STEM 433 Math Lesson Plan

Topic: Creating and solving story problems,

Name: Clare Stauffer Grade: 1st
using basic addition facts.
Brief Lesson Description:
Students will be completing a word wall activity to stimulate their prior knowledge; students will be working with
a partner using manipulatives and storyboards to brainstorm solutions to various story problems. Once I have
checked the students brainstorming, they will start on their final word/story problem. This lesson will last 30-40
minutes split between 5 class periods.

Specific Learning Outcomes:

Story problems give students a context for developing meaning for the operations of addition and subtraction.
There are a variety of problem structures that enhance student understanding of the relationship between
addition and subtraction. All students need experiences with the various problem types. These problems give
students multiple entry points and encourage the use of a variety of student strategies for solving. Discussion
about student strategies is critical for developing student fluency with numbers to 20.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)

Link for games and practice:

https://www.mathplayground.com/grade_1_games.html

https://www.education.com/game/number-pairs-bubble-buster-2/

https://www.education.com/game/match-addition-within-20-and-missing-addends/

https://www.splashlearn.com/math/addition-games-for-1st-graders?adCampaign=17540634654&adGroup=141631657807&targetid=dsa-
1965989705663&adTag=&adID=643217762393&ipad_blocker_disabled=1&gclid=EAIaIQobChMI0L6C__Gn_gIVWM3jBx0KLwSQEAAYASAAE
gKBOfD_BwE

https://www.ixl.com/math/grade-1/word-problems-involving-addition-and-subtraction-up-to-20

https://www.ixl.com/math/grade-1/complete-the-addition-sentence-sums-up-to-20

https://www.ixl.com/math/grade-1/comparison-word-problems-up-to-20

Videos:

Addition and Subtraction Story Problems: https://youtu.be/OLZxZqDhjLM

Math Word Problems: https://www.youtube.com/watch?v=y8qg_-IaX6U

Narrative / Background Information

Prior Student Knowledge:
K.4a recognize and describe with fluency part-whole relationships for numbers up to 5.
K.4b investigate and describe part-whole relationships for numbers up to 20.
K.6 model and solve single-step story and picture problems with sums to 20 and differences within 20, using
concrete objects.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

 SOL 1.6: THE STUDENTS WILL 1.6 The student will explore and In pre-K through grade 2 each and
CREATE AND SOLVE SINGLE- STEP recognize cultural and historical every student should develop and
STORY AND PICTURE PROBLEMS influences of art. a) Explain a variety use strategies for whole-number
USING ADDITION AND of reasons why works of art can computations, with a focus on
SUBTRACTION WITHIN 20. have importance. b) Describe how addition and subtraction.
art is an integral part of one’s
culture. In pre-K through grade 2 each and
every student should develop
fluency with basic number
combinations for addition and
subtraction.

Specific Problem Solving Strategy being used:

 Identify the problem. The first step is to know which problem you need to solve.
 Break the problem down.
 Generate potential solutions.
 Evaluate the possible solutions.
 Implement and monitor the solutions.
 Asking questions

Possible Preconceptions/Misconceptions:

A common student error is to pull the numbers out of the context and add them. This error indicates
that the student has not developed an understanding of the context and the action taking place.

Students could start miscounting when counting on. Students who count on from 7 may miscount and get the
wrong number of cookies; another student might think 7 + 13 = 17 but forget to take off the one extra they added
on to make it easier to add.

Another common student error is counting up from 5 to 11 and not counting accurately. They may
conserve 5 in their head but say 5, 6, 7, 8, 9, 10, and 11, resulting in an answer of 7 instead of 6. Students
do not yet understand that they should say 5 (the initial number), 6, 7, 8, 9, 10, and 11, which results in
an answer of 6.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

1. A word wall is a group of words posted in large, clear characters on a classroom wall, bulletin
board, or another display surface. The word wall offers a variety of terms that can be utilized while
writing and reading and is intended to be an interactive aid for kids. This activity will take about 30
minutes. The following words would be displayed on the Word Wall Cards to see what words
students already know before starting the lesson:

 Add/ Plus
  Combine/Join
 Equal
 Subtract/Minus
 Parts
 Whole
 Put together
 Strategy
 Take apart
 Whole
 Join
 Number sentence
 Separate
 Compare

2. Explain to students that throughout the year, you will be solving story problems and discussing
strategies for solving problems. Walk students through a routine for solving problems.

