daybreaklessonplans.com · Web viewSolve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and

General InformationLesson Parts & Duration Total Duration: 2 hours

Segment 1: Solving Addition Word Problems Within 20 Step by Step (60 Minutes) Segment 2: Ice Cream Cone Craft – Solving Addition Word Problems Within 20 (45-60

Minutes)Subject(s)

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (1.OA.2).

Objectives Students will follow step by step directions to help solve a word problem. Students will identify important numbers, key words, the question, and eliminate extra

information in a word problem. Students will show their work through drawings, numbers, and equations. Students will explain their thinking verbally and/or through writing sentences. Students will show their work through a craft, numbers, and equations.

Materials paper: blank paper and large construction paper (1 per student) (1 for modeling) pencils, crayons/colored pencils document camera or whiteboard Wikki Stix or string/yarn for teacher modeling (if not available, marking with crayons or

markers will work) number line 1-20 (use printable if needed) counters scissors and glue sticks Required Printable Resources: “CUBES Poster” (page 13) (1 copy for display); “Word

Problems” (page 15-17) (1 copy per student and 1 for display); “Word Problems Student Page” (page 18-19) (1 copy per student)

Required Printable Resources: “Ice Cream Craft Pages” --Word Problem (page 20) (1 ½ sheet per student), Ice Cream Scoops (page 21) (2 pages per student), Ice Cream Cones (page 22) (1 copy per student) (1 copy of each for display)

Optional Printable Student Resources: “Number Line” (page 14) (1 copy per student) (1 copy for display)

Optional Printable Teacher Resources: “Break Up Your Day” brain/movement break ideas (page 23)

Instructional Plan: Segment 1: 60 minutesSubject

daybreaklessonplans.com ©2017It is illegal to copy without express permission.

Throughout these lessons, you will find:Scripted Text indicates things that need to be said directly. Bullets starting with a “T” followed by italicized type indicate scripted textClarifiers within scripted text are in orange Teacher Directions indicate things you should be doingSide notes provide helpful hints, ELL strategies, differentiation and informationBreak Up Your Day (Brain/Movement Breaks) are in green boxes (at the end)

Remember! Quality over quantity. All components do not have to be accomplished; lessons

may be ended at any time and resumed later.

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Solving Addition Word Problems Within 20 Step by Step Objectives

Students will follow step by step directions to help solve a word problem. Students will identify important numbers, key words, the question, and eliminate extra

information in a word problem. Students will show their work through drawings, numbers, and equations. Students will explain their thinking verbally and/or through writing sentences.

Materials blank paper pencil & crayons/colored pencils document camera or whiteboard wikki sticks or string/yarn for teacher modeling (if not available, marking with crayons or

markers will work) number line 1-20 (Use printable if needed) counters 6 large poster board sized paper (word problems for collaborative groups need to be

written on the paper prior to starting the lesson) markers counters - optional Required Printable Resources: “CUBES Poster” (page 13) (1 copy for display) Required Printable Resources: “Word Problems” (page 15-17) (1 copy per student) (1

copy for display) Required Printable Resources: “Word Problems Student Page” (page 18-19) (1 copy per

student) Optional Printable Student Resources: “Number Line” (page 14) (1 copy per student)

(1 copy for display)Have students sitting on the floor or at their tables to see the document camera.

IntroductionT Today we will be reading word problems and marking the important

parts of the problem.T After finding the important parts to the problem, we can

use the information to solve the problem by drawing pictures or writing equations.

T First, I’m going to teach the steps that will help us solve the word problem.

T I have a poster that has the word “CUBES” on it. Show CUBES poster.

T Each letter tells us what to do.T “C” stands for circle.T We will circle any numbers that are important in our

word problem. T “U” stands for underline.T We will underline the question in the word problem.T “B” stands for box.T We will box key words that might tell us how to solve

the problem.T “E” stands for eliminate.T Eliminate is a fancy word for get rid of or cross off.T We will cross off any information that we don’t really

need to solve the word problem.daybreaklessonplans.com ©2017

It is illegal to copy without express permission.

Note:Allow 20 min. for

introduction.

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T “S” stands for solve. T We solve the problem and show our work using drawings or numbers or equations.T We will go through each step or letter to help us solve the problem.T I have some problems here to show you that are written really big. T The reason the words are really big is because we are going to use wikki sticks (or string or

crayon/marker) to identify the important parts of the word problem.

