This lesson focuses on K.OA.A.2, solving addition word problems, and K.OA.A.1 & K.CC.B.4, representing addition with objects, drawings, and equations, and understanding the relationship between numbers and quantities. Students work to solve word problems and share their representations with a partner. This lesson strongly exhibits Core Action 2.
The video is annotated using the Instructional Practice Guide: Coaching Tool.
Solving Addition Word Problems (Macchiarella)Download
The lesson opens with the teacher connecting the work students will engage with in this lesson to work done over the past few lessons. She reviews the different ways students have practiced putting two numbers together. She also talks about the importance of math conversations and explaining thinking.
In this part of the lesson, the teacher is presenting an example to the students and talks about how they might represent their thinking (counting cubes, counting chips, dry erase board/marker). Students solve the problem in their heads and then the teacher calls up three different students to share a representation that showed their thinking and helped them arrive at an answer. Students demonstrate drawing a model, writing an equation, and representing the numbers using counting cubes.
In this part of the lesson, the teacher is checking for student understanding. She comes upon a student who has written an incorrect equation. She redirects the student by repeating the story problem and helping the student identify the numbers in the problem. The student also needs support with writing an addition symbol. The teacher engages the partner to use a different tool (than the dry erase board) to show how the problem might be solved.
Here, the teacher is checking student understanding and asking questions of the student such as "What are some numbers you hear in that? What can we use to show that? How many do you have? How many more do you need? Are we done solving the problem? How many are all together?"
In this part of the lesson, partner A is solving the word problem and sharing his/her thinking with partner B. The students' voices are soft and low and it's difficult to hear students away from the ones the teacher is speaking with. However, you can observe students talking with their partner and assume they're sharing strategies. The teacher comes across a student who wrote an equation that is incorrect. The teacher redirects the student to use counting chips to represent the problem. When he counts the total number of chips, he is incorrect again. The teacher supports the student by connecting counting to cardinality in order for the student to arrive at the correct answer.
Here, the teacher closes the lesson by summarizing the math that students worked on in today's lesson. She says, "Today we practiced using manipulatives to help us put two numbers together that were in number stories. We talked about how we could use counting chips, counting cubes, pictures and equations to help us show our math thinking."