This lesson focuses on 1.OA.C.6, using strategies to add and subtract within 20, and 1.OA.D.7, determining if equations are equal or not. Students learn about equivalent names for different numbers, For example, equivalent names for seven include 4+3, 3+3+1, 5+2, 8-1, etc. Students work with different numbers to prove or disprove their equivalence and work with other numbers to create equivalent names. Core Actions 2 and 3 are observable in this lesson.
The video is annotated using the Instructional Practice Guide: Coaching Tool.
Equivalent Names (Doetch/Falk)Download
In this part of the lesson, the students are choosing and using appropriate tools strategically to help them come up with an addition sentence that has a sum of 7. Students can be observed taking different tools from the basket at the center of the table to solve this problem. Students are using cubes, number grids (hundred chart), and illustrations, among other tools.
Here the teacher has called on a student to share a number sentence that has 7 as a sum. The student states "3 add 4 is 7." The teacher calls on a student to agree or disagree with the first student's thinking. The male teacher asks the student agreeing to prove his thinking. He asks, "What strategy did you use?" The student shares that he used "counting on" as his strategy.
In this part of the lesson, the male teacher explicitly teaches the students what "equivalent" means. He uses a picture of the female teacher and leads a discussion in the many different names she has (Mrs. Falk, Mom, Tammy, Aunt Tammy, etc.). This conversation supports students in grade 1 to understand the meaning of equivalent (names). It applies to the day's lesson because students will be working to come up with equivalent names for different numbers (11, 12, 10). Students will write equivalent names for different numbers in number collection boxes.
Here, the teacher checks in with a student and asks about the tool he's chosen to use. She realizes the tool is not helping the student solve the problem and she redirects the student to choose a different tool. The teacher continues to check in with other students to assess their understanding. She asks a student to show her how she used a tool to help solve the problem. She asks another student to explain one way she solved the problem.
Here, the teacher is calling on students to share their answers and strategies they used to come up with an addition fact with a sum of 7. The students share a variety of answers and strategies, including one student who shares that he added three numbers, 3 + 3 + 1, to make 7.
In this part of the lesson, the teacher is using a pan balance to demonstrate equivalent amounts. The teacher calls on a student to share his idea about how to make the scale balanced. The student offers to come up to the balance and show his thinking. He is putting 10 erasers in each side of the balance. While the student is setting up the balance, the teacher has students share their thinking with their partner at their table about how to make the pan balanced.
Here, students are working with grade-level problems while the male teacher walks around and takes notes on student understanding. The female teacher takes five students to the front table and works with the small group, who demonstrate a need for additional support. The teacher is using questioning and prompting to get students to share their thinking. This includes, "What number did you start with? How many are there altogether? How else can you make 11? Show me how you know that's right. What tool did you use? Show me what you did next."
At the close of this lesson, the teacher brings the students back to whole group and revisits the word "equivalent." He has partners tell each other what the word means. He then calls on two students to share what it means with the whole class. He has students give an example of an equivalent name for six.