Practice Problem #1T First, I’ll read the problem, and then I’ll use my wikki stiks to find the parts in my problem.

Display and read first problem.

Identify Important PartsT Now, I can look at my CUBES Poster and follow the steps.T “C” tells me to circle the numbers.T I’m going to take my wikki sticks and

make a circle around the numbers in the problem.

T There were 3 lions, 10 monkeys, and 5 elephants. Make a circle around the 3, 10, 5.

T Next, “U” says underline the question.T Usually the question is at the end of the

problem. T Here it asks, “How many animals did I see

in all?”T I see a question mark!T I’ll underline it using my wikki stick. Take a

wikki stick and make a line under the question.

T Next, “B” says to box key words.T These words might tell me if I need to

add or subtract.T In the question, it says “How many

animals did I see in all?”T “In all” tells me that I have to count and

add the animals ALL together.T I’ll put a box around “in all”. Make a box

with the wikki sticks around “in all”.T Let’s look at the CUBES Poster again.T “E” tells me to eliminate information that I don’t need.T Hmm…let me read the problem out loud again. Read the problem again.T “I went to the zoo” tells me a part of the story, but do I need it to solve my problem?T No, it doesn’t have any numbers, and it doesn’t have a question in it. T I’ll cross off that sentence. Use the wikki sticks to put a line through the sentence.T Last, “S” says to solve by showing my work.T How should I solve this problem? Call on students for suggestions.

Draw to SolveT I could draw a picture to help me. T Do I need to draw all the details of the

animals? T No, that would take too long.


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T I think I’ll draw just the heads.T Looking at my problem, I circled the numbers I need to draw.T I circled 3 lions.T I’ll draw 3 circles with some hair or their mane around their head to represent my lions.

Draw 3 quick lions in the space below the problem.T I circled 10 monkeys.T I’ll draw 10 circles with some ears on top of their head to represent my monkeys. Draw 10

quick monkeys.T I circled 5 elephants. T I’ll draw 5 circles with big ears and a trunk to represent my elephants. Draw 5 quick

elephants.T Now can I show my work using my numbers?T I can write a number sentence using the numbers I circled, and I also boxed the word “in

all.”T What does “in all” tell me I need to do?T Should I add or subtract my numbers? Call on student to answer.T “In all” means I need to count all my animals together and add them together.T I circled 3, 10, and 5 so I’ll use those 3 numbers and add them together.T My number sentence will be 3 + 10 + 5 = Write the number sentence.T How do I find the answer? Call on student to answer.T I’ll use my picture and count all the animals altogether. Count all the animals and point as you

count out loud.T There are 18 animals.

Use a Number Line to SolveT I can also use a number

line. Display number line.T There were 3 lions so I’ll

start on the number 3. T I can use a counter or use my finger. Put counter on number 3.T There were 10 monkeys so I’ll hop 10 spaces on the number line. Hop 10 times and count out

loud as you move the counter across the number line.

T Then there were 5 elephants so I can hop 5 more times. Hop 5 more times and count out loud as you move the counter across the number line.

T I landed on 18!T We got the same answer,

so we did a good job checking our work.

T 3 + 10 + 5 = 18. Write 18.T I’ll need to label.T Labeling means I need to tell you what I’m counting.T Was I counting apples in my problem? Wait for students to answer.T No, I was counting animals!T I will write animals next to number. Write “animals” next to 18.T Now, I can tell you with my words what I did to explain my thinking.T The problem asked me how many animals did I see in all.


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T That told me I needed to add.T So, I found the numbers in the word problem and drew pictures of the animals to match

the numbers. T Then I counted all the animals altogether and wrote a number sentence to match!T Wow, that was a lot of steps, but if we use our CUBES chart, it will help us step by step!T Let’s do another one.

Practice Problem #2T This time, I’ll ask for volunteers to help

me use the wikki sticks to find the important parts in the word problem.

T I’ll read the second problem. Display and read the second problem out loud.

