Lesson Design What will the teacher be doing? What will the students be doing? (Structured Student Interaction) What will the teacher be listening for? (What do we expect students to say?) Probing Questions for Differentiation Assessing Questions (“stuck”) Advancing Questions (further learning) Engage (Launch) Place = on the board and ask students what it means. “What does the symbol = mean?” What would be an example where you would use this symbol? Partner talk – Students tell their partner what they think the symbol = means. (Partner A start first and B respond) Partner B will use frame: I agree with/I disagree with ________. Restate if you agree. Same as Equal to **it means the answer What does equal mean? Activity or Task 1 Write at as many ways to make the number 9 as you can. Teacher will walk around looking at student whiteboards identifying facts to share whole class. Teacher will share 2 sets of facts pulled from student boards. First 3 examples are true and then a false example. 8+1=10-1 Is this true? 7+2=2+2+5 Is this true? (Draw a picture) 10-1=5+3 Is this true? Students write different ways to make the number 9 on their whiteboards. Thumbs up think it is true. Thumbs down it is false. Students draw a model to show if it is true or false. Partner share – I agree it is true because …. I think it is false because Writing examples of ways to make 9 using addition and subtraction, and possibly more than 2 addends. Can you show me how you know that makes 9? Start with a picture that makes 9. Where is (number) in your model? Can you make 9 with more than 2 addends? Can you write a subtraction sentence that = 9? Can you start with a number greater than 20?
Teacher uses vocabulary of true/false, equal to, the same as, more than two addends. … Activity or Task 2 Teacher will have students complete activity on page 217. Coloring all statements that equal 7. Take 2 number sentences that are equal and ask students if they are true. Why? Give students page 217 to complete. Think about the different ways to make 7. If the number sentence equals 7, color it. If it doesn’t equal 7, leave it alone.” Take 2 number sentences that are equal and ask students if they are true. 6+1=13-6 3+3+1 = 13-6 Is it true? How do you know it is true? Teacher will have students model the number sentences. Students color all number sentences that equal 7. Students explain why they believe number sentence equals 7. Thumbs up think it is true. Thumbs down it is false. Students draw a model to show if it is true or false. I think it is true because _____. I think it is false because _____. Does it make sense that 13-6 = 12-6? Draw a model on the bottom of your paper. Activity or Task 3 Rewrite 2 that were false (only change one of the addends) and make it true using a model and a written expression. Teacher will lead class through rewriting 2 that were false (only change one of the addends) and make it true using a model and a written expression. Students will model number sentences and write the number sentence making it true.
13-6 = 12-6? Is this true? How could we make it true? Thumbs up think it is true. Thumbs down it is false. Closure Students complete p.220 #15 independently. Teacher will give students time to complete #15 on page 220 independently. If the number sentences are equal color it, if it is false leave it alone. Which one on page 220 was the easiest for you to solve? Students will complete independently. How can you prove it? Can you draw a picture on the bottom of your paper? Can you use a number line? Write your own … write two number sentences that are equal. Go back to page 217 and write number sentences that were equal using = or number sentences that are not equal using ≠.