Lesson Title: Sharing & Critiquing Peer Solution Strategies For Put Together With Total Grade: 1 State Standard Strand

Erin Koerselman
Observed Lesson Plan

Math Methods
Lesson Title: Sharing & Critiquing Peer Solution Strategies for Put Together with Total
Unknown Word Problems.
Grade: 1
State Standard Strand:
Operations and Algebraic Thinking (1.OA)
Standard 1.OA.6: Add and subtract within 20.

Core Objective:
Represent and solve problems involving addition and subtraction within 20 by critiquing peer
solution strategies.
Essential Question:
How does sharing and critiquing peer work help us understand solution strategies for put
together with total unknown word problems?
Specific Lesson Objective:
Students will be able to share and critique peer solution strategies for put together with total
unknown word problems.
Materials:
Application Packet (kids already have)
White Board
Smart Board
Power Point Slides
Problem Set (kids have their copies)
Marker
*This lesson is from Eureka.
Part 1: Application Problem (on rug, 10-15 minutes)

• Post and read the application problem: Nicholas bought 9 green apples and 7 red apples.
Sofia bout 10 red apples and 6 green apples. Sofia thinks she has more apples than
Nicholas. Is she right?
What is this problem about?
• apples, how many apples Nicholas has and how many apples Sofia has, determining if
Sofia is correct in her thinking that she has more
What are our quantities? Let’s box our quantities- we are not coloring them in, just putting a box
around the quantities.
• Students point out the quantities and box them.
Are any of these quantities the total?
• No, they are parts (addends).
Are we dealing with only one problem in this story?
• No, there are two problems. We have to find the total number of apples that Nicholas has
and the total number of apples that Sofia has.
• Read the story problem again and show that the addends 9 & 7 belong with Nicholas and
the addends 10 & 6 belong with Sofia.
• Tell students to choose a strategy they have learned to show their work on the left side of
their application page.
You will show your work for Nicholas and your work for Sofia.
• Then, tell them they will write number sentences to show how many apples Nicholas and
Sofia each have.
You will write two number sentences, one showing how many apples Nicholas has and one
showing how many apples Sofia has.
• Read the application problem 1-2 more times or as needed.
• Observe student strategies.
So, is Sofia right? Does she have more apples than Nicholas?
Does anyone think Sofia is right?
Who thinks Sofia is wrong? Why? Who agrees?
• On board, represent some student work that you observed and write the number
sentences.
• On back of application page, students write a sentence to answer the story problem.
If we’re not sure what to write, what can we do?
• Go back to the story problem.
Right! What sentence in the story problem helps us know what to write?
• “Is she right?”
• Have a few students share what they wrote.
• Write the true number sentence: 9+7=10+6.
Is 9+7 equal to or the same as 10+6? Is this a true number sentence?
• Quickly discuss and correct any misconceptions if necessary.
Transition to desks:
I want everyone to go quickly and quietly back to your desk, put away your application packet,
and leave your white board and accoutrements on your desk.
Part 2: Concept Development (30 minutes)

• Project and read: Louie made 7 puppets out of paper bags. Roberto made 6 puppets out of
socks. How many puppets did the boys make?
• Show paper bag puppet in case some don’t know what a puppet is.
• Repeat problem and pause to give them time to think.
Think-Pair-Share: Turn and talk to your elbow partner about how you would solve this problem.
• Roam room to listen to student strategies.
• Project the Student A sample.
How did Student A solve this problem? Explain to your partner what this student was thinking.
• Counted all the circles starting with 1, used counting on.
• Project the Student B sample.
How did Student B solve this problem? Can you explain his thinking? Turn and talk to your
partner.
• Drew shapes in 5-groups. When he made ten starting with 7, he drew a frame around it,
so you can see 10 and 3. His strategy was to make ten from 7 by breaking 6 into 3 and 3.
• Project the Student C sample.
How did Student C solve this problem? How is it similar and different from Student B’s work?
• She didn’t need to make a picture. She used the make ten strategy. But instead of making
ten with 7, she made ten with 6 and broke apart 7 into 4 and 3.
• Project the Student D sample.
How did Student D solve the problem?
• He drew a picture, but it’s a little hard to count because the shapes are not organized. He
probably had to count all of them, starting with 1. Or maybe he counted on from 7.
Do all these show ways to solve the problem? Which way seems like it’s a better shortcut? Turn
and talk to your partner.
• Roam room and listen.
• Display teacher work (purposely wrong).
Look, I found one more! Actually, I did this one. Pretend you are my teacher and take a look at
my work. What are your thoughts?
• Your picture is organized. I like the way you drew your circles in a 5-group. But you
didn’t solve it right. The picture doesn’t make sense.
What do you mean? Can you draw a picture that will help me see how I can make this better?
• Roam room.
How can you help me get the correct answer? What did I do wrong?
• You need to make ten by taking apart 3 from 6. You just added 10 and 6 here, not 10 and
3.
Good work! And thank you for pointing out what you liked about my work. Do you think it’s
important we point out what we like about each other’s work?
Let’s try another problem.
• Project and read aloud: Louie glued on 5 pieces of brown yarn for his puppet’s hair. He
then glued on 8 pieces of red yarn for more hair. (Explain that yarn is like string but
softer and comes in colors.) How many pieces of yarn did Louie use?
Solve this problem by showing your work clearly on your personal white board.
• Tell students they will swap personal white boards with their partners and discuss the
following:
§ Study what strategy your partner used.
§ Did you get the same answer?
§ Take turns to explain your partner’s strategy.
§ Are your strategies similar? How? Are they different? How?
§ What did your partner do well?
§ Which strategy is more efficient?
• Let students know to be prepared to share how their partner solved the problem.
• Roam room and listen to students. Ask about findings.
• Ask a couple students to share how their partner solved the problem.
• If time allows, repeat partner work with 9+7, 8+6, and 7+7.
Transition:
• Have students clean off their personal white boards and put away their boards and
accoutrements. Have students take out their problem set packet and a pencil.
Part 3: Problem Set (7-10 minutes)

• Have students write their name on their problem set. Everyone point to the top of the
page where it says “name” and write your name.
• Read problem 1 and do a and c with the class.
• Read problem 2 and explain they will need to correct c from problem 1 in this space.
• Read direction for 3 and 4. If time, have them do number 3.
• If time, have students work on the remaining problem set.
• Remind students they will finish the problem set when they return from recess.
• Have students line up for recess.
Assessment:
Formal: Students will correct and turn in problem sets the next day.
Informal: While roaming the room during partner-shares, I will assess student
understanding and use questioning to help direct them toward sharing and critiquing each other’s
work.
Adaptations: While going through the problem set, square the quantities in each problem. While
kids work on problem set, conference with kids who need extra support.

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Erin Koerselman

Observed Lesson Plan

Standard 1.OA.6: Add and subtract within 20.

*This lesson is from Eureka.

Part 1: Application Problem (on rug, 10-15 minutes)

Part 2: Concept Development (30 minutes)

Part 3: Problem Set (7-10 minutes)

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