Lesson plan

Pockets: Trajectory of Understanding

teaches Common Core State Standards CCSS.Math.Content.1.OA.A.1 http://corestandards.org/Math/Content/1/OA/A/1
teaches Common Core State Standards CCSS.Math.Content.1.OA.C.6 http://corestandards.org/Math/Content/1/OA/C/6
teaches Common Core State Standards CCSS.Math.Practice.MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
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Students will understand how to use different strategies to add within 20 when given a word problem. They will use their knowledge of doubles to help them solve the task. The suggested public discussion of student work shows a trajectory of understanding. Discussing this work publicly is important because students are just beginning to solve word problems and understand that doubles can be an important strategy to know in order to solve equations more efficiently. It is also important for students to connect the numerical expressions to a visual representation. Three pieces of work are shown. The first shows the student took 2 numbers that equaled 15 and then showed that the 10 can be broken down into 5 and 5. The student also drew a ten frame to illustrate their findings. Tom has 10 pockets and Sarah has 5 pockets. The second example shows a written explanation where the student explains if Tom has double the amount of pockets than Sarah he has to have 10 because if you double 5 you get 10. The final example shows a picture explanation, an equation, and a written explanation. The student showed that Tom has 10 pockets and Sarah has 5. Ten is broken down into 2 fives to show that if you double 5 you get ten. There is also a ten frame drawn that shows 10 and 5 equal 15. This Student Work Discussion Plan was created by a member of the 2015 Delaware Dream Team. Special Materials: Cubes