Identify Important PartsT First, I can look at my CUBES Poster and

follow the steps.T “C” tells me to circle the numbers.T I’m going to take my wikki sticks and make a circle around the numbers in the problem. T Who can come help me find the numbers? Call on a volunteer.T I went down 6 slides, went on 4 swings, and climbed 2 ladders. Student makes a circle around

the 6, 4, 2 with a wiki stick.T Next, “U” says underline the question.T Usually the question is at the end of the problem. T Can someone find the question for us? Call on a volunteer to use the wikki stick.T The question is, “How many pieces of equipment did I go on altogether?”T Next, “B” says to box key words.T These words might tell me if I need to

add or subtract.T Does someone see a key word in the

question that tells me if I’ll add or subtract? Call on a volunteer to use the wikki stick.

T Good, “altogether” tells me that I have to count and add the numbers ALL together.

T Let’s look at the CUBES Poster again.T “E” tells me to eliminate information that

I don’t need.T Hmm…let me read the problem out loud

again. Read the problem again.T Is there a sentence I don’t really need to use to solve the problem? Call on a volunteer to use

a wikki stick to cross out the words.T Right, “Yesterday we played outside.” doesn’t have any numbers, and it doesn’t have a

question in it. T Last, “S” says to solve by showing my work.T How should I solve this problem? Call on students for suggestions.

Draw to SolveT I could draw a picture to help me. T Do I need to draw all the details of the

playground?


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T No, that would take too long. T I think I’ll draw shapes for the equipment.T Looking at my problem, I circled the numbers I need to draw.T We circled 6 slides.T I’ll draw 6 slides. Draw 6 quick slides.T We circled 4 swings.T Who would like to come draw 4 swings for us? Call on a volunteer.T Thanks! T I like that you drew them quickly.T We circled 2 ladders. T Who would like to come draw 2 ladders for us? Call on a volunteer.T Great, now we have our pictures drawn.T Now, can I show my work using my numbers?T I can write a number sentence using the numbers I circled, and I also boxed the word

“altogether”.T What does “altogether” tell me I need to do?T Should I add or subtract my numbers? Call on student to answer.T “Altogether” means I need to count all my equipment together and add them together.T I circled 6, 4, and 2 so I’ll use those 3 numbers and add them together.T My number sentence will be 6 + 4 + 2 = Write the number sentence.T How do I find the answer? Call on student to answer.T I’ll use my pictures and count all the equipment pieces altogether. Count all the pictures

and point as you count out loud.T There are 12 pieces of equipment.

Use a Number Line to SolveT I can also use a number line. Display number line.T There were 6 slides so I’ll start on the number 6. T I can use a counter or use my finger. Put counter on number 6.T Would someone like to come help me hop on the number line? Call on a volunteer.T There were 4 slides so hop

4 spaces on the number line. Student hops 4 times and count out loud as the student moves the counter across the number line.

T Then there were 2 ladders so hop 2 more times. Student hops 2 more times. Count out loud as the student moves the counter across the number line.

T We landed on 12!T It’s the same number so we must have solved the problem correctly.T 6 + 4 + 2 = 12. Write 12.T Now we need to label.T What were we counting? Wait for students to answer.T I will write equipment next to number. Write “equipment” next to 12.T Now, I can tell you with my words what I did to explain my thinking.T The problem asked me how many pieces of equipment did I went on altogether.T That told me I needed to add.


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T So, I found the numbers in the word problem and drew pictures of the equipment to match the numbers.

T Then I counted all the equipment pieces altogether and wrote a number sentence to match!

Practice Problem #3Do the last problem together following the steps used above. Identify the important parts using “CUBES,” draw to solve, and use a number line to solve.

Have students sitting at their tables. Pass out the “Word Problems Student Sheet” to each student. Students should have a pencil and crayon or marker to use. Pass out number lines. Display the CUBES poster and have a copy of the student sheet on the document camera.Independent Work Setting up the Paper

T Write your name and date in the top right hand corner of your paper. See example & model so students can follow.

T We will do the first one together.T I’ll read the problem out loud. Read the first problem out

loud pointing to the words as you read.T The CUBES poster has us circle the numbers first.T Take your crayon and circle the numbers. Circle the

numbers and students do the same. T Now we underline the question.T The question has the question mark. T Take your crayon and underline the questions. Underline

the question and students do the same.


Make sure to “Break Up Your Day!” Now is a great time to take a break and get students re-energized.

