Lesson Planning with Primary Math

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Presented by: Leslie Areceneaux / Linda West July 2015

info@SingaporeMathTraining.com Scottsdale, Arizona
 COMMON CORE STATE STANDARDS FOR MATHEMATICS
Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should
seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding
importance in mathematics education. The first of these are the NCTM process standards of problem solving,
reasoning and proof, communication, representation, and connections. The second are the strands of mathematical
proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning , strategic
competence, conceptual understanding (comprehension of mathematical concepts, operations and relations),
procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately) and productive
disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in
diligence and one’s own efficacy).

1 Make sense of problems and persevere in solving them.

Mathematically proficient students:
 explain to themselves the meaning of a problem and looking for entry points to its solution.
 analyze givens, constraints, relationships, and goals.
 make conjectures about the form and meaning of the solution attempt.
 consider analogous problems, and try special cases and simpler forms of the original problem.
 monitor and evaluate their progress and change course if necessary.
 transform algebraic expressions or change the viewing window on their graphing calculator to get information.
 explain correspondences between equations, verbal descriptions, tables, and graphs.
 draw diagrams of important features and relationships, graph data, and search for regularity or trends.
 use concrete objects or pictures to help conceptualize and solve a problem.
 check their answers to problems using a different method.
 ask themselves, “Does this make sense?”
 understand the approaches of others to solving complex problems.
2. Reason abstractly and quantitatively.
Mathematically proficient students:
 make sense of quantities and their relationships in problem situations.

decontextualize (abstract a given situation and represent it symbolically and manipulate the representing
symbols as if they have a life of their own, without necessarily attending to their referents and

contextualize (pause as needed during the manipulation process in order to probe into the referents for the
symbols involved).
 use quantitative reasoning that entails creating a coherent representation of quantities, not just how to compute
them
 know and flexibly use different properties of operations and objects.
3 Construct viable arguments and critique the reasoning of others.
Mathematically proficient students:
 understand and use stated assumptions, definitions, and previously established results in constructing
arguments.
 make conjectures and build a logical progression of statements to explore the truth of their conjectures.
 analyze situations by breaking them into cases
 recognize and use counterexamples.
 justify their conclusions, communicate them to others, and respond to the arguments of others.
 reason inductively about data, making plausible arguments that take into account the context
 compare the effectiveness of plausible arguments
 distinguish correct logic or reasoning from that which is flawed

elementary students construct arguments using objects, drawings, diagrams, and actions..

later students learn to determine domains to which an argument applies.
 listen or read the arguments of others, decide whether they make sense, and ask useful questions
4 Model with mathematics.
Mathematically proficient students:
 apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.

In early grades, this might be as simple as writing an addition equation to describe a situation. In middle
grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the
community.

By high school, a student might use geometry to solve a design problem or use a function to describe how
one quantity of interest depends on another.
 simplify a complicated situation, realizing that these may need revision later.
 identify important quantities in a practical situation
 map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas.
 analyze those relationships mathematically to draw conclusions.
 interpret their mathematical results in the context of the situation.
 reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
5 Use appropriate tools strategically.
Mathematically proficient students
 consider available tools when solving a mathematical problem.
 are familiar with tools appropriate for their grade or course to make sound decisions about when each of these
tools
 detect possible errors by using estimations and other mathematical knowledge.
 know that technology can enable them to visualize the results of varying assumptions, and explore
consequences.
 identify relevant mathematical resources and use them to pose or solve problems.
 use technological tools to explore and deepen their understanding of concepts.
6 Attend to precision.
Mathematically proficient students:
 try to communicate precisely to others.
 use clear definitions in discussion with others and in their own reasoning.
 state the meaning of the symbols they choose, including using the equal sign consistently and appropriately.
 specify units of measure and label axes to clarify the correspondence with quantities in a problem.
 calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the
context.

In the elementary grades, students give carefully formulated explanations to each other.

In high school, students have learned to examine claims and make explicit use of definitions.
7 Look for and make use of structure.
Mathematically proficient students:
 look closely to discern a pattern or structure.

