## Reflection: Intervention and Extension Colorful Scaffolding - Section 1: Objective & Hook

1.OA.1 says, "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." This standard asks students to solve a story problem where any part of the story can be missing. In this case, we focused on missing addend style problems, where we don't know how many were added to the initial set.

The most common misconception in these style problems is to add the numbers together. For those students who do understand the story, the most common misconception is to be confused about which part of the students' cube models represents the initial set and which part represents the amount that was added to the initial set. To provide students with a scaffold, this lesson has students use colors to help separate the groups. By giving each apple a color, students can easily see the initial set and the part that was added.

This actually can become a strategy for students-some students will use color on their own even when the problem doesn't specifically give a color-because it helps them differentiate the groups.

Color: A Useful Scaffold with 1.OA.1
Intervention and Extension: Color: A Useful Scaffold with 1.OA.1

# Colorful Scaffolding

Unit 16: What the WHAT?! Teaching Challenging Story Problems
Lesson 3 of 7

## Big Idea: Give students a colorful scaffold to help them identify the missing addend in a story problem!

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55 minutes

### Amanda Cole

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