See our list of engaging movement and brain break ideas to get your students moving and ready to refocus! (see page 31)

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T Now we box the key words. T Our key word is “in all” because it tells me I’ll need to add the numbers all together.T Go ahead and put a box around “in all”. Draw a box around “in all” and students do the same.T Now we need to eliminate or get rid of anything that’s not very important. T We can cross off the first sentence telling us that we went

to the pet store since it doesn’t have numbers or tell us what we need to do to solve the problem.

T Draw a line through the sentence. Cross off the sentence and students do the same.

T And last, we need to solve!T I’ll draw a picture to help me solve.T How many cats do I need to draw?T Look at the numbers we circled. Wait for students to answer.T I’ll draw 4 cats. T Remember, make your drawings simple and fast. Draw 4

cats and students do the same.T How many dogs do I need to draw? Wait

for students to answer.T I’ll draw 7 dogs. Draw 7 dogs and students

do the same..T And last, how many birds do I need to

draw? Wait for students to answer.T I’ll draw 2 birds. Draw 2 birds and students

do the same.T Last, I need to write my number sentence

using all the numbers I circled.T We are going to add the numbers

because we boxed the key words “in all.” T 4 + 7 + 2 = 13.T Don’t forget the label!T We were counting cars, right?T Oh yeah, we were counting pets. Write pets next to 13 and students do the same.T You can tell each other how you solved the problem, and I will come around to hear your

thinking too!T You are going to work in partners to go through the steps on the “CUBES Poster” and both

of you have to show your work on your paper.T You can choose to draw pictures or use your number line, but you need to write a number

sentence to show your work.T I’ll read each problem out

loud now, and if you need help reading it when you get to the problem, raise your hand and I’ll come help you read it.

Read each problem out loud. Walk around and help students with reading, and guiding them in circling, underlining and boxing important parts. Have students


ELL:Word problems will be difficult to understand.

You may need to provide more pictures to go with the word problem for the

student to understand vocabulary, especially nouns. Students may

verbalize their thinking if writing is too difficult.

Differentiation:Support: Pull small group aside to work through problems together.

Make the numbers in the problems smaller, or have them only complete

half of the problems. Or have students work in pairs.

Enrichment: Give students who need an additional challenge more

problems containing larger numbers.

Note:Allow 20 min. to

finish the sheet.

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explain their thinking to you or their partner for at least one of the problems. Students turn in papers when finished.

Instructional Plan: Segment 2: 45-60 minutesSubject

Ice Cream Cone Craft – Solving Addition Word Problems Within 20 Objectives

Students will follow step by step directions to help solve a word problem. Students will identify important numbers, key words, the question, and eliminate extra

information in a word problem. Students will show their work through a craft, numbers, and equations. Students will explain their thinking verbally and/or through writing sentences.

Materials blank paper pencil & crayons/colored pencils




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document camera or whiteboard large construction paper (1 per student) (1 for modeling) glue sticks scissors Required Printable Resources: “CUBES Poster” (page 13) (1 copy for display) Required Printable Resources: “Ice Cream Craft Pages” --Word Problem (page 20) (1 ½

sheet per student), Ice Cream Scoops (page 21) (2 pages per student), Ice Cream Cones (page 22) (1 copy per student) (1 copy of each for display)

Have students seated at their tables with pencils, scissors, glue sticks, and crayons. Pass out the first page of the craft only. Have one displayed on the document camera for you to model.

CraftT Today we will be solving a word problem

about ice cream cones by making a craft!T We will do each step together.T First, write your name at the top of the

page. Write your name on the sheet. Read the first sentence of the problem.

T The next sentence has blanks we need to fill in.

T “I got ___ scoops of ______ ice cream on my ice cream cone.”

T You need to choose a number of scoops for the first blank.

T Choose a number smaller than 10. T I’ll choose 3. Write 3 in the blank. Have students write a number. T Then I need to choose a flavor of ice cream for the next blank.T There is a box with some flavors for suggestions, or you can sound out the word for a

flavor not on the list. Point to the box with the flavors.T I’m going to write chocolate. Have students write a flavor.T Now it says, “My friend got _____ scoops of ____________________________ ice cream on their

cone.”T We have to do the same thing here and choose a number of scoops and a flavor of ice

cream for the blanks. T Choose a number smaller than 10. T I’ll choose 2 scoops and vanilla ice cream.

Write 2 and vanilla in the blanks and students will choose a number and flavor to write.

T Next it says, “My second friend got _____ scoops of ____________________________ ice cream on their cone.”

