Lesson 1

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader unit
goals? Why is this learning meaningful, important and appropriate? What will the students say or do that
will serve as evidence of learning?

Standard: 1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.

Topic: Number and Operations in Base Ten

Indicator: Use place value understanding and properties of operations to add and subtract.
Lesson Objective-
Students will be able to apply knowledge of numbers in base ten to the addition of two-digit numbers
within the context of a word problem, representing the mathematical information with manipulatives,
pictures, and number sentences.

Big Idea or Essential Question:
How can we represent mathematical information from story problems using manipulatives, pictures, and
number sentences?

Formative Assessment (planned for use in this lesson)
Students will be completing sample problems in pairs that I will be collecting at the conclusion of the
activity. I will also be rotating between pairs to provide assistance and observe their work. I will be
looking for the accuracy of their multiple representations of the mathematical information as well as how
they use those representations to solve the problem. During the introduction and closure periods of the
lesson, we will complete story problems as a group or reveal strategies we used to solve certain
problems. I will use whole group responses as well as individual volunteers to complete the problems.
These responses will help me to assess how students are thinking through the problem as well as clear
up any misconceptions in their thought process.


III. Instructional Procedures What instructional strategies and sequence will I use to ensure that every
child is a successful learner?

Instructional Materials and Technologies
Projector/Visualizer
Story problems on worksheets (graphic organizer)
Base ten blocks
School boxes
Transparent colored circles for representation of whole and parts


Management Considerations (Procedures, Transitions, Materials, Behavior)
Students will be seated on the carpet where they are able to see the projector screen where I will be
doing sample problems with them. I will show them how to use the base ten blocks to represent the story
problem as well as where to draw the picture and write the number sentence on their worksheet. After
they have received all of the directions, I will put them in pairs and tell them where to sit with their partner
on the carpet.

I will have all of the materials that I need for my demonstration on the projector cart prior to the start of the
lesson. All materials that will be used by the students will be located on the morning meeting stand where
I can quickly distribute them in order to maximize instructional time.

I will be monitoring behavior throughout the entire lesson; if there is a problem that arises, I will use the
classroom behavior chart to remedy the issue. If possible, I will use positive reinforcement by having
students who are listening and participating go and move their names up on the behavior chart in order to
manage the behavior of the rest of the group.


Instructional
Sequence
Approximate
Time Procedure

Planned
Beginning
Warm-up
Motivation
Engagemen
t





3-5 minutes

I will do a sample story problem with my students that is similar to
the model that they have worked with before, where the missing
number is the whole and they are given both parts. This will remind
them of how we can determine which numbers are the parts and
which number is the whole. It will also remind them of the many
ways that we represent the information in our word problems:
manipulatives, pictures, and number sentences.
Today we are going to work on some story problems. Do
you remember practicing story problems earlier this year?
Lets read this one together: In our class there are 13 girls
and 13 boys. How many students are in our class all
together?
First, lets represent this problem with base ten blocks.
Represent means to express or show something in a
different way. So we are going to represent the numbers in
our story problem with our base ten blocks. What numbers
do you see in our word problem? Good thirteen; how can I
make thirteen using base ten blocks? Yes, I will use one
ten and three ones. Now what is the next number that I
need to make? Thirteen again! So I will take one ten and
three ones to make thirteen again.
Before we solve our problem, lets use this sheet (story
problem answer sheet) to draw a picture and write our
number sentence. I am going to draw a quick sketch of our
base ten blocks and then write the number sentence. In
this problem, what numbers are the parts of the number
sentence? Yes, both thirteens are the parts. Do we know
our whole yet? So that means that I will leave the other
side of the equals sign blank. Lets solve our equation! We
can count the base ten blocks to find our solution. Lets
count together.
Great! Our solution is 26. There are 26 students in our
class.


Development of
the New Learning
(Clearly explain
instructional

8-10 minutes




Do a sample problem with a missing part that is related to the kind
of problem they will complete with their partner.
Now we are going to try another story problem. This one
is a bit trickier than the last one. Pay very close attention to
activities in
sequence.)
Model
Give examples
Concept
attainment
examples





















































