Name: Hannah Schmidt

Content Area: Math

Grade Level: 1st
Lesson Length: 15 minutes

For each section, refer to the Lesson Plan Rubric for more information about what to include.

Contextual Information and Rationale

Provide background information about the content lesson, including why it is important for students to learn, why it is relevant for their
lives, and how this lesson fits into a broader sequence of learning.

This lesson is part of the math workshop structure in which students are grouped according to readiness level, and those small groups
rotate between receiving targeted lessons from the teacher, practicing skills with math games, and working on an online math
program. For this lesson, I am meeting with the small group that is working on part-part-whole problems. We just started this unit, so
they have only received one other lesson on this topic, and it was just to get them familiar with how to use the part-part-whole mats.
The next step in the progression of learning is to teach them how to understand a part-part-whole problem so that they can set up a
solution strategy. Once they are able to set up their solution, they will be able to move on to solving fluently and eventually moving
away from manipulative support. Part-part-whole relationships are important for students to learn because they lay the foundation for
understanding addition and subtraction. Addition and subtraction are essential math skills that students will need to use in their
everyday lives even if they do not pursue futures that focus on math.

Lesson Objectives
State and/or National Standards: Learning Targets:

SOL 1.7 The student will a) recognize and describe with fluency
part-whole relationships for numbers up to 10.
Students will know that there are clues in a problem that
help you set up your solution strategy. For example, in a
part-part-whole problem, a smaller number must
represent a part.
Students will understand that the solution strategy
depends on the problem structure.

Assessment Descriptions:
Describe how you will assess students.
I will take notes during the lesson to help
me remember how each student did. I will
note who needs more support, who needs
more challenge, and any particular
difficulties that I should address in the next
lesson.
I will give an exit ticket at the end of the
lesson. I will read a problem that follows
the structure most challenging to the
group based on what I observe (whole
unknown, one part unknown, or both parts
Students will identify problem clues that help them set up
their solution strategies.
Students will solve part-part-whole problems.
Assessment
Criteria: Describe how students will
demonstrate mastery.
I will look to see if students are setting up
their mats correctly. For example, if the
problem is whole unknown, I will check to
see if they have filled in both parts and left
their whole blank. I will also look to see if
the students can correctly solve the
problem after setting up their solution
strategy. For example, if the two parts are
5 and 2, I will check to make sure they put
7 cubes as the whole. I will also be listening
for explanations that make sense when
students are asked to figure out what clues
in the problem they used to help them set
up their solution strategy. For example, in a
both parts unknown problem, I expect the
students to identify that they know how
many in all means the whole.
I will be looking for students to correctly
set up the problem and also solve it
correctly. See above explanation for more
details.
Use of Assessment: Describe the feedback
you will provide, potential plans for
adjusting instruction, etc.
Since this is a small group lesson with only
five students, I will be able to quickly adjust
my instruction if the students are not
understanding or understanding very
easily. I can give and take away support as
necessary.
My feedback will focus on having students
think metacognitively about their
processes. I will ask questions such as: How
did you know that? What helped you figure
that out? Why did you do it that way?
What clues did you find in the problem? If
students are struggling to identify the
clues, I will provide information for them.
For the exit ticket, I will provide specific
feedback to each child the next time I meet
with this small group. I will point out a
specific skill that the student demonstrated
well, and (if necessary) direct student
attention toward a mistake to see if he or
unknown) and ask students to draw their she can correct it independently. If not, I
solution strategy on a sticky note using the will provide support and incorporate more
part-part-whole mat structure. They can review of this topic in the next lesson.
use a drawing (e.g., six dots) or a plain
number (e.g., 6) in each box. I will then
have them solve the problem and circle it
on their sticky note.

Instruction
Use the columns below to detail what the teacher and students will be doing throughout the lesson, as well as the materials, resources,
and technology that will be used. You are encouraged to divide your plan into sections based on the instructional model you are using.
For example, a gradual release plan may include sections such as I do, we do, you do together, and you do alone.

Be sure to refer to the lesson plan rubric for specific information as to how you will be assessed.
Teacher: Student: Materials, Resources, and Technology:

Pass out part-part-whole mats and a 5 part-part-whole mats

couple handfuls of cubes. Bucket of cube manipulatives
5 dry erase markers
Intro and goal orientation: 5 sticky notes and pencils
Today were going to use our part- Piece of paper and pen to take
part-whole mats to solve some assessment notes
different problems. We are going to
look for clues in the problems to
help us figure out how to set up our
part-part-whole mats to get the
answer.

Activate prior knowledge:

Lets think back to how we used
the part-part-whole mats the other Participate in creating a problem
 day. We can use these cubes and Solve a problem at least one way
put them in the different boxes on Share: did you choose your second
the mats to show numbers. part first or your whole? Why?
Give the person sitting next to you
one part. When you get your part,
fill in another part and a whole
Have them come up with a different
way using the same first part if they
finish quickly.
Share: did you choose your second
part first or your whole? Why?

Tasks:
Give problem (listed at the bottom
of the document) Listen to problems
Have students set up their part- Set up part-part-whole mats with
part-whole mats with the cubes and cubes and numbers
label with numbers using the dry Share thinking
erase markers Solve problems
Ask students to share how they
knew how to set up the mat
Tell them these are the clues that
help them figure out their solution
strategy
Have students solve the problem
Repeat

Closure:
Turn and talk: what clues can you
look for in a problem to help you Turn and talk
figure out how to solve it? Complete exit ticket
 Exit ticket

Behavior Management:
While I teach this small group lesson, the rest of the class will either be playing a math game on the carpet or be working on their iPads
at their seats. I will have two check-ins (around 5 minutes and around 10 minutes) when I look around the room to make sure that
students are on task. I will announce and award points on the Class Dojo app accordingly.

Sometimes the noise level with the group on the carpet can get too high, especially since they are in close proximity to the teacher
table where I have my small group. I will give the clear expectation at the beginning of the workshop rotation that the carpet group is
on level 2, which means they can talk to each other in quiet voices. I will use a visual reminder by moving the noise level chart on the
board to 2. I will also remind them that when they play the game, they can use silent cheers (waving their arms and making an
excited face without making noise) to celebrate.

In my small group, I will set up the clear expectation that students will be on task and following directions. I will put 15 minutes on the
timer on the board so that they know how long they are expected to maintain focus. I will also be proactive by using an hourglass timer
to put a limit on how long students can spend on a particular problem. Sometimes when they have too much time to spend on one
problem, they get off task more easily. If I notice that one student finishes well before others, I will provide an extension to the
problem so that they have another task to work on until the others are done.

I can give paper Xs to students who do not follow directions after a reminder. These Xs serve as an extra visual reminder to follow
directions, but the students know they are not in trouble if they get one. If they get three Xs, they lose Dojo points. If a student is
being particularly energetic, I might use proximity by moving him or her next to me.

Problems:

X has 4 red markers and 6 blue markers. How many markers does he have?
X has 7 pieces of candy. 3 are chocolates, and the rest are lollipops. How many lollipops does he have?
X has a bag of green and yellow marbles. She has 9 marbles in all. How many could be green? How many could be yellow?
X has 7 fiction books and 5 nonfiction books. How many books does he have?
X has a bag of footballs and soccer balls. He has 8 balls in all. How many could be footballs? How many could be soccer balls?
X has 12 pens. 6 of the pens are purple, and the rest are black. How many black pens does she have?