Tricia Stoll – Math Lesson Plans –September 28 – October 2, 2015

Skill: Solving Two-Step Word Problems (Ready Common Core Lesson 6)

Review: Adding Using Arrays

Content Objectives

• Analyze two-step problems to determine the series of operations needed to solve them. • Apply the commutative property of addition as a strategy to solve two-step problems and build number sense. • Interpret models that represent a two-step problem.

Language Objectives

• Draw two tape diagrams to model a two-step word problem. • Draw a picture to model a two-step word problem. • Restate what information a word problem is asking for.

Monday

Weekly
Standards: / 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Review:
2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express an even number as a sum of equal addends.
2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
Bellringer / Math Facts Drill
Review HW
LAB 12:00-12:30 1:30-2:15
Anticipatory set / Lesson 6 interactive tutorial from teacher-toolbox.com
Weekly
Essential questions / How can drawing a picture and writing a number sentence help you solve a math story problem?
How does the answer to one question in a problem help you answer another question in the same problem?
How can you use addition facts to help you subtract?
How does drawing a picture help you solve a problem?
How can using objects help you decide whether to add or subtract to find the correct answer?
Weekly
I can statements / I can use strategies to solve addition and subtraction word problems (within 100).
Modeling / *Finish Mountain Math Set 4
*Introduce Mountain Math Set 5
Opening activity pg. 38c (materials: crayons, paper, counters)
Students use counters to model a two-step addition problem and then draw a picture to represent the same problem. They examine equations for the problem and see that the addends can be ordered in different ways, illustrating the properties of operations.
1)  Pose the problem.
Manny is going to the zoo with his family. There are 2 parents and 4 children in the van. They stop at Robby’s house to pick up Robby and his sister. How many people are in the van now?
2)  Model the problem. Instruct students to use counters to model the problem. You may want to repeat the problem slowly so students have time to count and gather the appropriate number of counters. Then ask students to draw a picture of the problem.
3)  Write equations for the problem. Ask volunteers to share their pictures with the class and describe the action in the problem. You may want to suggest that students name the people who are in the van in varying order. Write an equation on the board that follows the progression of each description.
( 2+4+2=8 2+4+1+1=8 4+2+2=8, etc. )
4)  Talk about the equations. Have students compare the different equations written on the board. Ask what they notice about the equations. [They are all different, but they all equal 8.] Reinforce the concept that the number 8 can be broken apart in many different ways.
Guided Practice / Pg. 38 Introduction/Use what you know
Work through Use What You Know as a class.
• Tell students that this page will help them understand two-step problems by separating them into one-step problems. You may want to remind them of one-step problems by providing an example, such as: Joe has 3 toy cars. He gets 2 more for his birthday. How many does he have now?
• Have students read the problem at the top of the page. Ask a volunteer to tell what they know based on the information given.
Ask: Why does it make sense to add 3 1 3 first? In the problem, Eve has 3 striped and 3 dotted banners before she makes more.
Would the answer be different if you started with 7 and then added the 3s? Why or why not? No, it would not. The order of adding doesn’t matter. The answer is always the same.
p.39 – Find out more
Read and discuss Find Out More as a class.
• Emphasize that in a two-step problem, there are always two parts that must be solved before arriving at the final answer.
• Read and discuss the steps involved in solving the two-step problem on the previous page. You may want to refer to the picture of the banners to clarify each step.
• For the problem about Juan’s markers, remind students that they must read carefully to decide what numbers to add and what numbers to subtract.
• Read the problem together. Ask students to tell what operations they will use and why.
• Ask Mathematical Discourse questions 3 and 4 to make sure students recognize how Steps 1 and 2 are connected.
Mathematical Discourse
3) For the problem about Juan’s markers, why does the equation in Step 2 start with 10? The equation starts with 10 because Juan had a total of 10 markers before he lost 2 of them.
4) How do you know Juan had a total of 10 markers? I know because in Step 1, Juan’s 3 pink markers and 7 green markers are added. The total is 10 markers.
Independent Practice / Practice and problem solving handout pp. 45-46
https://teacher-toolbox.com/dam/jcr:48ec5478-7a79-4cc8-b623-d7949992285b/CC%202015%20RPPS2M%20SE%20L06.pdf
Closure/Assessment / Concept Extension:
Try subtracting first.
Ask students: Do you think it matters if we subtract 2 from 3 first and then add the 7? Have students work together in pairs to try this. Tell one student to solve 3+7-2 and the other 3-2+7. Remind them to add or subtract in order from left to right. Compare the results.
Check practice and problem solving for understanding.

