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A Day in the life of a Second Grade Math Student

A Day in the life of a Second Grade Math Student. Day 1: Objective: TLWBAT use bar models to solve addition and subtraction word problems. (2 day lesson). Warm Up Activity

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A Day in the life of a Second Grade Math Student

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  1. A Day in the life of a Second Grade Math Student

  2. Day 1: Objective: TLWBAT use bar models to solve addition and subtraction word problems. (2 day lesson) • Warm Up Activity • Ms. D starts with a warm up activity. She chooses a student to use connecting cubes to show 2 different numbers (both numbers must be 10 or less), and connect them together. She asks for another student to come up and draw a model for the connecting cubes. Caden does not volunteer. This daily routine (warm up) is about 5-10 minutes.

  3. Teach/Learn • Ms. D moves the lesson into the teach/learn. During this, Caden is asked to use connecting cubes to represent the numbers in a given word problem. Caden is hesitant, but does as he is asked. He attaches 10 green connecting cubes to 12 orange connecting cubes. • Next, Caden is asked to draw a model to show what he has done with his connecting cubes, while one student does it on the class whiteboard. • The teacher then asks students to write an addition sentence to represent what they have done. Students are able to check using subtraction. Caden seems to be following along, but has difficulty with checking. He is not familiar with using inverse operations to check his work.

  4. Caden’s Misconceptions during the Teach/Learn

  5. Guided Practice Ms. D tiers the guided practice problem by placing students into groups of 3. She then projects the following problem on the board. Caden requests to be student 1 in his group. • Student 1 is asked to use the connecting cubes to create a representation of this problem. • Student 2 is asked to use the whiteboard to draw a representation of what student 1 created. • Student 3 is asked to create an addition sentence to represent what students 1 and 2 created. • Students will work together to solve, check, and explain what they did. **Caden uses the connecting cubes to create the concrete representation of the word problem. He connects 14 red cubes to 17 blue cubes. While walking around, Ms. D asks Caden “What is the unknown?” Cadenreplies: “How many breadsticks are in the basket?”

  6. Guided Practice (Continued) • The teacher then chooses Caden to explain what his group did: C: I put the connecting cubes together. D: Great! Can you tell us why you put them together? C: Because…… D: Let’s read the problem again and figure out what we know. (Teacher and students read word problem) D: Okay Caden think about what you know in this problem, why did you put those connecting cubes together? C: I put those connecting cubes together because the 14 red cubes are Helen’s breadsticks and…. D: Is that a part or the whole? C: Part. D: How do you know? C: I know because thereare still more breadsticks in the basket, so it’s not the whole amount of breadsticks. D:What is the whole? C: I don’t know the whole. D: Why don’t you know the whole? C: It is what I am figuring out. D: Okay, do you know anything else? C: Yes, I know her friend puts 17 breadsticks in the basket, that’s my blue cubes. D: So, your blue cubes are a…. Class Yells Out: PART! D: Caden knows a part of the breadsticks in the basket are 14 and another part of the breadsticks in the basket are 17. How many parts are in this problem Caden? C: Two. D: What are those parts? C: Those parts are 17 and 14. D: How did your group find the whole? C: We added the two parts! D: Thank You Caden, your group has some brilliant minds! **Teacher continues discussion by choosing another group to explain what student 2 did during guided practice.

  7. Guided Practice (Continued) • She reviews the problem and is constantly using the vocabulary part-part-whole while explaining each step of solving the word problem. • Teacher reminds students that a question was asked, therefore it needs to be answered. Students answer word problem in a complete sentence (solution sentence).

  8. Ms. D transitions back into a teach/learn. • During this teach/learn, Caden is asked to use connecting cubes to represent the numbers in a given word problem. Caden attaches 24 green connecting cubes together. He is then instructed to show that 7 of the 24 eggs are broken. He counts out 7 green cubes and replaces them with 7 orange connecting cubes. • Next, Caden is asked to draw a model to show what he has done with his connecting cubes, while one student does it on the class whiteboard. • The teacher then asks them to write a subtraction sentence for this problem relating it to the bar model. Students are able to check using addition. Again Caden has difficulty “proving” his answer using the inverse operation. Teach/Learn

  9. Caden’s Misconceptions during the Teach/Learn

  10. Guided Practice • Ms. D tiers the second guided practice by placing the students into the same groups of 3. Student 1 from the last guided practice becomes student 2, student 2 becomes student 3, and student 3 becomes student 1.Caden becomes student 2, based on the teachers rotation within the groups. She then projects the following problem on the board: • Student 1 is asked to use the connecting cubes to create a representation of this problem. • Student 2 is asked to use the whiteboard to draw a representation of what student 1 created. • Student 3 is asked to create a subtraction sentence to represent what students 1 and 2 created. • Students will work together to solve, check, and explain what they did. ** Caden uses student 1’s connecting cubes to create the pictorial representation of the word problem. While walking around, Ms. D asks Caden, “What is the unknown?” Caden replies, “How many fish the school bought?”

  11. Guided Practice (continued) • The teacher then chooses Caden to explain what his group did: C: I drew the bar model. D: Can you show us your bar model and explain how you drew it? C: First I drew all the fish.. D: What would you call that? C: I would call it the whole? D: Are you sure? C: Pauses…… or the part? D: Well let’s look at the problem (teacher and class read the problem). How many fish are in the aquarium? C: There are 21 fish in the aquarium, so that’s how many in all. D: So you labeled that as 21 (teachers points to the bar labeled 21). This is the amount of fish in all or the… C: Whole! D: Great Caden, can you tell us why you labeled this (teacher points to part labeled 15) as 15? C: The part labeled 15 shows the 15 fish that were given by families. The other part is what the school bought, but it doesn’t say how many, so I put a question mark. D: So, the whole is 21, part of that whole is this 15, which shows how many fish were bought by families, so the rest is what the school bought. Excellent. D: How did your group find that unknown part? C: We found that part by subtracting 21 minus 15. D: Thank you for explaining your thinking. ** Teacher continues discussion by choosing another group to explain what student 3 did.

  12. Guided Practice (continued) • She reviews the problem and is constantly using the vocabulary part-part-whole while explaining each step of solving the word problem. • Teacher reminds students that a question was asked, therefore it needs to be answered. Students answer word problem in a complete sentence (solution sentence).

  13. Demonstration of Learning ** This lesson is a 2 day lesson, therefore it does not have an independent work component (let’s practice). Ms. D decides to use the Problem of the Lesson as a demonstration of learning for day 1 of this lesson. • Caden works in his math notebook independently to complete the Problem of the Lesson. He is able to understand that he must subtract to find the unknown (the part), but he has difficulty subtracting with regrouping. Ms. D notes that on her checklist, as this is something she must plan/reteach in future small group lessons.

  14. Caden watches his teacher go over the elements of Everyday Counts Calendar Math. This daily routine is about 10-15 minutes. The teacher chooses one area of focus per day to ask higher order questions, and reviews all elements daily. Every Day Counts Calendar Math is a supplemental resource, which is referred to on the chapter overview pages. The teacher can use his/her checklists and/or chapter assessments to determine the daily focus. Below is an example of a planned focus area with planned questions. • Focus: School Day Count • Key Questions: • If today is day 90, what is 1 more than 90? 10 more? 20 more? 10 less? • Who can give me a number less than 90? More than 90? • How many tens are in 90? How many ones? Every Day Counts Calendar Math

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