Sequential Mathematics Lessons

Day 1:
Date: October 27, 2014
Length: 1 Day
Learning Target/Objectives: I will be able to add and subtract within 100 to solve one- and two-step
word problems.
Materials Needed:
Selection of manipulatives
Paper
Story Problems student task sheet

LAUNCH (30 minutes)

Friday we learned strategies for addition and subtraction problems
We know we can use an addend of 10 to make adding and subtracting easier.
We can add and subtract numbers using both base-ten and expanded form

The number 10 changes the tens place and not the ones, which helps us add and subtract using mental math
much easier.
(5 minutes)
a) Today we are going to be using our knowledge of solving addition and subtraction problems in different ways to
help us count money!
b) This is exciting because it is important to be able to count money so we can buy food, clothes, toys, and other
wants and needs.
In school we often need to count money for lunch, book fairs, and field trips. Out of school we often need
to count money when we save up for a special toy, go to a restaurant, allowance, or even buy snacks at a
football game
Write on board: a penny= 1 cent, a nickel = 5 cents, a dime= 10 cents, a quarter= 25 cents.
*Show the different values of money on smart board/draw on white board (5 minutes)
Today we are going to use our knowledge of adding and subtracting, in order to count money, so we can solve
story problems.
Scaffold:
Only teacher will say, I have 1 dime, 2 nickels, and 4 pennies in my pocket. How much money do I have
in my pocket?

Show on board how each coin has a value and how these values can be arranged in an addition problem.
Draw pictures of the coins and then use numbers to show: 10+5+5+1+1+1+1
Lets do this together: I earned 2 quarters for cleaning my room. How much money did I earn? (25
cents +25 cents = 50 cents) Draw pictures and use numbers.
Show each example using pictures, words, and numbers to show answers (15 minutes)
Now you try: You have 2 quarters and 4 dimes in your pocket. I gave you a dime for helping me
rake leaves. How much money do you have now?
Now you try You have some money in your piggy bank. For your birthday you get $12.75. Now
you have $21.75. How much did you start with?

EXPLORE (15-20 minutes)

Students will be working on the following high-level task:

Story Problems worksheet

What questions will I ask to elicit and extend students mathematical thinking?
What are the two ways you can display your answers? (pictures and numbers)
What tools can you use to help solve the problems? (coins manipulatves,
What strategies do I anticipate students using?
Use pictures, words, and numbers to display answers (This allows for differentiation)
Can use coins, base ten blocks, and written equations to solve story problems
*Midway through exploration teacher will say, Everyone turn to the person next to them and tell them
how which strategies they are using to solve the story problems. I expect everyone to share, and everyone
to listen
Formative Assessment: Ask the following during exploration:

What strategies are you using to solve the problem? Did you try and solve the problem in more than one
way? How did you determine which way (pictures, words, numbers) to represent the numbers?

DISCUSS (10 minutes)

Which strategies or ideas would I like to have shared during discussion?
I will ask students to share what strategies they used to solve the story problems (I used pictures,
coins, base ten blocks, and equations to help me come up with the answers)
What talk moves do I anticipate using to foster discussion?
I will have students share then ask another student to restate that students answer, and explain
whether or not they agree or disagree.
How will I bring closure to the lesson and help children reflect on their experiences?
Today we used different ways to solve addition and subtraction problems to help us solve story
problems

Day 2:
Date: October 28, 2014
Length: (1 day)
Learning Target/Objectives: I can use mental math strategies and manipulatives to solve two-digit
addition story problems.
Materials Needed:
Base Ten Blocks (Hundreds, Tens, and Ones)
Place Value Mat
Addition Strategy Problems sheet

LAUNCH (15 minutes)

a)

Teacher will say, Yesterday, we solved story problems using pictures and numbers. We drew pictures
and used equations to help solve the addition and subtraction problems. Today we will be using base ten
and expanded notation to help us find the answer to the story problems. These strategies will help us
when we need to trade 10 ones for a 10 or 100 for 10 tens.
b) Teacher will show how students can use different strategies to help solve the same story problem.
c) Teacher will say, Math is really unique, because different strategies can be used to find the same answer.
An example of using different strategies can be seen through the following problem. Have students use
a white board to either draw a pictures, number, or words to organize thinking.
Teacher will say, Watch me do this problem: I have 28 green M&Ms and 46 blue M&Ms. How
many M&Ms do I have in all? (Have students try this problem. Tell them, You may draw pictures
of base ten blocks, use expanded notation, or use numbers to solve

