Kristin Gray (A.K.A. @mathminds) recently tweeted that she was going to begin working on planning a first grade lesson and posted a blog a few days ago about 1st Grade Story Problems.
After all of the discussion about the lesson that she was going to do (and a little peer pressure) I decided to scrap my lesson on time for the day and give the lesson a shot. It was the last day of school before Thanksgiving break anyway. ;) (I told my student teacher that this was a "Do as I say, not as I do" situation.)
I had an hour and twenty minutes for math... which wasn't enough.
We began with a number talk. We rotate number talks and estimation routines daily in class. I planned the dots purposefully hoping a few strategies/properties might surface. There was a lot that could happen here: associative property, commutative property, making tens strategy, doubles strategy, or at least counting on. In Student Centered Mathematics, Van de Walle said that the making tens strategy is perhaps the most important addition strategy, it builds a foundation for working with larger numbers. What I was hoping for most was that the students would see the 2, 6 and 8 and make a ten with the two and the eight. This strategy would be very helpful in the following math lesson.
We began with the same very open "Notice/Wonder" as Kristin Gray.
|(Yay! I had my first stab at numberless word problems!)|
After some rich discussion, we moved on to the task.
After students were finished, we did an "Around the World." I asked students to stand up behind their chair with their white board marker. When I said, "Around the World" students switched seats with anyone in the room. Then they had about 2 minutes of quiet time to look at the work where they were sitting. Then, they table talked about the work where they were sitting. They had to explain the work of their classmate. If it was wrong, they had to explain why. They had to explain how/if it connected to the story problem. Then, they left a little star, happy face or a question mark before I called out "Boomerang" and they went back to their seats. I had many representations to choose from for the "Connect" (5 Practices) portion of the lesson. We moved from concrete to representational to abstract. Something else I was happy about in this lesson was that it exposed a limitation of the part-part-whole mat. First graders, at least mine, are overly reliant on this tool. This was a good time to talk about why this tool might not be the best one to use and how a tape diagram or number line might work better. I noticed that a couple kids were off by one on their answer to the problem. In talking to each of them it was due to a counting error on the 120 chart. While students were working with their tools I had a decent amount of time to walk around and talk to them about what they were doing and take a quick inventory of which students got the correct answer and who was using strategies. I have an inclusive class this year. I highlighted my identified special needs students.
We ran out of time for an exit ticket before recess, but I had them do it when they returned. These were a few that I found interesting.
|We have just finished a unit on place value last week so it was|
neat to see this student using some of those concepts here.
|It was cool to see this student choose numbers that make a ten.|
|Wow! He was showing off using larger numbers, although they are easier to |
add together. I like how he composed and decomposed the numbers.
|This is from one of my struggling students. He|
chose smaller, safer numbers, but he was applying properties
of addition. :)
|I can see ideas about place value surfacing here.|
Thank you, Kristin, for a wonderful lesson that showed so much student thinking! It was so fun working with you! Click the link to read how Kristin's lesson went: https://mathmindsblog.wordpress.com