3. Share a story problem with students from the problem type chart that illustrates the concepts of
adding and/or subtracting with sums up to 20.

4. Have students visualize what is happening in the problem and ask them to share what is happening
with a partner or with the group.

5. Have students determine what information is important in the problem and discuss what they are
trying to figure out.
6. It is important to ask students questions to get them talking about their reasoning. For example,
ask: “Will your result be more or less than the amount you started with? How do you know?”

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

This next part of the lesson will be split into two 30-minute sections. I will indicate were to stop for the first day
below. Here are the materials you will need for the following activity:
 Story Problems

 Storyboards (attached)
 Counters/cubes
 Mini whiteboards/markers

7. Then, have students brainstorm strategies that they could use to solve the problem. Ask: “What
tools will you need?” “How have you tackled similar problems?” “Would it help to draw a
picture?”

8. Give students time to work individually or with a partner to solve the problem. Have
 manipulatives readily available and/or whiteboards/markers for them to act out what is
happening in the problem.

9. Observe students while they are working to see what strategies they are using. Use the “Addition
and Subtraction Strategy Charts” as a guideline of the various strategies to look for and bring out
as students are working.
 Are they working randomly?
 Are they counting or back?
 Are they using number combinations that they know?
 Do they use addition/subtraction notation accurately?

Does their work model how they solved the problem, or did they just write down
something that was easy to record?
Use these observations and student work as you begin discussion about how students solved the
problem.

10. Ask students to share strategies with the group for solving the problem while you record their
thinking on chart paper/board. Have them include how they modeled the story problem with
manipulatives or their drawings.
Here are some possible questions to encourage student reflection:
 “How did you get your answer?”
 “Can you describe how you solved the problem to us?”
 “Can you explain what you have done so far?”
 “Why did you decide to do this?”
“What do you think about what (student) said? Do you agree? Why or why not?”

“Does anyone have the same answer but a different way of explaining it? Does your
answer make sense?”
 “How is (student’s) strategy like (student’s) strategy? How are they different?”
If there were student strategies that you would like to highlight, have those students share their
thinking during the group discussion.

11. It is important for your students to feel comfortable discussing their thinking in your mathematics
class. Mathematics should be a place where problems are tackled together, and mistakes are
valued because learning takes place.

-----------------------------------------------------------Stop here for the day---------------------------------------------------------------------

12. Introduce the barnyard or playground storyboard to students. Have students discuss the details
in the illustration. Ask students why their pictures an important part of the final storyboard?

13. Making up various addition and subtraction problems and demonstrating them with the cubes
until students are familiar with the process.

14. Give each pair of students a storyboard and a bag containing up to 20 counters/cubes in two
different colors and have them create and solve their own addition and/or subtraction stories. If
 certain students do not need the storyboard provided, they can start to create their own.

15. Walk around the room and monitor the students’ discussions and representations, checking to
ensure that they are understanding the concepts and making appropriate representations.

16. After students have had extended practice with verbally creating and solving problems, have
them begin recording the corresponding number sentences in their journals.

EXPLAIN: Concepts Explained and Vocabulary Defined:

 Add: combining things and counting them together as one large group.
 Combine: to bring or join together, as into a whole.
 Equal: equal sign means both sides of the equation are the same 
 Subtract: The operation of finding the difference between two numbers or quantities
 Part: A piece but not all of something
 Whole: Parts put together, All of something
 Put together: When you add two amounts, you're count them and put them together, as one
larger amount
 Strategy: A method or trick to help students learn the Math Facts and solve problems
 Take apart: to separate the parts of something so that they are not together
 Number sentence: a combination of numbers and mathematical operations --ex. 13+7=?
 Separate: to set or keep apart from other things
 Compare: identifying similarities and/or differences between two or more things.

