Olivia Akerly

Horizon Elementary
nd
Dalton 2 Grade
Formal Observation 2: Use Drawings to Represent Problems

Session: formal #2 Session Title: Use Drawings to represent problems

Anchor Chart(s): N/A References/Mentor Texts/Materials: Go Math

textbook, smartboard, whiteboard materials (extra
for children that cannot find their materials), cubes
CCSS: 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent
the problem.

Connection (with Writer/Reader/Learners, we’ve been…

Compliment)
Exploring addition and subtraction basic facts with fact families and adding
new solving strategies to our toolbelt. This helps us begin to master our
addition and subtraction facts.

Teaching Point Play doubles fluency song as the transition to math on the carpet…

Last week we explored using number lines to count back as a strategy when
subtracting. Today, we are going to use drawings to help us solve different
addition and subtraction problems.

SWBAT (I Can): Use bar models to represent a variety of addition and subtraction
situations.
Teach by Demonstration Watch me… Let me show you how I…
Start off with a math talk…Ask students: How can we use drawings to solve and
represent problems?
 Give ample think time
 Then turn and talk to elbow partner about their thinking
 Gather 3 ideas from students as a whole group
Have students go and get their white boards, markers, and glove and come
back to the carpet
Now switch over to the Math on the Spot video to go over essential question
(How are bar models used to show addition and subtraction problems?) and a
warmup into using bar models to solve and represent problems.
During the interactive video
 Pause when the video pauses and give student think time and time to
solve on their whiteboards before they turn and talk.
 Problems require students to think and use bar models to
solve problems for the whole (sum or difference) or for the
part of a problem when given one part and the whole.
 Encourage students to think about how they solve problems and then
verbalize how they do it when they turn and talk
 Olivia Akerly
Horizon Elementary
nd
Dalton 2 Grade
 After viewing the intro video into using bar models, ask students to
think more about how they can use the bar model strategy to each
other when they are solving addition and subtraction problems (Turn-
talk)
Axgirl0515Active Now it’s your turn to try…
Engagement (while still  Actively solving and drawing on their white boards during interactive
with you) video
 Turn Talks
 Interactive video
Now have students put their white boards away and come back to the carpet
with their bag of cubes from their book box and sit with a partner on the floor
or high top –NOT the couch for this activity. Have students spread out in the
front of the room with their partner.
 Give three problems for them to solve using the cubes with their partner

1. Complete the bar model. Then solve. Abby has 16 grapes. Jason has 9
grapes. How many more grapes does Abby have than Jason? 7 more
grapes
16 16
9
Missing part

2. Grandma has 14 red roses and 7 pink roses. How many more red
roses than pink roses does she have? 14-7=7 more red roses
3. Adam had 12 trucks. He gave 4 trucks to Ed. How many trucks does
Adam have now? 12 − 4 = 8; 8 Trucks

Link Math on the spot video (can’t link because it is part of the curriculum and it
will not let you in without the user and password)

Doubles video link: https://www.youtube.com/watch?v=8jOzhiACB68

Independent Students will work in pairs to solve three problems I say aloud with their
Work/Conferring/Small cubes. (Active engagement portion from box above)
Groups Do a check for understanding with thumbs up, to the side, and down

Up: confident / could teach it to someone / ready to work independently

 If students have a thumb up they go back to their seats to complete
pages 207, 208 and then check their work with a partner before recess
go back to their seats
Middle: feel okay about this lesson / could use more practice
 If students have a thumb to the side then they can choose to try it on
their own or they can stay at the carpet for more practice
 Olivia Akerly
Horizon Elementary
nd
Dalton 2 Grade
Down: needs to stay at the carpet for more practice
 If students have their thumbs down, they come back over to the carpet
and we work together to resolve and strategize a few more problems
before they feel confident to try it on their own
Teaching Share: Students do sharing in turn and talks, partner work with cubes, and in their
Students share with a partner checks with their seat work
classmate; teacher shares
example of Teaching
Point or preview of next
steps
Informal Assessment: Checks for understanding throughout the lesson using whiteboards and cubes,
and thumb gestures
Adaptations/modifications Have CJ and Shy’s partnerships (not partnered together) close to Ms. Dalton
for students with special so she can be a helpful hand if needed.
needs, including
behavioral Have Logan’s group close to me to keep on task and using materials
appropriately