Date: 10/26 (3.

3)
Learning Target/Objectives: What will students learn today that they did not know yesterday?

Students will solve equations with unknown partners.

Materials Needed: Workbooks, whiteboards
Description/overview of lesson: Write this in your own words.*For lessons 4 and beyond, this is a brief
description.

We will be solving equations with unknown partners. The whole unit focuses
on familiarizing the students with the unknowns in different positions of the
equation step by step. It focuses on tying in the strategies that the students
have practiced in units one and two.
TASK
Include a description of the main high-level mathematical task of the lesson. Note: It may be difficult for you to
engage students in a high-level mathematical task every day of the unit, but every attempt should be made to have
high-level task(s) the first three days and whenever possible thereafter.

As a whole group we will discuss how an unknown number equation relates to

a math mountain by writing an equation side-by-side with a math mountain.
BEFORE (list estimated time, in minutes, for each part of your launch) 5MIN
What will you do and say in order to (a) help students understand the purpose of the lesson and (b) get them
interested in the lesson? How are you going to raise their curiosity? What expectations are you going to
communicate to them? How are you going to activate their in-school and out-of-school experiences related to this
topic? How will you see if the students understand what the problem/task is asking?

After math routines, tell the students the target for todays math lesson
I will solve equations with unknown partners.
ask the students to quickly and quietly get out their whiteboards
Award the group who completes this direction first a tally mark
Review the procedures and expectations for using the whiteboards and
markers.
Write 4+_=9 and the math mountain on the board.
Ask volunteers to remind each other what kind of equation and math
mountain this is.
Have the class as a whole read the equation out
4 (plus/and) how many equals 9
DURING (list estimated time, in minutes, for each key event during exploration) 30 MIN
This is the phase of the lesson where students will explore the problem. This is a chance for you to find out
what they know and how they think. This is not the time to evaluate or tell students how to solve the

problem. Describe for each lesson the 2 or 3 key questions you will ask to elicit and extend students
mathematical thinking. For your first three lessons, also include (1) a more detailed explanation of the
lesson how students will be grouped at this stage and (2) what youll be looking for specifically: the
strategies you anticipate students using on the task. Also describe (3) your plan for how you will facilitate
the sharing of student thinking at each phase of the lesson.

Invite the students to provide a verbal number story for the equation and
math mountain 4+_=9.
Draw sticks to choose a person
Talk about how theyre story problem relates to unknown numbers
If it does not, challenge students to think of how it could be changed to
represent unknowns
Ask the class to solve the equation on their white boards using whatever
strategy they prefer.
Counting on
Circle pictures
Math facts
Math mountains
Have students show their work on their whiteboards
Have some of the students raise their hands and share
What strategy did they use?
How did you know the answer?
AFTER 5MIN
Which strategies or ideas would I like to have shared during discussion? What talk moves do I anticipate
using to foster discussion? How will I bring closure to the lesson and help children reflect on their
experiences?

If counting on with fingers was not reviewed, do it now

Start with the unknown partner
Put that number in your head
Count on and put a finger up until you reach the total
4..5,6,7,8,9 you should visibly have 5 fingers up
Ask if 9 is the unknown partner, no
Say we already know that 9 is the total, what is the unknown partner?
5 because we have 5 fingers raised
Write the worksheet pages on the board (69,70)
Have students complete the exercises on their own and remind them that
they already know the total and that they are able to use circle drawings or
their fingers to count on to the total to find the unknown number. If students
who are done with work are responsible, they can help those that are still
working. Generally during math, they need to focus on working individually

in order to keep noise levels down. There are further lesson activities that
with allow for more interaction later on in the unit.
Across your unit plan, using tracked changes,
1. Section 4 - Note how you are meeting the needs of diverse learners. Share 3 or 4 different ways
and connect to course readings when justifying your decision(s).

Revisit activities from lessons with children who have not yet mastered
the objectives. Use checklist chart to determine who needs added
support.
During whole class instruction, provide microphone for students who
have trouble speaking with volume who are communicating their math
thoughts.
Provide math count on cards for students who learn better with
physical manipulatives
Use common error prescription chart to help with mastery
Remind students to look for an addition or subtraction symbol first
before working through an equation
Practice determining the objects used in story problems
Reward students who are following class rules (trying their best,
working quietly, practicing patience)

2. Section 3 - Identify the 2-3 formative assessment strategies you are using repeatedly throughout
the unit. Include details. For example, if you plan to use an exit slip, include the actual exit slip
you plan to use as opposed to saying you will use an exit slip.

a. Have students use white boards to model an unknown number equation

(ex: 7+_=9) Have them draw a math mountain to match the equation and
find the unknown partner for both the math mountain and the equation.
(4+_=9)
b. Use the workbook pages to log check for understanding to see how
students are progressing. (pages 69,70)
3. Choose 3 tasks in your unit and justify, using tracked changes, why they are high-level. (All tasks
should be high-level, but you only need to justify three tasks.) Connect to course readings.

This task is high level because it allows students to express how they would
like to solve the problem using the strategy that they would like. It also asks
the students to explain their thinking into the strategy that they used and
has a plan for how to guide misconceptions into self-corrections by the
students. It challenges the students to come up with a story problem related
to unknown numbers and furthers their understanding of the unknowns place
in an equation. While the later part of the lesson has a guided question and
response to funneling to a strategy, the middle part of the lesson focuses on
having the children build their own perception of the task. * (Questioning our
Patterns of Questioning)