| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | How modeling can help solve addition and subtraction word problems. |
| What length (min) | 30 |
| What age group | Year or Grade 1 |
| Class size | 27 |
| What curriculum | IReady Classroom Mathematics |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
How Modeling Can Help Solve Addition and Subtraction Word Problems
Grade 1
Mathematics
27 students
IReady Classroom Mathematics
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Introduce the topic of modeling in math, explain its importance in solving word problems. Use a simple example to illustrate. |
| 2 | Group Activity | 10 | Divide students into groups of 3 to 4. Each group receives a word problem to model and solve together using manipulatives and discussion. |
| 3 | Physical Activity Break | 5 | Lead students in a quick physical activity to refresh their minds. Consider movements that encourage counting (e.g., jumping jacks while counting to 10). |
| 4 | Direct Instruction | 5 | Teach students how to effectively use printable cards for modeling. Explain what needs to be filled in on the cards. |
| 5 | Independent Work | 5 | Distribute printable cards to each student. Allow time for them to fill out the cards based on another example problem provided by the teacher. |
| 6 | Collection & Review | 5 | Collect the filled cards from students. Randomly check a few to ensure understanding, without calling any student to present their work. |
In this lesson, students will explore how modeling can help them solve addition and subtraction problems through collaborative learning, hands-on activities, and a structured approach to problem-solving. By the end of the lesson, students should feel more comfortable using models and strategies to tackle math problems independently.
"Good morning, class! Today, we are going to learn about something very exciting in math: modeling! Can anyone tell me what they think modeling means? (pause for responses) Great ideas! Modeling helps us understand and solve addition and subtraction word problems. For example, if I say there are 5 apples and you add 3 more, how many do you have? We can use models to show that! We’ll be using manipulatives to help us visualize these problems. Are you ready to get started?"
"Now, I’m going to divide you into groups of 3 or 4. Each group will receive a word problem on a card. Your task is to read the problem together, discuss it, and use the manipulatives on your tables to model and solve the problem. Remember, you can talk and help each other out. I’ll give you 10 minutes to work together. Ready? Let’s go!"
"Okay, everyone! Let’s take a quick break to refresh our minds! Stand up and follow me. We’re going to do jumping jacks while counting to 10! Ready? One, Two, Three... (lead the class in jumping jacks) Great job! Now that we've moved a bit, let’s get back to math!"
"Now, I’m going to show you how to use the printable cards that you will be using for modeling. Each card has some sections for you to fill in. Make sure to write down the word problem you’re working with and draw a picture or use numbers to show how you solved it. Can everyone see what’s on the board? (ensure all students can see) Perfect! Let’s review these steps together as I demonstrate with an example."
"Now it’s your turn! I’m going to hand out printable cards to each of you. On your card, I want you to fill it out based on another example problem I’m providing. Remember to be clear and include your modeling. You’ll have 5 minutes to complete this, so focus and do your best!"
"Time's up! Please pass your filled cards to the front. I’m going to randomly check a few of them to see how well we understood our topic today. Don’t worry; I won’t be calling anyone up to present their work, but I’ll look for some good examples to see how we used modeling to solve our problems. Thank you for your hard work!"
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A classroom setting with students} | - Introduction to modeling in math |
| - Understanding addition and subtraction through models | ||
| - Using manipulatives to visualize problems | ||
| - Example question: 5 apples plus 3 apples | ||
| 2 | {Image: Students working in groups} | - Group activity overview |
| - Students divided into groups of 3 or 4 | ||
| - Reading and discussing a word problem on a card | ||
| - Using manipulatives to model and solve the problem | ||
| - 10 minutes to collaborate | ||
| 3 | {Image: Students exercising} | - Quick physical activity break |
| - Engaging in jumping jacks while counting to 10 | ||
| - Importance of refreshing minds before returning to math | ||
| 4 | {Image: Example of a modeling card} | - Direct instruction on using printable cards |
| - Sections for writing down the word problem | ||
| - Encouragement to draw a picture or use numbers for solutions | ||
| - Reviewing steps through an example demonstration | ||
| 5 | {Image: Students working individually} | - Independent work phase |
| - Handing out printable cards for additional examples | ||
| - Filling out cards clearly while modeling their solutions | ||
| - Time allocated: 5 minutes | ||
| 6 | {Image: Teacher collecting student work} | - Collection & review of completed cards |
| - Random checks for understanding of modeling | ||
| - Emphasizing good examples without calling students up to present | ||
| - Acknowledgment of student effort and hard work |
| Question | Answer |
|---|---|
| What is modeling in math? | |
| How can modeling help us understand word problems? | |
| Give an example of a word problem that can be modeled. | |
| What manipulatives did we use to help visualize the problems? | |
| How do you solve a word problem using a model? | |
| Why is it important to discuss the problem with your group? | |
| What should you include on your printable card when modeling a problem? | |
| How did we demonstrate the modeling process in class? | |
| How can physical activities benefit our learning in math? | |
| What is one thing you learned about modeling today? |
Can you explain how you used manipulatives to model your problem? What did you find most helpful in visualizing it?
If you had to choose a different way to model your word problem without using manipulatives, what would you use and why?
Think of a real-world situation where you could apply modeling with addition or subtraction. Can you describe what that situation would be?
How do you think modeling helps us understand math better? Can you give an example from today’s lesson?
If a friend had trouble understanding modeling, how would you explain it to them using your own words?
Here's a list of simple physical exercises formatted as a markdown document:
Let's get our bodies moving, it's time for some fun,
A little break from math before we are done.
Stand up tall, the air is fresh,
Join in with me, it's time to refresh!
1. **Jumping Jacks** - Count to ten,
One, two, three, let's start again!
2. **Arm Circles** - Stretch wide and spin,
Big circles forward, let the fun begin!
3. **High Knees** - Lift your legs up high,
One, two, three, reaching for the sky!
4. **Toe Touches** - Bend down and stretch,
Reach for your toes, it’s a great upward sketch.
5. **Lunges** - Step forward with pride,
One, then the other, we’ll move side to side.
6. **Side Shuffles** - Move left and right,
Quick little steps, we’re feeling so bright!
7. **Stretch Up** - Reach for the stars,
Feel the joy, near and far!
8. **Spin Around** - Just a quick twirl,
Shake off the math, give it a whirl!
Now that we've moved, let's settle back down,
Ready for math with smiles, not a frown.
We’ve energized our minds, we’re ready to go,
Let’s solve those problems and watch our skills grow!