Tuesday

Bellringer / Review Math HW
Math Facts Drill
LAB 12:00-12:30
Anticipatory set / Flowcabulary video – Challenge Rap 0-17
https://www.flocabulary.com/challenge-rap-addition-subtraction-2/
Modeling / p. 40 Picture it/Model it
Read the problem at the top of the page together as a class. Make sure students understand the situation posed. Picture It
·  Draw students’ attention to Picture It. Ask them to describe what is happening in the picture. Help them understand that in each step, a change occurs. If necessary, allow students to use counters to model the problem.
·  English Language Learners - Some students may struggle to comprehend the language used in a word problem. You may want to pair an English language learner with a proficient reader to complete this task and the ones that follow. Another option is to write each sentence of the problem on a separate line followed by a picture that represents it. Then underline the important words.
.
Model It
·  Ask students to work with a partner to interpret the tape diagram in Model It. Have them discuss what each number in the diagram represents in the problem.
·  Ask students what the 14 shows in the first tape diagram. [total number of pears in the basket after Meg picks 6 more] Ask what the unknown is in Step 2. [9; number of pears left in the basket after Meg gives away 5] Remind students that 8 1 6 and 5 1 9 are two ways of representing the sum 14.
·  Mathematical Discourse - How might fact families help you find the unknown in the tape diagram in Step 2?
Since 5 + 9 = 14, 14 – 5 must equal 9.
Guided Practice / SW being rotating through centers. Center rotations will be completed tomorrow.
p. 41-43 Connect it/Try it (at teacher’s table)
Teacher/Teacher Assistant Groups
Begin CENTER ROTATIONS (20 minute rotations):
-Teacher’s Table – p. 41-43 in Ready Common Core (Connect it/Try it) Follow step-by-step directions in teacher’s guide (use the Visual Model – Draw a Picture)
-Teacher Assistant (optional)– Mountain Language Set 5 (problems 1-10)
-Computers – i-Ready Math/ST Math
-NEOS – Math Facts in a Flash
*Extra Center – Interactive Notebook –use math journals (arrays)
Independent Practice / Practice and Problem Solving handout, pp.47-48
https://teacher-toolbox.com/dam/jcr:48ec5478-7a79-4cc8-b623-d7949992285b/CC%202015%20RPPS2M%20SE%20L06.pdf
Closure/Assessment / Windshield wipers to check for understanding of the lesson.
Check independent practice for a daily grade.

Wednesday

Bellringer / Review HW
Anticipatory set / Flowcabulary video – “Doubles +1”
https://www.flocabulary.com/my-doubles-plus-one/
Video Quiz
http://assets.flocabulary.com/pdfs/quiz/my-doubles-plus-one-quiz.pdf
Guided Practice / Teacher/Teacher Assistant Groups
Finish CENTER ROTATIONS (20 minute rotations):
-Teacher’s Table – p. 41-43 in Ready Common Core (Connect it/Try it) Follow step-by-step directions in teacher’s guide (use the Visual Model – Draw a Picture)
-Teacher Assistant (optional)– Mountain Language Set 5 (problems 1-10)
-Computers – i-Ready Math/ST Math
-NEOS – Math Facts in a Flash
*Extra Center – Interactive Notebook –use math journals (arrays)
Independent Practice / SW finish rotating through centers.
Closure/Assessment / Check Guided Practice for Understanding.
Windshield wipers to check for understanding of the lesson.

Thursday

Bellringer / Review HW
LAB 1:30-2:15
Anticipatory set / Emma had 12 cards and Stan had 0. Stan took some of Emma’scards. Now Emma has 9 cards. How many more cards does Emma have than Stan? (teacher may refer to p. 44)
Look at how you can show your work (draw a bar model with 12 being the total).
Emma starts with 12 cards and ends up with 9.
12 - ? = 9 12 – 3 = 9 So Stan has 3 cards.
Emma has 9 cards. Stan has 3 cards. (Draw a bar model with 9 being the total)
9 – 3 = ? 9 – 3 = 6
Guided Practice / p. 44– Guided Instruction
• Have students read problem 15 together.
·  Ask students to solve the problems individually and show all their work, including the equations they wrote.
·  Pair/Share When students have completed each problem, have them Pair/Share to discuss their solutions with a partner. (Try acting out the problem)
p. 45 – Guided Instruction
·  Have students complete pp. 16-17 the same way. (NOTE: independent pp. 46-47 will be completed tomorrow as part of the MPT).
Independent Practice / 1)  Students will be grouped by ability for the following group activities (printed from teacher toolbox).
**On-level - https://teacher-toolbox.com/dam/jcr:bd0cf651-2707-4c12-b1b0-1ebfdad905f0/US2MCenAct2-1_OL
*Below level - https://teacher-toolbox.com/dam/jcr:fea8f4b7-06e5-4bd0-a8a6-c91632a628ef/US2MCenAct2-1_BL
***Above level - https://teacher-toolbox.com/dam/jcr:92121f94-a1c0-420d-aef1-bdee05a0420a/US2MCenAct2-1_AL
2)  SW complete Lesson 6 Quiz for a daily grade.
Closure/Assessment / Teacher will monitor group activities. Check for understanding. Graded Quiz for a daily grade.

Friday

Bellringer / Math Heroes
Anticipatory set / “Do My Best” motivational video
Procedures / Students will complete Math MPT 1.8.
SW complete the Independent Practice from RCC pp. 46-47 as part of the mixed practice test.
Closure/Assessment / Check assessments for test grade.

Lesson Vocabulary:

*There is no new vocabulary. See vocabulary for review below.

Learning Progression

In Grade 1 students represent a simple one-step word problem and identify the unknown in all three positions.

In Grade 2 students expand on what they have learned about solving one-step problems by seeing a two-step problem as a sequence of one-step problems.

In this lesson students solve two-step problems by using pictures, diagrams, and an open number line and then describing the situation as an equation. The concept of a variable is explored in more depth, preparing students for its formal use in future grades.

In Grade 3 students use problem-solving strategies to solve multi-step problems involving all four operations, fractions, and measurement. They represent problems in an equation and use a letter as the variable for the unknown quantity

Lesson 5 Vocabulary for Review

·  array - a set of objects arranged in equal rows and equal columns

·  row - the horizontal groups of objects in an array

·  column- the vertical groups of objects in an array