Inductive Lesson

Subject(s): Math Grade: First

Teacher(s): Cassie Mayer School: Andersen Elementary Date:_____________
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
MC: 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the problem.

2. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students will solve equations with an unknown first or second addend.

STUDENT-FRIENDLY
TRANSLATION
Today, I will solve equations
with an unknown first or
second addend.

3. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish
the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

Academic Vocabulary: Sum, addend, value, and unknown.

4. Relevance/Rationale: (Why are the outcomes of this lesson important in the

real world? Why are these outcomes essential for future learning?)

This lesson will build efficiency when adding numbers when one addend is
unknown but the sum is known.
5. Essential Questions:
How do the number bonds help you understand how to add?
When could you use this is real life?

Part II STUDENTS INFORMATION

6. Class Information:

STUDENT-FRIENDLY
TRANSLATION
I will be able to find the sum of
two numbers when one addend
is unknown.

a. Total number 20; 10 girls, 10 boys

b. EL/Special Needs One student with IEP - ADD
c. Academic background in content area - Students have completed number bonds previously
with missing addends. Students have added with numbers between 1-20 in previous lessons
and units. Teacher has front loaded students with knowledge about variables.
d. Linguistic All students speak English as their first language. Students often confuse the proper
tenses when orally speaking.
e. Cultural/Health Most students come from a high socioeconomic background, kids are in good
health and are well taken care of. Most students are fit and active.
f. Physical Students are just starting to become more coordinated and self-aware. Students love
playing games outside using bouncy balls and hula hoops.
g. Social Students love socializing with one another and making each other laugh. They do get
their feelings hurt easily, but they also easily forgive. They engage in a lot of imaginative play
activities, but also love using manipulatives.
h. Emotional Students often seek affirmation from teachers and adults. They need love and
support in most areas of school and support. Students are very affectionate with adults and
peers. They are more emotional and their feelings can be hurt easily, but they are maturing.
i. Interests/Aspirations Students are interested in technology and games. Students at this age
love play and talking with their friends. Students love animals and stories that are silly and
with pictures.
7. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

Drew has ADD and tends to talk a lot through his work, needing reminders to work quietly. He often gets off task
distracting his peers.

Luke is a gifted learner who speeds through all of his work, but then continuously asks what to do next and distracts
his peers.

Part III - LESSON ADAPTATIONS

8. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

In order to accommodate Drews needs, provide the class with a visual on the board which directs the
noise level in the class. Drew will refer to this while working. Also by directly asking him questions
about his work, will help remind him to focus on what he is doing. For Luke, give him the opportunity to
create his own problems then share them with another capable peer. If he completes that as well, he
can help students out who are still working, by passing out manipulatives to students who need them,
and explain how he solved the problem. Be sure to give him clear instructions so that he does not
simply tell the answer to the problems.

9. 21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
The students will use communication in the closing activity to answer the essential questions through think
pair share. The students will also be using critical thinking through the activity as they use different means to
solve for the unknown in number bonds.
10.
Technology - How will you incorporate technology into your lesson?
I will be using a document camera during the instruction of this lesson.

11.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
During class discussion I will monitor answers, and provide questions to encourage their thinking. Also during
instruction I will walk around and monitor student work and provide intervention as needed.
b. Summative (if applicable):
c. (Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE

12.
Instructional Method: Circle one Direct Instruction
Inquiry
Inductive

Cooperative Learning

13.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Swun Math First Grade, Common Core Volume 1
Marker
Poster Paper
14.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN: (10 minutes)
To make this lesson inquiry I will put the equation 3 + X = 8 on poster paper in front of the classroom.
Students have seen variables before but have never had them in place of a missing addend in a
problem only as the sum of a problem. I will them say, Class, as I was looking through your math
books, I found problems that looked like this. They had letters or shapes in the middle of the problem
and I am unsure what they mean. Do you think you can help me, by investigating what we already know
or see in the problem? The students will al say yes. By raising your hand, can someone tell me what
we know, or what we can do?
Students will then talk about what they know, and some ideas they will have to solve the mystery of
the unknown in the problem. As the class discuses write their thoughts on the poster. After some
unguided analysis of the problem, help the students solve for the missing addend using a number
bond, but have the students help fill in the blanks.
BODY: (10 minutes)
After the problem on the poster has been solved, have the students turn to page 228 in the Swun

math books. There they will find four practice problems. Walk the class through the first to, and
model thinking and refer back to the poster.
Triangle + 4 = 8 Thinking out loud or pulling popsicle sticks to have the students help place on
the parts in the appropriate places in the number bond, use counting on the solve for triangle.
7 + M = 11 Do the same thing as before, but use a number line to help solve the problem after
putting it into a number bond.
CLOSE: (15 minutes)
For the last ten minutes have students work independently on the last two problem. Walk around the
classroom and monitor student work and help as needed. If students finish early instruct them to use
the blank page on page 232 to create four of their own problems using one unknown, and numbers
between 1-20. When they are done, have student trade work with a partner to see if they can figure out
their partners problems.
After about 10 minutes of independent work, use the popsicle sticks to have students come to the front
and share their work. Have students explain outload to the class what they did. After each presenter
have the class agree or disagree using thumbs up or down. If the presenter has an incorrect answer,
use it as an opportunity to reteach or support the lesson.
Ask the questions:
How do the number bonds help you understand how to add?
When could you use this is real life?
And have them use think pair share before giving their answers to me orally.
Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
I used an inquiry based lesson to help student problem solve for a missing addend using an unknown number
represented by a shape or letter. I used poster paper and an illustration at the front of the class, modeled thinking
and problem solving techniques.

Next I supported what they learned through inquiry with a direct lesson on the content, referring back to the inquiry
lesson poster. Finally, the students worked independently to solve two problems on their own, then presented their
work and we walked through each one solving the problem to further support the learning of the content.
2. Were the students successful at achieving the lesson objective?
a) If so, provide student evidence.
Students were very successful, all were able to work independently and solve problems, or self-correct their
problems after talking with me. The class enjoyed helping me investigate the unknown in the problem and used
problem solving skills to solve the extra practice problems.

This is Lukes work, he solved the problems in his head. I asked him to

orally walk me through his thinking process. He used the count on method for number 2, and from memory he knew
that 3 plus four more was 7, so X=4 from problem number 1.

This is Avas work. She needed extra guidance from me. After I helped

walk her through number one, she completed number two on her own, and shared her work with the class. She used
the count on method with her fingers as visuals to solve for the arrow which equals seven.
b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
One of my students struggled with the content, they are already behind in math and so that is why I believe they
didnt meet the objectives. To help this student I would work directly with them one on one to scaffold their learning,
as well as provide them with manipulatives to help them visualize what the problems are asking.

This is Xanders work. He didnt show his work, but we worked

together using his white board in his desk. He corrected as we walked through the problem together, but I dont
believe he grasped the concept.
3. What would you change about the lesson and why?
While giving my lesson I forgot to provide students with the opportunity to create their own problems, which directly
affect Luke, who then distracted the students around them and became off task. If I were to do this lesson again I
would be sure to set clear expectations at the beginning of the lesson, and directly instruct my fast workers what to

do if they finish early.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.
IN REFLECTION