3/26/2019 Learning Lab 2/27 - Google Docs

Learning Lab Host: Heather Field  
Wednesday, February 27, 2019 
Math Expressions Unit 5, Lesson 11  
 
Helpful Hints 

During  the  lesson,  a  few  We  use  a  number  of  sentence  starters  and  questions  to  help  aid  our 
student  partnerships  would  Math  Talk.  This  group  benefited  from  them  being  posted  in  our 
love an adult to join them!   classroom. You can find them near the front whiteboard.  
 
If  you  are  interested,  please 
sit  in  the  middle  of  two  first 
graders.  

During  Math  Around  the  We  also  have  math  strategy  posters  for  reference.  Some  are  located 
Room,  you  can  join any of the  in  the  front  of  the  classroom  under  the  whiteboard, while others are 
partnerships.  Feel  free  to  located on the pink cabinets.  
prompt  them  with  questions 
and assist them in anyway!   

 
 
 
 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 1/12
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Lesson Overview 
 
Objectives 

Common Core Standards I can statements

Use pictures and write equations to solve real world  I can solve real-world problems by 
problems.   using an equation and/or picture.  

Solve world problems that call for addition of three whole  I can solve equations with three 
numbers whose sum is less than or equal to 20.   partners.  

Use words and models to support or disprove a  I can explain my thinking using words 
statement.   or pictures.  

 
Instruction  
 Unit 5, Lesson 11: Focus on Mathematical Practices with Real­World Problem 
Solving Situations (pages 477­481) 

Warm Up: Add 1 or 10 to various numbers using Number Grid.  

Activity 1: Model and Discuss Problems with 
Three Addends 
● Share what you know about gardens, 
gardening, and the types of plants that might 
grow in gardens.  
● Invite children to explain the problem in 
Exercise 1.  
● Use the unifix cubes to solve the problem 
with their partner.  
○ What are the objects we are counting?  
○ What’s the problem asking? 
○ What strategy can we use to solve the 
problem? 
○ How can we group the partners to 
make adding easier? 
○ How did you find your answer? 
○ Share your thinking.  
● Students continue solving problems 2 and 3 
with their partner using unifix cubes. 
 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 2/12
3/26/2019 Learning Lab 2/27 - Google Docs

 
● Solve Problems with an Unknown Addend  
● Invite students to explain the problem in 
Exercise 4.  
● Students solve Exercise 4 in any way they can 
with their partner. Invite students up to solve 
in front of the class using different models and 
strategies.  
○ How do you know how many carrots 
the bunnies eat in all? 
○ Share your thinking.  
○ How did you find the answer? 
○ What strategy did you use? 
○ How can we use addition/subtraction to 
find the answer too? 
● Students continue solving problem 5 with their 
partner.  
 
*Students will review these concepts during Math 
Around the Room. 
 

Activity 2: Use Reasoning 
● Students solve addition equations without 
numbers.  
● Students must first figure out what number the 
shapes represent.  
● Begin with basic addition equation with 
missing addends, but given the total.  
○ 12 = +   
○ 10 = +  
○ + ◻ = 6  
○ ◻ + + = 12 
 
*Students will review this concept during Math 
Around the Room. 
 
 
 
 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 3/12
3/26/2019 Learning Lab 2/27 - Google Docs

Activity 3: Establish a Position 
● This activity will be incorporated into the Math Around the Room stations. This skill has 
already been previously taught in other lessons and during RtI.  
 
Assignment: Math Around the Room 

● Procedures:  
○ Students will solve the math problems taped around the room with their partners.  
○ Students will use math talk with their partner to solve the problems.  
○ Students will record their answers and then they will flip the question over to check 
their answer.  
● The concepts from the lesson will be revisited:  
○ I can solve real-world (addition and subtraction) problems by using an equation 
and/or picture.  
○ I can solve equations with three partners.  
○ I can explain my thinking using words or pictures.  
● Teaching Table: 
○ There will be two problems at the Teacher Table.  
○ These problems were chosen due to their complexity and difficulty level.  
○ Concepts include: using reasoning to find unknown partners (H) and finding three 
possible equations that equal 14 (K).  
 
Assessment 

Students will solve the following story problem on their paper:  

 

Som f o s ar s i m in t e po .  
The 9 mo f o s ju in t e po .  
Now t e ar 15 f o s s i m in t e po .  
How ma f o s we in t e po be ?  
 
