The students in this lesson utilized a variety of tools to solve, illustrate, and write an equation for addition and subtraction word problems with 20. The word problems involved situations of adding to, taking from, putting together, and taking apart, with unknowns in various positions. Some of the problems called for addition of three whole numbers whose sum was less than or equal to 20. The students worked with partners to solve grade-level problems.
This lesson focuses on 2.OA.A.1 - solving one-step comparing word problems using mental strategies. Students choose a previously learned strategy, share their thinking with a partner, and then selected students explain and chart their thinking for the whole group. Core Action 1 is clearly evident in this lesson.
This lesson is taught after students have had several days working with the same piece of complex text. The piece of text is a personal essay written by Julia Alvarez, illustrating how the author struggled with her cultural identity during the mid-1900's in the United States. Students have spent time reading the text multiple times and discussing the big ideas of the text; in this lesson, students are making claims about the text, finding text evidence to support their claims, and explaining how the text evidence proves their claim.
This lesson is focused on 5.NF.B.3: interpreting fractions as division of the numerator by the denominator, in the context of a real world problem. Students work to solve how to share 3 cups of ice cream equally among 4 people. They use manipulatives and strategies of their choosing to solve the problem with small groups. Core Actions 1 and 2 are strongly illustrated by this lesson.
In this lesson, students work independently to compare and contrast different texts in order to make inferences about the central message of them. This teacher in this lesson best exemplifies core action 2, wherein she asks a sequence of questions that requires students to delve more deeply into the text to come to in-depth conclusions about the author's (artist's) message.
This lesson focuses on three standards: 3.OA.C.7, fluency with multiplication to 100; 3.OA.A.3, using multiplication to solve word problems within 100, and 3.OA.D.8, solving two-step problems using the four operations. During the warm-up part of the lesson, students practice strategies for multiplication families to build fluency. The second part of the lesson focuses on writing and solving a single step multiplication word problem. In the last part of the lesson, students work collaboratively to solve a two-step word problem involving multiplication and subtraction. Core Actions 2 and 3 are exhibited in this lesson.
This lesson focuses on K.OA.4. The students worked on finding the number that makes ten when added to the given number, given any number from 1 to 9. The students were then asked to write an equation to represent their thinking. Core Action 3 is strongly exhibited in this lesson.
This is Day 2 of a lesson focusing on the conceptual understanding aspect of 5.NF.2--using visual fraction models to add two fractions with unlike denominators. Building this conceptual understanding of using equivalence to add unlike denominators is an important precursor to using addition or subtraction to solve word problems with these types of fractions. This lesson highlights Core Action 1.
This lesson is a Number Talk that focuses on 2.NBT.B.5-6 - adding three 2-digit numbers using mental strategies. The teacher poses a word problem orally, and students are given time to find a sum. Students share their thinking strategies with a partner, and then three students chart and explain their thinking with the whole group.