the words in this problem: Darwin and Danari went to pick
some apples. Darwin picked 22 apples. They picked 37
apples all together. How many apples did Danari pick?
First, lets think about the numbers and the important
words in the story problem. What is the first number we
see in our story problem? Good, the number 22. Is 22 a
part or the whole? Remember, the whole is the all
together number. Good, 22 is one of our parts. So I am
going to write 22 on my answer sheet as one of the parts in
my equation. What is the next number in our story
problem? Good, 37; and is 37 a part or the whole? Very
nice, 37 is the whole. So where am I going to write 37 in
my number sentence? Correct, on the other side of the
equals sign.
Next, we need to represent our numbers with our base ten
blocks and a picture. Remember represent means to show
the numbers in a different way. We are going to start by
making our whole. Which number is our whole? Great,
lets make 37 with base ten blocks. Remember, I need
three tens and seven ones. Be careful at this part;
because 37 is our whole, not one of our parts. This is our
all together number.
Now, we have to find our missing number. There are
many ways you can find the missing number and you are
welcome to try any method you would like. I am going to
show you one way to do it. We have already made our
whole which is 37. What is the other number that our story
problem gives us? Great, it tells us that Darwin picked 22
apples; 22 is one of our parts. Since we put our two parts
together to make our whole, lets try taking our whole apart
to make our two parts (show transparent color
representation). How can I make 22 using these base ten
blocks? Yes, I will take out 2 tens and 2 ones. Lets count
what I have left! So now we know that Danari picked 15
apples. Lets draw a picture that matches what we did with
our base ten blocks. Do you see how we were able to
represent our story problem with our base ten blocks and a
picture?
Now, you are going to try a similar story problem with a
partner. I want you to think of all of the different ways you
are representing the numbers: use base ten blocks, a
picture, and a number sentence. Lets read the story
problem together before we get started: Estefania and Joel
went to the park to get bugs. Joel got 13 bugs. All
together, Joel and Estefania got 33 bugs. How many bugs
did Estefania get? Are there any questions before we get
started?

Enrichment or
Remediation
(As appropriate
tolesson)
Bring in the arts
New examples


10 minutes

I will pair the students and distribute the materials. Have each
group sit on a different part of the carpet. As the students are
working, move from group to group to assess student
understanding and provide assistance where needed. In addition,
challenge students with comprehension questions like:
Why does this addition sentence make sense?
What does each part of the number sentence represent in
your picture?
How did you solve this problem?
What have we learned before in math that helped you solve
this problem?
Could we see this somewhere in real life?
For struggling students:
Spend one on one time working through the problem with
them
Use questions strategies to help them make sense of the
problem (What does this number represent? How can we
see this in our picture/base ten blocks)
For TAG students:
Have a challenge problem prepared ahead of time for them
to work on if they complete the first problem: Spring is
coming! Outside of our school, there are 74 flowers. 43 of
those flowers are orange and the rest are blue. How many
blue flowers are there?
Have them turn to the back of their paper and write about
how they solved the problem (using words as another
representation of the numbers in the problem)


Closure
Summary
Homework

3 minutes

Come back together as a group and have 1-2 students share their
solutions and how they solved the problem. Look for students who
solved or thought about the problem differently to illustrate the
many ways we can solve math problems.
Today we learned about how to find a missing part in a
story problem. We represented the problem many different
ways! We used base ten blocks, pictures, and number
sentences. Tomorrow we will practice this some more.

























Lesson 2


I. Purpose of the Lesson What will the students learn? How does this learning fit within broader unit
goals? Why is this learning meaningful, important and appropriate? What will the students say or do that
will serve as evidence of learning?

Standard: 1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.

Topic: Number and Operations in Base Ten

Indicator: Use place value understanding and properties of operations to add and subtract.
CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem.
Lesson Objective-
Students will be able to apply knowledge of numbers in base ten to the addition of two-digit numbers
within the context of a word problem, representing the mathematical information with manipulatives,
pictures, and number sentences. Students will recognize the relationship between addition and
subtraction when solving missing-addend word problems.

Big Idea or Essential Question:
How can we represent a single story problem using both addition and subtraction? How are addition and
subtraction related?

Formative Assessment (planned for use in this lesson)
Students will be completing sample problems in pairs that I will be collecting at the conclusion of the
activity. I will also be rotating between pairs to provide assistance and observe their work. I will be
looking for the accuracy of their multiple representations of the mathematical information as well as how
they use those representations to solve the problem. I want to see that they are making connections
between the addition and subtraction that can be used to solve the problem. During the introduction and
closure periods of the lesson, we will complete story problems as a group or reveal strategies we used to
solve certain problems. I will use whole group responses as well as individual volunteers to complete the
problems. These responses will help me to assess how students are thinking through the problem as
well as clear up any misconceptions in their thought process.



III. Instructional Procedures What instructional strategies and sequence will I use to ensure that every
child is a successful learner?