Students  will  be  given  time  to  solve  the  problem  independently,  and  then  students  will  share  their 
answers  with  their  math  partner.  Once  they  have  shared,  the  papers  will  be  clipped  to  the  Exit 
Ticket poster for later reflection by the teacher.  
 
Student  success  will  include:  an  equation,  the  answer,  the  label  and  an  explanation  of  their 
thinking.  
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 4/12
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A. 
 
Dam ju bo t so ne si r e.  
He bo t 6 s o s, 1 k i , an 4 fo s.  
How ma pi of si r e di he bu ? 
 
Wri an eq i to s o yo t i k .  
Don’ fo t yo la ! 
 
 
B. 
 
Mac z e ha a Mr . Pot He d at he ho .  
Mr . Pot He d ne 12 pi .  
Mac z e on ha 8 pi .  
How ma pi ar mi n f o Mr . Pot He d? 
 
Wri an eq i to s o yo t i k .  
Don’ fo t yo la ! 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 5/12
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C. 
 
Yo ha 20 di ur .  
Yo wa to so t e in t o ba .  
How ma di ur co be in e c ba ? 
Sho t e po b an r .  
 

+ = 20 
+ = 20 
+ = 20  

D. 
 
Jer a ha 5 b o n bu , 4 re bu ,  
an 5 w i bu .  
How ma bu do he ha ? 
 
Wri an eq i to s o yo t i k .  
Don’ fo t yo la ! 
 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 6/12
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E.  
 
Bel ha a lo of Val ne’ Day ca y! 
She ha 13 pi of ca y.  
The s e at 7 pi of ca y.  
How ma pi of ca y do s e ha no ?  
 
Wri an eq i to s o yo t i k .  
Don’ fo t yo la ! 
 
F. 
 
Yob is ma g de r fo a f i d.  
Fir , he ma 3 po c .  
The he ma 8 ic c e co .  
How ma ki s of de r do he ma ?  
 
Wri an eq i to s o yo t i k .  
Don’ fo t yo la ! 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 7/12
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G. 
 
Tru or Fal ? 
 
80 + 20 = 90 
 
70 - 20 = 50  
 
Sha yo t i k wi yo pa n .  
Dra te to p o yo t i k .  
I. 
 
Isa l ha so ve b e fo a s a k.  
She e t 9 ve b e .  
Now s e ha 6 ve b e le .  
How ma ve b e di Isa l s a t wi ?   
 
Wri an eq i to s o yo t i k .  
Don’ fo t yo la ! 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 8/12
3/26/2019 Learning Lab 2/27 - Google Docs

J. 
 
Aki an Jer a we in t e ju l .  
The sa 6 wi an s on t e hi .  
The t e sa 5 mo wi an s b t e po .  
How ma wi an s di t e se al t e ? 
 
Wri an eq i to s o yo t i k .  
Don’ fo t yo la ! 
 
L.  
 
Tru or Fal ? 
 
10 + 60 = 70 
 
80 - 20 = 50  
 
Sha yo t i k wi yo pa n .  
Dra te to p o yo t i k .  

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 9/12
3/26/2019 Learning Lab 2/27 - Google Docs

K. (at t e ta wi Mis Fi l )  

 
Yo ha 14 pe s.  
Yo wa to s a t e wi a f i d.  
How ma pe s co be in e c cu ? 
Sho t e po b an r .  
 
+ = 14 
+ = 14 
+ = 14 
H. (at t e ta wi Mis Fi l ) 
 
+ = 10  

+ = 7 

+ = 10 

+ + = ?   

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 10/12
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  Name     _
  _______ 
Mat Aro t e Ro m 
m 
A.  
A. B.  
B.
 
 
 
 
 
 
 
 
 
 

C.  
C. D.  
D.
 
 
 
 
 
 
 
 
 
 

E.  
E. F.  
F.
 
 
 
 
 
 
 
 
 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 11/12
3/26/2019 Learning Lab 2/27 - Google Docs

G.  
G. H.  
H.
 
 
 
 
 
 
 
 
 
 
 
 

I.   
I. J.   
J.
 
 
 
 
 
 
 
 
 
 
 
 

K.   
K. L.  
L.
 
 
 
 
 
 
 
 
 
 
 
 
 

https://docs.google.com/document/d/1UZfkWKGYX0x5VCjFLZIoIduRdZ7tQWiJX8phlAc0YxE/edit 12/12