Discuss: Teacher will ask, Does this problem require trading in 10 ones for a ten? (Yes, when you
add 8+6 you get 13, this means that 10 ones are traded for a ten. 3 are then left over in the ones place,
and 2+4+ the traded 1 equals 7 in the tens place. In total there are 73 M&Ms.
o Questions: What value did you have in the ones place? What will you have to do with
some of your ones? Can you trade them in any way? How many tens do you have now?
Why did the original number change? How can you check your answer?

EXPLORE (20 minutes)

Students will be working on the following high-level task:
Addition Strategy Problems

Formative Assessment: Ask the following during exploration:

Teacher will circulate during exploration and ask the following: What are you trying to figure
out? How can you use base ten blocks to help solve this problem? How many ones in the ones
place do you need to begin with? How did you figure that out? What did you notice about the
ones place? What will you have to do with some of your ones? Can you regroup them in any
way? Can you explain the strategies you are using to help solve this problem? (These questions
will help students prepare to share their thoughts during the whole group discussion).
Teacher should expect students to be using base ten blocks, place value map, number charts, and
drawing pictures to help them solve the problems. (Diverse learners will be able to choose which
strategy works best for them. Different strategies and manipulatives help to insure all learners
success when solving problems. Teacher
can use coins and base ten blocks to help confused students understand regrouping and still
having the same amount.)

DISCUSS
Which strategies or ideas would I like to have shared during discussion?
Teacher will lead a discussion:
I would like to hear various students share the different strategies used to solve the problems. I
would like to hear how they regrouped and traded using base ten blocks, place value maps, and
numbers charts.
What talk moves do I anticipate using to foster discussion?
I will have students share their thoughts by asking them to revoice their ideas. Students need to
be able to restate their thoughts in another way to help the people (teacher and other students)
who are listening understand their reasoning in another way. I will restate what the student is
saying and ask them if they are sure that is what they are trying to say, or see if they want to add
more detail to their answer. Revoicing can help take an answer and help clarify it to the rest of the
class.
Does anyone have anything to add on?
How will I bring closure to the lesson and help children reflect on their experiences?

We just practiced using base ten and regrouping to solve story problems. Tomorrow we will
practice rounding and estimation.
Tomorrow we will practice rounding and estimation.

Day 3:
Date: November 9, 2014
Learning Target/Objectives: I can round numbers to the nearest 10 or 100, so I can estimate to decide
which items to purchase when given a specific amount of money to spend.
Materials Needed:
Happy to Eat Healthy sheet
Healthy Snack List

LAUNCH (15 minutes)

a)

Teacher will say, Previously we talked about adding and subtracting two digit numbers by using different
strategies. Today we will be using these strategies to solve real world problems.
b) Ask:
How can I use addition and subtraction to solve real world problems?
When would I use estimation strategies in the real world?
c)

Teacher will explain, Today we will be estimating to figure out addition and subtraction problems. We
will estimate to determine what we can buy when given a set amount of money.
Teacher will model a practice problem on the board: If my mom gives me 5& for lunch and there is a
menu that has sandwich for 2$, chips for 50 cents, fruit for 1&, salad for 2$, banana for 87 cents, and
veggie burger for 1.99$ what combinations of foods can I buy. (Answer: You could round numbers up
to the nearest 10 to estimate what combinations you could make. For example I could round the veggie
burger to 2$; knowing this I would know for sure that I could buy 1 sandwich, a veggie burger, and
fruit for under 5$). Rounding helped me add the numbers easier, and know that I would have enough
money, since I rounded up and not down. If I rounded down to 1$ this would throw off my adding and
make it seem like I needed less money to buy the veggie burger when I really needed close to 2$.
What is another combination of foods I could buy?
We need to round and estimate when buying books from the book fair and food at restaurants and
football games. Rounding can be used in so many situations. When have you used rounding?