Instructional Materials and Technologies
Projector/Visualizer
Story problems on worksheets (graphic organizer)
Base ten blocks
School boxes
Picture of animals in the wild for introduction activity


Management Considerations (Procedures, Transitions, Materials, Behavior)
Students will be seated on the carpet where they are able to see the projector screen where I will be
doing sample problems with them. I will show them how to use the base ten blocks to represent the story
problem as well as where to draw the picture and write the number sentence on their worksheet. After
they have received all of the directions, I will put them in pairs and tell them where to sit with their partner
on the carpet.

I will have all of the materials that I need for my demonstration on the projector cart prior to the start of the
lesson. All materials that will be used by the students will be located on the morning meeting stand where
I can quickly distribute them in order to maximize instructional time.

I will be monitoring behavior throughout the entire lesson; if there is a problem that arises, I will use the
classroom behavior chart to remedy the issue. If possible, I will use positive reinforcement by having
students who are listening and participating go and move their names up on the behavior chart in order to
manage the behavior of the rest of the group.


Instructional
Sequence
Approximate
Time Procedure

Planned
Beginning
Warm-up
Motivation
Engagemen
t

5 minutes

Complete a mathematical eye activity involving animals. Have
students spend a minute or two looking at a picture of animals in
the wild. Then have them start sharing things that they observe
about the picture. Use the following questions as prompts:
What do you notice about this picture?
What do you wonder about this picture?
How can we see math in this picture?
How can we use math to describe this picture?
This will serve as a warm up as well as showing them another
example of how math is applicable to their lives outside of school.
Math can be found anywhere. It also is related to the topic of our
story problem for the day. It will involve adding different groups of
animals together like we will be doing during our lesson.


Development of
the New Learning
(Clearly explain
instructional
activities in
sequence.)
Model
Give examples
Concept
attainment

5 minutes










Explain to the group how we will be solving our story problems
today. Go over the relationship between addition and subtraction
within story problems. Place the focus on picture representations
today to demonstrate how subtraction can be used to solve
problems where we are missing one of our parts.
Today, we are going to look at the same type of story
problems as we did the last time we met. Some of you
were already noticing that we can use subtraction in these
problems. Today we are going to look at how we can use
both addition and subtraction to solve the same story
examples
















problem.
To do this, lets look at the same problem we did as a
class yesterday. This time, we are going to use a picture to
show how we could subtract to come up with our answer.
Lets reread the problem together: Darwin and Danari went
to pick some apples. Darwin picked 22 apples. They
picked 37 apples all together. How many apples did Danari
pick? First, lets make our whole with our base ten blocks.
How many tens do I need? How many ones? Now, I am
going to draw a picture that represents my whole. Instead
of drawing 37 individual apples, I can draw them just like
my base ten blocks to save time. So on my paper, I will
draw three tens and seven ones.
Now that I have represented my whole using a picture, I
am going to go back to the story problem and look for more
information. The other number that the story gives us is
that Darwin picked 22 apples. If I take away (remember
take away means we will subtract) the number of apples
that Darwin picked from our total, what information will I
get? Right, I am going to know how many of the total
number of apples that Danari picked. Lets take a look at
our picture. How can I represent subtraction on this
picture? I need to take away 22. Good, lets cross out two
tens and two ones. Now lets count what we have left. Is
this the same answer we got yesterday? Now lets make a
number sentence to represent how we solved the problem!
Remember, when we subtract, we always start the number
sentence with our whole. Lets also rewrite our addition
sentence that represents this story problem.
Now, you are going to try a problem like this one with a
partner. I will give you base ten blocks and a story problem
sheet. I want you to represent the story problem using a
picture and I want to be able to see your thinking. Make
sure you write a number sentence to represent both
addition and subtraction, just like we did in our sample.
Lets read our problem together: Miss Wehrle went to the
zoo. She saw 24 gorillas and some elephants. She saw
45 animals all together. How many elephants did she
see?


Enrichment or
Remediation
(As appropriate
tolesson)
Bring in the arts
New examples



15 minutes

Give the students a similar problem to work on with a partner. They
can use base ten blocks to help them solve the problem and also
need to draw a picture and write two number sentences: one that
represents how addition can be used to solve the story problem
and one that uses subtraction. While students are working, rotate
through the groups to help clear up misconceptions and use
questioning strategies for support as well as informal assessment:
Why does this equation make sense?
How can we make this subtraction sentence into an
addition sentence (or vice versa)?
Does this answer make sense? How do you know?
What have we learned before in math that helped you solve
this problem?
For struggling students:
Spend one on one time working through the problem with
them
Use questions strategies to help them make sense of the
problem (What does this number represent? How can we
see this in our picture/base ten blocks)
For TAG students:
Have a challenge problem prepared ahead of time for them
to work on if they complete the first problem
Have them turn to the back of their paper and write about
how they solved the problem (using words as another
representation of the numbers in the problem)


Closure
Summary
Homework

3 minutes

Come back together as a group and have 1-2 students share their
solutions and how they solved the problem. Look for students who
solved or thought about the problem differently to illustrate the
many ways we can solve math problems.
Today we learned about how addition and subtraction are
related and how we can use them both to solve story
problems. We are able to represent numbers in so many
different ways!


































