drawing a pictureetc.
Students will practice solving three number addition equations using the Wheres My Egg?
Recording Sheet, penguin cards (with three number addition equations), and the penguin
eggs (with matching sums) provided.
Students will demonstrate their ability to solve three number addition equations by completing the
Wheres My Egg? Recording Sheet, matching the eggs to the penguins on the board, and by
working as a class to solve the three number addition word problem.

I.

NYS Standards
Common Core Learning Standards for MathematicsGrade 1
OPERATIONS & ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
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.
Understand and apply properties of operations and the relationship between addition
and subtraction.
3. Apply properties of operations as strategies to add and subtract.
Examples: If 8+3=11 is known, then 3+8=11 is also known. (Commutative
property of addition.) To add 2+6+4=2+10=12. (Associative property of
addition.)
Add and subtract within 20.
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 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).

II. Materials
-Wheres My Egg? Recording Sheet (1 copy per
student) PROVIDED
-penguin cards (with three number addition equations)
PROVIDED
-penguin eggs (with the matching sums) PROVIDED
-pencil & eraser
-clipboard
-3 different color crayons or colored pencils
-tape OPTIONAL
-dry erase board OPTIONAL
-dry erase marker OPTIONAL
-cranium challenges (enrichment/early finishers) OPTIONAL

III. Anticipatory Set

Who can tell me the strategy we learned earlier this week when adding three numbers?
Circle two numbers that equal ten, write the sum (ten) in the box underneath, bring down the
plus sign and the number that is left and add those numbers together to get the final answer.
In other words, when you have 3 you need a TV!
7
3
+ 6

+10
6
16

6
2
5

+ 58
13

What if I am adding three numbers and I realize that I cant find two numbers that equal 10,
what do I do?
Choose any two numbers, write their sum in the box, bring down the plus and the number
that is left and add those numbers together to get the final answer.
Today we are going to practice adding three numbers using a fun activity. Do you see my
penguins and eggs on the board? Each one of these eggs belongs to a penguin. There is a
problem though; the eggs have all been mixed up! Can you help each penguin find its egg?!
In just a minute, Miss Alles and I will give you a worksheet that will help you make the

correct matches. First, we will go through a problem together so you understand how it
works. Hopefully we can help the penguins find their eggs!
IV. Procedures/Instructional Strategies (Modeling, Guided Practice, Independent Practice)
-Miss Maiorana will go through the anticipatory set.
-Explain to students that they will be split into two groups, one group will be with Miss Alles
and the other group will be with Miss Maiorana.
NOTE: These groups have been predetermined by Miss Maiorana. Students will be grouped
heterogeneously.
-Miss Maiorana will call the students in her group to join her at the morning meeting carpet
with a pencil, clipboard, and three different color crayons.
-Miss Alles will then follow Miss Maiorana and call her group of students. Again, they will
bring a pencil, clipboard, and three different color crayons.
-Once all of the students are gathered at the correct location, they will be asked to set their
materials aside while their teacher gives them instructions about the activity.
-Connect the review (anticipatory set) todays activity.
-Both teachers, with their group, will model the penguin activity.
Draw the format for a three number addition problem on the white board, as seen on
their Wheres My Egg? Recording Sheet. Choose a penguin card to model this
process. Fill in the problem in the spaces provided. Color the three boxes (before the
equal sign) three different colors. Color the two numbers that add to ten in the tens
frame box, (bus) according to the color you gave them. Draw the remaining number
underneath the tens frame. Students will count to find the answer. REFER TO THE
EXAMPLE on the master Wheres My Egg? Recording Sheet.
-Teachers can continue to model as they see fit.
-Before allowing the students in their group to start working independently, teachers will ask
if there are any questions, if not, they will allow students to work on their own, while they
monitor them and move around the group.
-Once students are finished with their penguin page, they will turn it in to the math bin to later
be reviewed by Miss Maiorana and Miss Alles. Students who received additional support in
completing their page will have a mark on the back of their paper, WS, which stands for
with support. This will allow Miss Maiorana and Miss Alles to determine how well each
student has mastered the skill (three digit addition).
Early Finishers: Students who finish the activity early will create their own three digit
addition word problem in the space provided. Once they have come up with their word
problem, they will swap with a classmate and solve it using their three digit addition
strategies (when you add threeyou need a TV).
Enrichment: Students in need of enrichment will have their choice of any math cranium
challenge for this week (on bulletin board).

V.

Assessment & VI. Closure

As mentioned before, students will be assessed by their completion of the penguin page,
which Miss Maiorana and Miss Alles will review and correct (located in the math bin).
Students who received additional support in completing their page will have a mark on the
back of their paper, WS, which stands for with support. This will allow Miss Maiorana
and Miss Alles to determine how well each student has mastered the skill (three digit
addition). Once students have completed their penguin page, they will be asked to help match
the correct egg to the corresponding penguin on the board. Once both groups have finished
matching the eggs to the penguins, they will come back together as a whole group to solve a
three digit addition word problem about penguins, using the strategies that were reviewed
during todays lesson. This wrap up will also get the ball rolling for tomorrows lesson, three
digit addition word problems.

VI.

Differentiated Instruction
-Prior to instruction, students will be asked to set their materials aside in order to prevent
any distractions.
-This lesson will be split into two groups in order to minimize distraction, commotion, and
allow for more individualized instruction.
-As mentioned before, students will be split into two heterogeneous groups. There are two
students who receive AIS math and four students who could be considered gifted and/or
talented, those students will be split equally among the two groups (Miss Maioranas
group: 1 AIS math student & 2 GT----Miss Alless group: 1 AIS math student & 2
GT).
-Students will be aware of what will be expected for the lesson/center because it will be
explained orally, they will have visuals to refer to, and it will be modeled for them.
-Students will be completing multiple steps during this activity, which will allow them to
change their task more frequently, hopefully preventing them from becoming bored or
falling off task.
-During this activity, if the teachers notice that some students are struggling they will
continue to monitor them and swoop in when necessary because this activity is meant to
be a learning process.
-If the group does not seem to have a firm grasp on the activity, the teacher will continue to
model.
-If the group has a firm grasp on the activity, they can continue to work on it independently.
-Students will also be challenged to come up with a word problem at the end of the activity.
This could be done independently or as a group depending on ability level.
-Early finishers and students in need of enrichment will be able to complete the word
problem at the end of the activity independently. They can also choose a cranium
challenge to work on if they finish the activity early.