Young students might notice that three and seven more is the same amount as seven and three more.

Later, students will see 7 x 8 equals the well-remembered 7 x 5 + 7 x 3, in preparation for the distributive
property.
2

In the expression x + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7.
 step back for an overview and can shift perspective.
 see complicated things, such as some algebraic expressions, as single objects or composed of several objects.
8 Look for and express regularity in repeated reasoning.
Mathematically proficient students:
 notice if calculations are repeated
 look both for general methods and for shortcuts.
 maintain oversight of the process, while attending to the details.
 continually evaluate the reasonableness of intermediate results.
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 Grade 1 – Math Lesson

Lesson: SM 1A: Unit 6, Lesson 6.1a (Text pp 62-63, WB p 91-94) Date:

Objective and Connections to Prior Knowledge:

Count on from 10 to 20
Read and write 11 to 20 in numbers and words.

CC Standards: Key Terms/Phrases:

1.NBT.1 Count on
1.NBT.2a Make 10
1.NBT.2b Number words eleven through twenty
SMP.5, 6 & 8
Fluency
Magic Thumb: 1-25
Counting: Say-Ten way (Flash 10 and say ones)
(If time: Race to 20 orally)

Lesson Outline:
Foundational Task:
Work with your partner to count at least two collections.

Journal: Draw a picture of the object in your collection and tell how many you counted in your journal. If you finish early, find a
picture of your number on pp 62-63 in your textbook and write the number word.

Guided Practice:
Debrief Foundational Task: How many? How did you count? Is there another way to count?
Use collection of feathers with 12: Discuss two ways of counting:
x Count all – Record in standard, Say-Ten Way, and word form
x Count on: Fill frames, How many frames (groups of 10) did we fill up? How many leftovers? Put a string around the
filled frame (or strip of paper with “10” over frame), say “Ten….” then keep counting on other frame 11, 12. Add to
recording: 10 and 2 make 12. (refer back to Say ten and number word ; Draw a number bond.)
x Repeat with 15 and 18 if necessary
Give pairs collections again and ten frames (2 frames per pair). Circulate as students count, encourage counting on.
x Fill the frame, then count on.
x Draw a picture on the ten frame, write number sentences and number word (referencing chart)

Independent Practice:
7 minutes: WB pp. 91-94 (Time frame orientation: Do personal best for 7 minutes)

Explanation/Closing (children bring work to circle)

WB p. 90: How was counting these fish like the way we counted our collections? How is it different?
If we drew a picture of the number sentence in (d) on p.94, How many frames would we fill up? How many would we need to
put in our other frame? Let’s show this number sentence with our cubes. Build a stick with 10 cubes. How many not in a
stick?
Which number words have something that is alike in their letters? Which ones are different?
What about when we use write them using the Say-Ten way?
What way did we learn to count larger numbers today?

Home Enjoyment:
Choose a collection to take home with you. Draw how many you have in your collection on ten
frames (remember to fill up the first one!) and write the number sentence. Then write the number word for your collection.

Challenge! Draw a number bond for your collection with 10 as one part!
Assessment: (Formal & Informal) Resources: (Materials, Technology, Texts)
Informal – observation during guided prac Collections of objects 11-20
feathers (11, 12), cotton balls (14, 15), noodles (13,16,
Formal – guided prac recording sheet 17), blocks (18-20)
WB pp. 91-94 Ten frames
Interlocking cubes
Strips of paper with “10” written/Loops of string
Number word chart

Accomodations/Extensions:
Assign collections to pairs based on capability
Provide manips throughout
x encourage students having difficulty to
place counting cubes on pics in WB
Re-teaching
Continue to expose those for whom counting on is still developmentally
impossible.
Count collections in center time, recording results
Include collections 11-20 during calendar time

Reflection:

Most Common Error:

There may be children for whom “how many?” signals a “count all” request. They may not be able developmentally ready to
count “10” as one unit and count on – these children may, however, have no difficulty naming “how many tens?” and “how
many ones?” in subsequent lessons.
 Grade 3 – Math Lesson