Lesson 3

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader unit
goals? Why is this learning meaningful, important and appropriate? What will the students say or do that
will serve as evidence of learning?

Standard: 1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.

Topic: Number and Operations in Base Ten

Indicator: Use place value understanding and properties of operations to add and subtract.
Lesson Objective-
Students will be able to apply knowledge of numbers in base ten to the addition of two-digit numbers
within the context of a word problem, representing the mathematical information with manipulatives,
pictures, and number sentences. Students will recognize how to decompose a number to make it into
two smaller numbers.

Big Idea or Essential Question:
How can we find two missing addends when given a sum? What are the strategies we can use to
decompose a number?

Formative Assessment (planned for use in this lesson)
Students will be completing sample problems in pairs that I will be collecting at the conclusion of the
activity. I will also be rotating between pairs to provide assistance and observe their work. I will be
looking for the accuracy of their multiple representations of the mathematical information as well as how
they use those representations to solve the problem. I want to see that they are making connections
between the addition and subtraction that can be used to solve the problem. During the introduction and
closure periods of the lesson, we will complete story problems as a group or reveal strategies we used to
solve certain problems. I will use whole group responses as well as individual volunteers to complete the
problems. These responses will help me to assess how students are thinking through the problem as
well as clear up any misconceptions in their thought process.



III. Instructional Procedures What instructional strategies and sequence will I use to ensure that every
child is a successful learner?

Instructional Materials and Technologies
Projector/Visualizer
Story problems on worksheets (graphic organizer)
Base ten blocks
School boxes
National Zoo website: http://nationalzoo.si.edu/


Management Considerations (Procedures, Transitions, Materials, Behavior)
Students will be seated on the carpet where they are able to see the projector screen where I will be
doing sample problems with them. We will begin by looking at the National Zoo website for ideas of how
math is used in real life and get ideas for solving our own open-ended word problem. I will show them
how to use the base ten blocks to decompose a number and find two missing addends. After they have
received all of the directions, I will put them in pairs and tell them where to sit with their partner on the
carpet.

I will have all of the materials that I need for my demonstration on the projector cart prior to the start of the
lesson. All materials that will be used by the students will be located on the morning meeting stand where
I can quickly distribute them in order to maximize instructional time.

I will be monitoring behavior throughout the entire lesson; if there is a problem that arises, I will use the
classroom behavior chart to remedy the issue. If possible, I will use positive reinforcement by having
students who are listening and participating go and move their names up on the behavior chart in order to
manage the behavior of the rest of the group.


Instructional
Sequence
Approximate
Time Procedure

Planned
Beginning
Warm-up
Motivation
Engagemen
t

5 minutes

We will begin by visiting the National Zoo website to extend on our
idea from the previous day that math can be used to describe
animals in real life. We will look at the part of the site that shows us
the animals that they have at the National zoo and talk about how
we can use math to describe those animals. (i.e. the amount of
each kind of animal that there are; students may also mention
shapes that we see and other ways we can talk about their habitats
with numbers). I will use a picture of two different kinds of animals
in the wild to show how we can add two parts together to find a
total.
To start today, we are going to take a look at the National
Zoos website. Has anyone ever been to the zoo in
Washington, D.C. before? We are going to see how we
can use math to describe some of the animals at the zoo.
Lets look at this picture of two different animals in the wild.
How can we use math to describe these animals?
Now, you are going to get to use some of these animals to
solve a story problem.