ELABORATE: Applications and Extensions:

This part of the lesson will take about 30 minutes:

17. As students become comfortable representing various number sentences, have them work with
related facts and create and represent stories, using manipulatives and/or drawings that correspond
with each fact.
18. Have students create a picture of two kinds of things that add up to a selected number. Students
can draw two kinds of animals, two kinds of food, two kinds of toys, as long as the total things in his/her
picture equals the selected number.

19. Encourage the use of numeration and number sentences whenever the opportunity presents
itself. When discussing and interpreting a graph, ask students to develop a number sentence about it.
20. Integrate picture books involving addition and subtraction situations into math time.
 The Action of Subtraction by Brian P Cleary
 The Action of Addition by Brian P Cleary
 Money Math: Addition and Subtraction by David A. Adler
 Pete the Cat and the Missing Cupcakes by James Dean
 Student Independent read if needed: May I Please Have a Cookie by Jennifer E. Morris

EVALUATE:
Formative Monitoring (Questioning / Discussion):
20-30 minutes ( 1 activity each day: Mon,Tue, Wed,Thu)
 On an index card students will pick 3 vocab words and give me their definition.
 Students will pick one word that represents what they think of when they hear “story problems”. We will
enter these into the computer- on the smart board so the students can see the words, and it will create a
word cloud for our classroom bulletin board.
 Distribute index cards containing number sentences. Ask students to create a story problem that
represents the number sentence on his/her card using one of the storyboards. Share it with a
partner and have them solve each other’s story problems.
 Word Problem Bingo

Summative Assessment (Quiz / Project / Report) (Include a rubric):

At the end of the week (Friday) :

 Students will create a number story with illustrations and write the corresponding number
sentence on the backside of your storyboard.

 Place storyboards and counters in the classroom, for students to create number sentences.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
 Begin working with a small number of cubes and increase the number as students demonstrate
competency in handling larger numbers.
 Provide different manipulatives for students to create and solve story problems.
 For students who struggle, encourage the use of a problem-solving strategy checklist.
 Post anchor charts for addition and subtraction strategies for student reference.

 ELL
 Provide a story frame (e.g., There were _____ frogs in the pond. _____ more frogs jumped in.
Now, a total of _____ frogs are in the pond.) to support student’s thinking, as needed. Provide a
template for various problem types reflected in the curriculum framework for first grade.
 Read problems to students, as necessary.
 Modify the language in story problems as needed.
 Provide a problem-solving mat that provides space and prompts for students to show their work.
  Gifted learners
 Have students create a picture of two kinds of things that add up to a selected number. Students
can draw two kinds of animals, two kinds of food, two kinds of toys, as long as the total things in
his/her picture equals the selected number. Students will decide how many of each thing they
want to have. Distribute paper to students for their illustrations. Have students use their picture
to create a story problem. Use student-created story problems in future lessons with students.

 Have students act out seasonal favorite stories in which they present addition and subtraction
sentences orally. Use students’ favorite books with number themes to develop “Reader’s
Theatre” productions and use these as springboards for class story problems. Students develop
fluency with addition and subtraction within 20 by acting out number stories and sharing their
methods for solving the problems.

Elaborate Further / Reflect: Enrichment:

How will you evaluate your practice?
 Go through the entire word problem.
 Analyze the word problem.
 Write on the word problem.
 Create a Basic Picture and Label It.
 Before solving, estimate the solution.
 When finished, review your work.
 Regularly practice word problems.

Where might/did learners struggle in the lesson?

 Transforming a story problem into a number sentence.
How can the lesson be strengthened for improved student learning?
 High cognitive demand exercises
 language support as needed
 opportunities for students to participate in structured discourse are all recommended

Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
• employ challenging projects that require children to think critically to solve problems.
• work together to overcome any language barriers that might prevent them from completing the
assignment.
• employ systematic procedures that encourage fruitful mathematical conversation; and
• discuss their approach to tackling problems verbally and in writing.

Recourses
mip-1.6-number-stories (1)
Barnyard storyboard

Playground Story board