Lesson: Support for SM 3A: Unit 4, Lesson 4.2 Date:

Objective and Connections to Prior Knowledge:

Understand multiplication by using area models.
Decompose 7 facts into 5 facts & 2 facts.
Practice multiplication facts of 7.
CC Standards: Key Terms:
3.NBT.3 3.OA.5 Area Model
3.OA.1 3.OA.7 Decompose
3.OA.3 3.OA.9 Number Bond
3.OA.4 SMP.1, 4, 8
Fluency
I wish I had 7, but I only have… 5, 7, 4, 2, 6, 1, 3
Skip Count by 7 starting at zero through 70, support with 10x10 dot grid and two pieces of card stock
1 seven makes _____
2 sevens make _____ etc.

Lesson Outline:
Foundational Task:
Use the toothpicks to make 4 similar shapes. Use 7 sticks in each one.

Journal: Draw the shapes that you make. Tell how many sticks you used in all. Explain how you counted using numbers, words and
pictures. Then draw an array to show how many sticks you used.

Using 7 sticks in each shape, how many shapes could you make with 42 toothpicks?
Guided Practice:
Debrief Foundational Task: How many? How did you count? Compare your array with a friend. How are they alike/different?
How many shapes could you make with 42 toothpicks? Explain your thinking.

Write number bond for 7 using 5 & 2 on board.

Have students make a single row of 7 tiles using two different colors (5 cubes first color, 2 cubes second color). How many in
all? (7)
Copy the row. How many in all? (14) Write a repeated addition and multiplication sentence for array.
How many 1st color? (10) write a multiplication sentence for this part. (2 x 5 - Two groups of 5)
How many 2nd color? (4) write a multiplication sentence for this part. (2 x 2 – two groups of 2)
Put a 3rd and 4th row. Repeat addition and multiplication sentences. How many in all? How many in each part?
What patterns do you notice?

Record: 2 groups of 7 = (2 groups of 5) + (2 groups of 2) (Color on graph paper on doc cam)

3 groups of 7 = (3 groups of 5) + (3 groups 2) (Color on graph paper doc cam)

Use student drawn arrays for 4 x 7 / 7 x 4. Have students cut into two parts (or make a dark line). 4 x 7 =(4 x 5) + (4 x 2)

How many tiles would we need to show 6 x 7? Work with your partner to make one and/or draw one on graph paper. Write
multiplication sentences for the two parts and a multiplication sentence for the whole array.

Independent Practice:
7 minutes: TB p. 120: Use the number bond 5 + 2 = 7 to draw 2 color arrays for 7 x 7 through 10 x 7 on graph paper. Give the
number sentences for each part and the total tiles in your arrays.
Explanation/Closing (children bring work to circle)
Think back to all the ways we made 7 in our fluency. (Show a 3 x 7 array.) Is the 5,2 bond the only way to “chop” this array?
What other ways might we have done it? (decompose as students suggest) Which decompositions do you think are the
easiest? Why?
How does knowing that 7 is 5 and 2 help us to multiply by 7? What if wanted to multiply 21 by 7? Would this strategy be
useful? Why or why not?

Home Enjoyment:
WB p122 (all). On your graph paper, choose 3 of the multiplication sentences and draw a two color array using any number
bond for 7 that helps you find the product.
Assessment: (Formal & Informal) Resources: (Materials, Technology, Texts)
Informal – observation during guided prac 10 x 10 dot grids
Card stock strips
Formal – TB p 120. Toothpicks/coffee stirrers
1 in. tiles
graph paper
colored pencils/markers

Accomodations/Extensions:
Assign collections to pairs based on capability
Provide manips throughout
x encourage students having difficulty to
place counting cubes on pics in WB
Re-teaching
Continue to expose those for whom counting on is still developmentally
impossible.
Count collections in center time, recording results
Include collections 11-20 during calendar time

Reflection:

Most Common Error:

There may be children for whom “how many?” signals a “count all” request. They may not be able developmentally ready to
count “10” as one unit and count on – these children may, however, have no difficulty naming “how many tens?” and “how
many ones?” in subsequent lessons.
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