Cameron Calland-Jones

TAG Strategy in this lesson: Graduated Difficulty

UNIT NAME: Becoming Fluent with Addition and Subtraction in Story Problems

LESSON NAME: Math By Myself

Time Needed (Hours/Days): 2 days (45 min. each session)

Grade: 2nd (ON level)

Subject: Math / Writing

Course: TAG Curriculum and Strategies for the Gifted

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards:

2. OA.1 Use addition and subtraction within 100 to solve one and two step story problems
by using drawings and equations with a symbol for the unknown number to represent the
problem. Problems include contexts that involve adding to, taking from, putting
together/taking apart, (part/part/whole) and comparing with unknowns in all positions.

Advanced Communication Skills

9. The student maintains a journal or log for self-reflection and/or self-evaluation.

Higher Order Thinking Skills

4. The student makes and evaluates decisions using the criteria.

ENDURING UNDERSTANDING:
The student will be able to represent one or two step story problems using drawings and
equations with a symbol for the unknown number. Students will make sense of story
problems and persevere in solving them. Students will create a learning goal to improve
their achievement related to the understanding of solving and creating story problems.

ESSENTIAL QUESTION(s)
What strategies could you use to find the answer to a story problem?
How do you decide if a problem is too hard, too easy or just right?
How can you prove, in writing, that your answer is reasonable and makes sense?

TEACHER LESSON PREPARATION What needs to be done prior to the lesson?

Teacher should set up learning stations around the room labeled with leveled sets
A, B, and C.
 Teacher will review steps and TIPS for solving story problems with the students
(anchor chart).
Gather Materials: math journals, pencils, dry-erase boards, document camera,
interactive board, markers & erasers

ACTIVATING STRATEGY
Just Right 4 Me!
1. TTW present 5 bowls of different sizes and decorations. One large bowl has
golf balls on it, another medium bowl with flowers, one smaller bowl with
soccer balls and two matching same-size bowls with basketballs. TTW ask,
whose bowls do you think these belong to? How do you know? What is
different/similar?
2. TSW Think-Pair-Share their responses.
3. TTW confirm that the bowls belong to the members of her family of 5.
****Students are aware that I have a husband and 3 boys (including a set of twins, as they
are often used in examples in class). Each person has a bowl they like to eat popcorn,
cereal or ice cream out of.
4. TTW remind students about the fairy tale Goldilocks & the Three Bears.
TTW will briefly explain that there was a bowl, bed, and chair that was just
right for each member of the bear family.
5. TSW share what just right means in their own words and record it at the
top of their math journal page. Students will answer the essential question,
How do you decide if a problem is too hard, too easy or just right?
6. TTW say, Today we are going to investigate some story problems and find
some examples that are just right for for us, as mathematicians.

Instructional Sequence and Activities including use of technology

TTW say, How do you decide if a problem is too hard, too easy or just right?
How can you prove, in writing, that your answer is reasonable and makes sense?

TSW share answers, while the teacher adds answers to TIPS anchor chart for
reference later.
TSW record their responses in math journals for later reflection.
TSW be presented with the follow story problems on the interactive board. TTW
model steps to solving story problems for problems 1 and 4. Students will come up in
pairs to complete the problem 2 and 3.
Problem 1: Caelan has 28 marbles and his cousin gives him 18 more marbles. How
many marbles does Caelan have now?
Problem 2: Jonathan has 11 bottle caps. He found 34 bottle caps at the recycling
center. How many bottle caps does he still have if he gave 9 away?
 Problem 3: Fifty-seven children got on bus #4625. How many children are still on
the bus if thirty-nine children got off when it stopped?
Problem 4: Kennedy and Adrian count 26 little girls and 34 little boys at the soccer
game. They count half as many adults as girls and boys combined. How many children
and adults do Kennedy and Adrian see at the soccer game?
TTW pose probing questions: Which question was a just right story problem for
you? How do you know?
TTW explain You will now be given an opportunity to practice what you have been
learning. We all learn at a different rate, and you will have the opportunity to
decide what problem set is the right fit or just right for you. To help you make
the best choice, lets consider a few questions.

1. Distribute the DECIDE handout and the three leveled sets (A, B & C) of story
problems. For 2nd grade students, time should be included to discuss the meaning of
the following words: (determine, examine, consider, criteria & establish)
**Notations are added with definitions and should be displayed using the document
camera. Students will have a copy to paste into their math journals.
2. Provide time for students to examine the 3 leveled sets and decide which is the
most appropriate for them to complete independently.
3. Students will complete the leveled set of their choice and check their work.
Students who quickly and accurately complete their selected set should try the
next level. Students who quickly and accurately complete level C should create a
more difficult level D with a corresponding answer sheet. Students can trade
problem sets with other level D students. Students who encounter difficulty at
levels B or C, can move down. Students who encounter difficulty at level A should
attempt, show all work, and be prepared to ask the teacher 2 questions about their
next steps in solving the story problem.
4. When all students have had the opportunity to complete and check at least one
problem set, lead the students in a discussion to identify the criteria they used to
make their choice, determine if the 1st choice was the best choice, and determine
the knowledge/skills needed to move to the next level. Students will record
observations in the DECIDE template.
5. Students will establish a learning goal to improve their own achievement related to
understanding and solving multi-step word problems. This goal will be recorded in
the students math journal.
6. Students will have an opportunity to briefly conference with the teacher to share
goal and debrief and glows & grows, success & challenges, with leveled story
problems.

Assessment Strategies
 Ticket Out the Door- All students will be asked to create a story problem of their
own with step-by-step written instructions on how to solve it and an answer key at
end of the 2-day lesson. This will also be shared with 4 th grade buddies during a
gallery walk.

Informal assessment through Glows and Grows during brief student-led

conference post lesson.

TSW complete the Math by Myself student assessment as a formative

assessment at the end of the week the lesson is taught

Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following:
--extensions students create level D problem set, if level A-C is mastered
tiered activities story problem diagnostic included for students struggling with level A,
leveled A-C problems with graduated difficulty

Materials/Links/Text References/Resources
Include links to online sites, citations for texts, and hand-outs that go with this lesson.

This lesson was modified from Words Problems Galore! Differentiated Math Centers
from www.cpalms.org

DECIDE handout (modified with definitions for younger learners) **Also visible below, p.
5**
https://fultonk12-
my.sharepoint.com/personal/jonesc5_fultonschools_org/Documents/DECIDE_templateTA
G.docx

Writing in Math problem leveled set A (yellow), B (green) and C (blue)-copy 2 sided, (1
pg. 2 questions)
http://www.cpalms.org/uploads/Resources/final/72888/Document/27800/Writing%20in
%20Math%20activity%20sheet.pdf

Math by Myself student assessment

http://www.cpalms.org/uploads/Resources/final/72888/Document/27794/Math%20by
%20Myself%20Word%20Problems.pdf

Math by Myself Student directions

http://www.cpalms.org/uploads/Resources/final/72888/Document/27793/Math%20by
%20Myself%20Directions.pdf

TIPS for solving Word Problems

http://www.cpalms.org/uploads/Resources/final/72888/Document/27798/TIPS%20for
%20solving%20WORD%20PROBLEMS.pdf

Word Problem Diagnostic for students who have difficulty with level A story problems

http://www.cpalms.org/uploads/Resources/final/72888/Document/27799/Word
%20Problem%20Diagnostic.pdf