Development of
the New Learning
(Clearly explain
instructional
activities in
sequence.)
Model
Give examples
Concept
attainment
examples





5 minutes















Groups 1 and 2 (higher performing groups)
Show an example of how to use the base ten blocks and a picture
to decompose a number into two smaller numbers.
Before we get started on our story problem, I want to talk
to you about how we can break apart a two digit number
into two smaller numbers. Lets build the number 35 with
the base ten blocks and draw a picture of 35. How many
tens do I need? How many ones do I need?
If 35 is my whole and I want to find two numbers that add
to 35, I can just separate my base ten blocks into two
different groups. Lets put two tens over here and one one
over here; the rest can be my other number. What two
numbers did I make? Great, 21 and 14. If I join them back
together, what number will I get? How can I write a number
sentence to represent joining these two parts together to







make my whole?
If I wanted to draw a picture of this, I can start by drawing
my base ten blocks that represent my whole of 35. Then, I
can separate them in my picture just like I did with the base
ten blocks. Notice how I did not draw 35 ones, I drew 3
tens and 5 ones to save time.
Now, you will get to try a problem on your own where you
will get to make the two parts of your equation. Lets read
the story problem together: You decide to go to the zoo.
You see two different kinds of animals there. You see
some _______________ and some _______________. All
together, you see 57 animals. How many of each kind of
animal did you see?
In this story problem, you will start by choosing which two
kinds of animals that you saw and filling them in on the
blanks. Then you will use base ten blocks, a picture, and a
number sentence to represent how many of each animal
you saw. Dont spend too much time on the picture
because I want you to spend some time thinking about the
problem. If you have any questions, you can ask me or a
partner. If you finish the problem and still have time, I want
you to try representing your thinking in words also. You
can do this at the bottom of your paper or on the back. Are
there any questions before we get started?

Group 3 (lowest performing group)
Do a sample problem of the open-ended problem with smaller
numbers.
Lets try a story problem together that involves some of the
animals that we saw on the zoos website. When I went to
the zoo, I saw some gorillas and some lions. All together, I
saw 35 animals. How many gorillas did I see? How many
elephants did I see?
Do you think that there is only one answer to this problem?
Lets try it and find out. What number does the story give
me? Is that my whole or a part? If 35 is my whole and I
want to find two numbers that add to 35, I can just separate
my base ten blocks into two different groups. Lets put two
tens over here and one one over here; the rest can be my
other number. What two numbers did I make? Great, 21
and 14. I saw 21 gorillas and 14 lions. If I join them back
together, what number will I get? How can I write a number
sentence to represent joining these two parts together to
make my whole?
If I wanted to draw a picture of this, I can start by drawing
my base ten blocks that represent my whole of 35. Then, I
can separate them in my picture just like I did with the base
ten blocks. Notice how I did not draw 35 ones, I drew 3
tens and 5 ones to save time. Make sure your picture
represents your thinking, not just shows me your answer.
When I write my answer, it is good enough to just write 14
and 21? If I walked up to you later today and said I have
14 and 21, would you know what I was talking about? No,
so make sure you tell me 14 lions and 21 gorillas.
Now, you will get to try a problem on your own where you
will get to make the two parts of your equation. Lets read
the story problem together: You decide to go to the zoo.
You see two different kinds of animals there. You see
some _______________ and some _______________. All
together, you see 57 animals. How many of each kind of
animal did you see?
In this story problem, you will start by choosing which two
kinds of animals that you saw and filling them in on the
blanks. Then you will use base ten blocks, a picture, and a
number sentence to represent how many of each animal
you saw. Dont spend too much time on the picture
because I want you to spend some time thinking about the
problem. When you write your answer, make sure you
reread the problem and check that you are giving the right
information. If you have any questions, you can ask me or
a partner. If you finish the problem and still have time, I
want you to try representing your thinking in words also.
You can do this at the bottom of your paper or on the back.
Are there any questions before we get started?


Enrichment or
Remediation
(As appropriate
tolesson)
Bring in the arts
New examples



15 minutes

I will distribute the materials, letting the students know that they
may choose to work with a partner if they would like to. Students
will spend time working on the story problem using the base ten
blocks and pictures while I rotate between groups to assess their
understanding and use questioning strategies to support and
challenge the students thinking:
Why does this answer make sense?
How does your picture/base ten blocks/number sentence
represent the story problem?
What strategies have we learned before that can help us
solve this problem?

For struggling students:
Spend one on one time working through the problem with
them
Use questions strategies to help them make sense of the
problem (What does this number represent? How can we
see this in our picture/base ten blocks)
For TAG students:
Have a challenge problem prepared ahead of time for them
to work on if they complete the first problem
Have them turn to the back of their paper and write about
how they solved the problem (using words as another
representation of the numbers in the problem)


Closure
Summary
Homework

3 minutes

Come back together as a group and have 1-2 students share their
solutions and how they solved the problem. Look for students who
solved or thought about the problem differently to illustrate the
many ways we can solve math problems.
Today we saw how we can break apart our whole to make
our two parts. We also saw that a lot of times there can be
more than one answer to a math problem!