PROBLEM SOLVING MATH LESSON BASED ON COMMUNITY EXPLORATIONS

Lesson Title: Addition compositions

Grade Level: 2nd grade

Important Mathematical Idea:

The important mathematical idea of this lesson is to have students use multiple
strategies to solve a math problem that is applicable to them. The idea is that
the students will grasp the concept of adding and subtracting within 1000 by
using and connecting strategies.

Instructional Objectives:
SWBAT use math drawings to represent additions with up to two compositions
and relate drawings to a written method.

Arizona College and Career Readiness (Common Core) Math Standards Addressed:

Common Core Math CONTENT Standards 
Addressed:
2.NBT.7; Demonstrate understanding of addition and subtraction within 1000,
connecting objects or drawings to strategies based on place value (including
multiples of 10), properties of operations, and/or the relationship between
addition and subtraction. Relate the strategy to a written form.

Common Core Math PRACTICE Standards 
Addressed:

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MP.6 Attend to precision. Mathematically proficient students clearly
communicate to others using appropriate mathematical terminology, and craft
explanations that convey their reasoning. When making mathematical
arguments about a solution, strategy, or conjecture, they describe
mathematical relationships and connect their words clearly to their
representations. Mathematically proficient students understand meanings of
symbols used in mathematics, calculate accurately and efficiently, label
quantities appropriately, and record their work clearly and concisely.

How the lesson connects to / builds upon what you learned in your Community Visits
and in your conversations with APPS students about the community:

This is a second level lesson plan but in a way you could connect it to
this lesson. You could say that the girls on the run, run 76 laps in 8 weeks and
they ran 29 the next 3 weeks. How many laps did they run in total? This way
they are given a connection the problem and it meets the standards. You could
have the students show the work on how they solved the problem and have
them draw models that represent the problem.

How the lesson connects to / draws upon mathematical activity that occurs in the
community (this could be the activity of children, families, adults, works, other
community members, etc.):

This problem can help them see that adding or subtracting multi-digit
numbers is not scary and that math is connected to their lives, community and
the people around them. Since so many of the students feel as if math is not
around them or that math is very important and math surrounds their lives. As
well they will see that there is more than one way to solve a problem.

The TASK and WHY: 

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  Katie and Joe are counting their stickers. Katie has 52 and Joe has 48.
Katie says they have 100 altogether, but Joe says they have 110. Use 3
different ways to solve and show which is correct or incorrect.

 This problem has them using other strategies that they may not be used
to and they can see that they are understanding the problem and what is
being asked of them. This problem is also more relevant to them in a
way that makes sense to the student.

Anticipated Student Strategies:

 Solve vertically
 Chip Model
 Mental Strategies
 Place Value Chart
 Tally marks
 Decomposing ones and tens
 Composing tens from ones and hundreds from tens

3 PART LESSON PLAN

1) BEFORE: Introduction

THINK/PAIR/SHARE:
Ask the students to take 30 seconds to think about what strategies we have
gone over in class like the chip model, place value chart, and traditional
algorithm or anyway they know that helps them solve tasks in math. Once the
30 seconds are up, have them talk with their tablemates for 1 minute. After
time has been given for them to think by themselves and with their tablemates
we will then have a class discussion about what we are going to be doing in
this particular lesson going off of what we just talked about.
Introduce the task and read the students the problem. Have the students think
about the problem and then if they have any questions about the task at hand.
Questions that I would be asking:
“what kind of problem is this?”
“Come up with 2 to 3 different strategies that you know to show you know how
to solve this kind of problem.”

2) DURING: Exploring the Task

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After reading the task ask the students to use 3 different strategies to show
who is correct, Katie or Joe. Ask students for any clarity. During this time, I will
be walking around asking the students how they got that answer or what they
are thinking about this problem. As well asking them what they did at certain
parts of problem, like how they got that number, why did you carry? During
this time while I am walking around I will help students that are struggling and
help them by asking questions that help me see where their thinking is and
how far they are in this kind of task. For ELL’s I will help them by allowing
them to work with other students in their table to see examples to know how
to solve these particular tasks. While the students are working out the problem
doing the 3 different strategies. I will ask 3-5 students if they would like to go
up to the board and explain one of their strategies to the class. This I would do
by going around and picking students that have different ways to solve the
task. While the student is up I will have them telling us step by step how they
solved the problem using that particular strategy. Once that student is done I
will have the class ask the student any questions about how they solved the
problem. After we have the students go up to the projector I will pose the
question of why do you think Joe got the answer he got and why did Katie get
the answer? As well extending their knowledge by asking why is____ right and
not ____? Have them think about this question no sharing yet, let them think
and use their critical thinking skills via their math work?

3) AFTER: Summarizing

After I introduced the question about who is correct Joe or Katie and why. I
would ask questions like “what strategies do you think that Katie and Joe
used?” “What part do you think where ___ went wrong to give them the wrong
answer?” “What is confusing when doing this kind of math?”. This part I would
do Think/Pair/Share style. I would pose the question and have them think to
themselves for about 30 seconds or so. After they have their ideas in their
head have them share with their tablemates and everyone must have talked
and shared their ideas on why or how for the purposed question, this would
have gone on for about a minute or so. Once they are done talking with
tablemates we will come together as a class to talk about the problem. This
way I can see where I need to improve or clarify anything about the lesson. I
would have each table share out loud their ideas and how they can defend
their reasoning using mathematical thinking.

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