EXPLORE (15 minutes)

Students will be working on the following high-level task:

What questions will I ask to elicit and extend students mathematical thinking? What strategies do I
anticipate students using? How will I plan for meaningful classroom discussion and group work? How
will I facilitate the sharing of student thinking? How will I help students listen actively to each other?
Formative Assessment Questions:
What is your plan for solving this problem?
Do you think its best to start out with less expensive or more expensive items? Why?
Do you think you can spend exactly the amount given?
How are you going to keep track of the different combinations you are trying out?
What strategies have you discovered while trying to solve this problem?
Which of your three solutions would you probably select in real life? Why?
Differentiation for Diverse Learners:
Extension: Student can choose the amount they start with as long as it is under 10$.
How could you spend your money if you want to have a healthy and balanced lunch?

DISCUSS
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?

I would have students come back together and turn and talk about how they rounded to add or subtract when choosing their food
combinations. How did you round? Did you round up or down? (I rounded up so I would be sure I would have enough money).
Talk moves: I will give students wait time to reflect on what they did to solve the problems. Have students apply their own
reasoning do you disagree or agree with the person who just shared?
Closure: Think about a time you might have a certain amount of money to spend. The next time you are in this situation try and round
the prices to help you add and figure out if you have enough money.

Day: 4
Date: November 10, 2014
Learning Target(s)/Objective(s): I can add and subtract within 1000 to solve word problems.
Materials Needed: Chart paper, SmartBoard, and Field Day Fun Student Task Sheet
Brief description/overview of lesson:
Students will listen to a description of Field Day. Students will talk about the math they might see
during Field Day. Teacher breaks down the Field Day Fun task sheet and gives examples of the
problems using different situations and numbers. Students then break up into pairs and answer the
word problems.
Questions: How do you determine the grade level winners? How do you decide who wins the
race? What do you consider when putting together a relay team or an obstacle course? How
would an egg toss use measurement?
Mathematical Task: Students will use their knowledge of place value to add and subtract to
answer the Field Day questions.
Questions: When would I use addition and subtraction in a real world situation like Field Day?
Diverse Learners: Students can use manipulatives and counters to help answer questions. They
can also draw pictures or use fake money. Students who need a challenge can create their own
scenarios.
Formative Assessment: During lesson I will ask: How did you determine the amount of students
who were not in the 3rd grade? Could you have done this problem another way? How did you
determine the amount of meters that the relay team still needed to run? How did you know the
amount of money you needed to borrow?
Email a Colleague:

Day 5:
Date: November 11, 2014
Learning Target(s)/Objective(s): Students will add and subtract within 1000 using strategies
based on place value and relationships between addition and subtraction to make up their own
story problems.
Materials Needed: White board, Smart Board (whole group), I Have a Story, You Have a
Story recording sheets for small group learning.
Brief description/overview of lesson:
Students will make up their own number stories. They will use subtraction to solve addition
problems. Teacher will model the process of solving and writing a similar story problem using the
same sheet as the students.
Here is my story: The video store is stocking up on a new game. They have 127 on the shelf.
They just received a new shipment today and now have 385 copies. How many copies of the

game came in todays shipment? Now write a similar story using the following story: I have 130
marbles. My brother knocked the jar of marbles over and I could only find 119. How many are
missing ___ + 119 =130 will help us find the answer. Now write a story for this number sentence
56 +____ =190. What number goes in the box? How do you know?
Questions: How can I use what I understand about addition and subtraction in word problems?
What is a number sentence and how can I use it to solve word problems?
Mathematical Task: Students will use a story frame to organize and write their number story.
They will solve problems where they must start with an unknown quanitity. They subtract an
addend from the sum to get the remaining addend. They will practice the commutative property:
___+ 8 is the same as 8+___.
Diverse Learners: Students can use base ten blocks to role-play the scenario described in the
word problem. Students can design their own unique word problem so they can better relate the
scenarios.
Formative Assessment: Ask before, during, and after: How did you use my story to write your
story? What information will you give in your story? What information needs to be found?