This lesson focuses on 2.OA.A.1 - representing and solving problems involving addition and subtraction within 100. The teacher leads students to first brainstorm and review number,place value, and representational ;strategies they've explored, and then talk about how to organize information in word problems to make sense of them. Based on need for support, students work with a partner or in a small, teacher-led& group to solve various "add to/take from" word problems, choose appropriate tools, and use multiple strategies in their solution methods. Core Action 1 is clearly exhibited in this lesson.
The video is annotated using the Instructional Practice Guide: Coaching Tool.
Persevering in Solving Word Problems (Glynn)Download
The teacher explains that students are going to use the strategies they've practiced earlier in the year to help them persevere as they solve word problems in the day's lesson. The students talk in groups to brainstorm some of the different strategies they might use to help them as they work through problems. The teacher explains that students will be using the strategies they've explored and practiced prior to this lesson to help them persevere as they solve word problems. This application of strategies aligns with the aspect of rigor targeted in 2.OA.A.1.
The Learning Target for the lesson focuses on using perseverance to solve word problems. The teacher makes an explicit connection to the practice of perseverance by leading a short conversation about what it means to persevere, and students show a clear understanding of the meaning of perseverance. This helps students understand that it is ok to struggle, as long as they keep trying.
The teacher elicits specific strategies the class has used to organize information from word problems, and then after some individual work time, allows one of the students to share his organization strategy and thinking with the group as she records it on the SmartBoard. This allows all students to see a possible, accurate representation of the structure of the word problem, and hear why the student made the choices he did. The teacher is also explicit about using labels to make the representation clear.
The teacher allows and encourages students to use two strategies of their choosing, utilizing the different tools in the students' math tool-bags. The teacher is not prescriptive about which strategies or tools need to be used, allowing students to make their own decisions about which tools might be appropriate for solving the problem. As students work, the teacher uses questioning to determine if student choices are appropriate, as well as to support and guide student thinking when necessary. Students can be observed using a variety of tools from their tool-bags while they're working, indicating that self-selection of tools is part of the classroom culture.