T Again, choose a number less than 10 for the first blank and a flavor for the second blank.

T I’m going to choose 5 scoops and rainbow ice cream. Write 5 and rainbow in the blanks and students choose a number and flavor to write.

T It asks, “How many ice cream scoops are there altogether?”


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T To find out, we are going to cut and glue our ice cream scoops to match what we chose in our word problem.

T Everyone’s will look a little different. T We will do this together.

Pass out the ice cream scoop and ice cream cone page and construction paper. Have a copy for you to model also.

T Make your construction paper go up and down the long way so that all your ice cream scoops can fit on the paper.

T Color your cones and cut them out and glue them at the bottom of your construction paper.

T Make sure you they are at the bottom of the page so there is room to glue ice cream scoops.

T Also leave some space in between the cones so they aren’t squished. Color, cut, and glue the cones at the bottom of the page with space in between the cones. Students do the same.

T Recycle your scraps when you are done.T Now look at how many scoops you chose for yourself and what

flavor you chose.T I chose 3 scoops of chocolate ice cream.T I’ll color 3 scoops brown for chocolate and cut them out to glue

stacked up on the first cone. Color, cut, and glue the scoops on top of the first cone. Monitor students are doing what they wrote in their word problem.

T Now look at what you wrote for your first friend. T I wrote my friend got 2 scoops of vanilla.T I don’t need to color my 2 scoops since vanilla is white. Cut out 2 scoops and glue on top of the

2nd cone. Monitor students are doing what they wrote in their word problem.T Last, I need to look at what I wrote for my 2nd friend.T My second friend got 5 scoops of rainbow ice cream.T I’ll color 5 scoops rainbow colored and then cut and glue them on my last cone. Color 5

scoops, cut, and glue onto last cone.T If you run out of scoops, you’ll have to ask someone else in the class if they have any extra

scoops leftover. Help any students who need more scoops to find ones that aren’t being used.T Recycle your scraps when you are done.T Now I have all my ice cream scoops done!

T To solve my problem, I need to go back and mark my problem using the CUBES Poster. Display poster.

T Let’s circle our numbers. Display word problem and circle numbers and students do the same.

T Next, underline our question. Underline question and students do the same.

T Next, we box the key word. T What’s our key word? Call on student to answer.T Right, “altogether.” Put a box around the word and students

to the same.T Now we eliminate any extra info. T Is there any sentence we don’t REALLY need? Call on a

student.T Right, the first sentence about going to my favorite ice

cream store. Cross it off and students do the same.


ELL:Put student(s) in a

group with a student(s) who can help explain

and guide.

Differentiation:

Support: Suggest they use smaller

numbers. Enrichment:

Challenge them to

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T Last, we need to solve.T We will write a number sentence with your ice cream scoop numbers at the bottom of the

word problem. T I have 2, 3, and 5 scoops of ice cream so

I’ll write a number sentence using those numbers.

T Is this adding or subtracting? T Look at our keyword.T Altogether means add.T So, my number sentence will say 2 + 3 +

5 = 10. Write number sentence and students do the same.

T Go ahead and add up your numbers and count your ice cream scoops.

T Last, we need to label what we are counting.

T We are counting ice cream scoops so we can write that by our answer. Write ice cream scoops by number sentence and students do the same.

T Now, I want you to share your craft and your thinking with a partner. T While you are sharing with each other, I’ll come around and staple your word problem to

your craft.Staple their papers to their craft. Monitor that students are sharing their thinking and their project. Collect projects.

Make sure to “Break Up Your Day!”

These can be used in the middle of a lesson or at the end of your lesson.Here are a few engaging movement and brain break ideas to get your students moving

and ready to refocus!




Break Up Your Day: Guess My Number! Begin by showing an example: “I am thinking of a number between 1 and 10. Who would like to

guess my number” Call on a student. When they take a guess, let them know if your number is bigger or

smaller than what they guessed (ex: Student guesses 5, your number is 7, so you would say “My number is bigger than 5.” Then call on another student to guess).

Keep giving clues until students guess the number. You could play again with the teacher picking the number if students

need reinforcement, or you could have a student come up and pick the number (have them tell you what the number is so you can help them).

Break Up Your Day: The Wiggles!

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daybreaklessonplans.com · Web viewSolve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and