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EE 333

Common Core State Standards:

1.OA.A.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.

*Model 15-7=?

Goals of the Lesson:

Make sense of the information given within the word problem enough so to model the

situation concretely or semi-concretely,

Identify measures of same and different within mathematical model,

Solve for the missing value by concrete flower counters, or with same-different diagram,

or with equation,

Write a number sentence reflecting the situation as a way of justifying answer and be

able to explain reasoning to class,

Flow of the lesson based on teaching through problem solving

Steps, Learning Activities

Teachers Questions and Expected Student Reactions

1. Introduction (8-10 minutes, at seats, whole group)

journal.

*Gain student attention and introduce the

problem of the day (written on board):

Francis the farmer is known for having the

most cows in the county. Francis has a total of

15 cows. Tobias has the second most number of

cows in the county. Tobias has 7 cows. How

many more cows does Francis have than

Tobias?

Teachers Support

1. Asking prompting

questions, mostly about the

procedure of making sense

of word problems.

*Ask students

for clarifying

questions.

2. Managing student

discourse and ideas in a

way to open up discussion

about misconceptions.

*Monitor which

students are not

consistently

raising their

hands to

volunteer or if

any students

seem to have

misconceptions

about

information we

already know

and

information we

want to know.

especially during

agreement and

disagreement.

the problem? (Student driven discussion)

Points of

Evaluation

alongside teacher.

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United

States License.

Question 2: What information do we want to

know? (Student driven discussion)

-Circle statement in red above.

Question 3: Can I have a volunteer to label the

picture above using the information we already

know?

-Students should label Francis cows and

Tobias cows using letters F and T.

-Students should also put a different color

flower counter next to each cow grouping.

statement alongside

teacher.

*Prompt students to use the

flower counter and label in

a manner that makes sense.

*Have students label the

diagram alongside the

teacher.

orientation toward problem

solving- do most students

Question 4: By a show of hands only, who thinks confidently show that they

know how to solve this?

they know how to model this problem?

2. Balance giving the

-If less than three-fourths of the class raises their students access to the

hands, ask a student to explain how they might

problem and giving away

model the problem:

the answers,

3. Make sure solution1. Flower Counters,

2. Same-difference model (dot diagram), strategies are student

driven.

3. Comparative tape diagram,

2.

consensus on how to begin solving this problem,

write the directions on the board and let students

get to work,

(10-15 minutes, at seats, individual)

000000000000000

(F)

0000000

(T)

Same (7) and different (8)

*Example 2: Dot Diagram

000000000000000

(F)

0000000

(T)

Same (7) and different (8)

*Analyze

student

responses to

anticipate which

students may

need extra

support during

independent

work time.

board:

1. Model the situation in

any way you like,

2. Solve for what we want

to know,

3. Try to write an equation

that proves your solution,

One-on-one support:

*By hyper-vigilant about

the students who simply sit

idly at their desks, prompt

those students to model the

situation with concrete

flower counters.

*Make sure students are

lining up flower counters or

dot diagrams correctly

(one-to-one).

*Circle the

room to keep

tally on how

many students

are trying each

example

(checklist).

*Circle to

monitor

whether

students are

setting up their

*Tell stumped students to

diagrams

label the same and different correctly.

15 (F)

7 (T)

8 (Diff.)

*Example 4: Equation

15-7=?

*Answers should be circled:

-Correct= 8 more cows

-Incorrect 15+7=22 cows more

-Incorrect 15+8=23 cows more

-Incorrect 7+8=15 cows more

-Incorrect 15-8= 7 cows more

4. Comparing and Discussing

(18-20 minutes, at seats, whole group)

desks or in front of the classroom with their

math notebooks,

-Call up students in the order of the

examples above.

1. Flower counters,

2. Dot diagram,

3. Tape diagram,

-Have each volunteer model their

strategy,

-Have another student explain what they

did,

-Have students identify their answer with

the correct unit: more cows.

Student-to-student questions:

-Do you agree with what I did?

-Can you explain what I did?

Teacher questions:

-How are those models similar?

-What do the flower counter/dots/lines

represent?

-What does same and different represent?

in their models.

*Make sure students using

tape diagrams are finding

the difference between 7

and 15.

*Question students about

why they wrote their

equation in a particular

way, note reasoning.

out the main aspects of the

diagram at the heart of the

lesson: same and

difference.

2. Draw connections

between diagrams without

being heavy-handed in the

discussion.

*Keep a

checklist on

which students

you want to call

up to the board

during

discussion.

*Be aware of

student

misconceptions

in reasoning.

-Have students write their equation,

-Ask student to use the tape diagram

example to see where those numbers are

coming from,

-Ask all students why they used

subtraction to solve,

Scaffolding:

1. What are we looking

for?

-How many more cows

2. Who has more cows?

-Farmer Francis

3. What do we mean by

same?

*Incorrect answer:

-Amount of cows the

-Use subtraction because cows are being farmers have in common

taken away,

(link using dot diagram)

4. So, what do we mean by

*Correct reasoning:

different?

-We are looking for the difference or the -Amount of cows that

more, so we must subtract the same from Francis has more than

the larger,

Tobias.

5. Summing up

(8-10 minutes, at seats, individual)

During class today we learned that the same in

the diagram is the amount of things the two have

in common and the different represents how

many more one person has.

*Additionally, ask students to write personal

reflections about what they took from the lesson,

in their own words, highlighting some of their

struggles, confusions, and triumphs.

wording of the concept,

without giving away the

answer.

*Be vigilant

about student

misconceptions

in reasoning.

*Evaluate

student

individual work

performance in

journalssolution

strategies,

*Identify missteps,

misconceptions,

and reflective

confusion in the

journals.

Evaluation

*Will the introduction prove effective in helping students make sense of the problem?

*What will help students make clear connections between the dot modeling, tape diagram, and

the equations?

*Will the scaffolding be effective in getting students to make sense of same and different in this

context?

*Will tallying through the lesson give the educator a better idea of the lessons effectiveness?

*Will students be able to coherently phrase the summary?

*What vocabulary can be added to better illustrate the math concepts?

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