1. Topic-
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| Problem Solving Techniques |
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2. Content-
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| CCSS.Math.Content.1.OA.A.1. Mathematics: addition subtraction, multiplication
and division; other number sense, including numeration and estimation;
and the application of these operations and concepts in the work place
and other situations. |
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3. Goals: Aims/Outcomes-
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| CCSS.Math.Content.1.OA.A.2 Solve word problems that call for addition
of three whole numbers whose sum is less than or equal to 20, e.g.,
by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem. CCSS.Math.Content.1.OA.C.5 Relate
counting to addition and subtraction (e.g., by counting on 2 to add
2). |
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4. Objectives-
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| Given word problems, students will identify the sequence of events,
using the words first, next, and then to find solutions to the problems. |
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5. Materials and Aids-
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| Students will use crayons, pictures, and connecting cubes. |
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6. Procedures/Methods-
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A. Introduction-
| Write the words "first", "next", and "then" on the board. Read them
aloud to the students. Explain that these words are used to tell the
sequence, the order of events. |
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B. Development-
Perform the song "If you're happy and you know it" - clap your hands
- stomp your feet - shout hooray. Ask students: What did I do first?
What did I do next? What did I do then? Have students repeat. Explain
that the sequence of events in a story tells the time order in which
the events happened. Tell students that they can often find the sequence
of events by looking for time-order words such as first, next, and
then.
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C. Practice-
| Each student will be given three pictures. The first picture will
have a girl picking up an orange from a fruit bowl, in the second
picture the girl peels the orange, and in the third one she eats the
orange. Have the students write on the pictures: first, next, and
then. Correct them if needed. Read aloud the story "A Family Hike"
(Pat and her dad saw many butterflies. First, they saw 6 red ones.
Next, they saw 5 blue ones. Then, a bright yellow butterfly landed
on Pat's arm!)Have students use red, blue, and yellow connecting cubes
to model each addend and form a train. Have students use the cube
train to tell what happened first, next, and then. Afterwards, have
them write the addition sentence. |
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Accommodations (Differentiated Instruction)-
| Use chart paper, crayons and connecting cubes. Display an addition
story that includes three addends. Circle the numbers in the story
to reflect the order of events. Use green for the first number, yellow
for the second number, and red for the last number. As you read the
story aloud, have the students use green, yellow, and red connecting
cubes to model the addition. Ask: How many first? How many next? How
many last? How many in all? |
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Checking for understanding-
| Give the students a problem to see how can they solve it. First,
4 frogs jump into the pond. Next 5 ducks waddle into the pond. Then,
3 turtles crawl into the pond. How many animals are in the pond? (12)
What words told you about the order of events.(First, next, then) |
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Closure-
| Why is important to know the words first, next, and then when we
are looking at a problem? Relate this to word problems and to a situation
in real life to make this more meaningful. |
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7. Evaluation-
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| Students will be tested, using problems that contain a sequence. |
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8. Teacher Reflection-
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| Were the students successful with the test on word problems? Did
they approach the problem with the words first, next, then? Has this
helped my students to solve words problems and real life situations?
Did I meet the needs of all my students in this lesson? What will
I change in the next lesson? What worked? |
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