Reflection: Gradual Release Mixing It Up  Section 4: Independent Practice
Mixing It Up
Lesson 6 of 12
Objective: SWBAT write an equation for both an addition and subtraction story problem
Setting Up the Learning
This lesson aligns really well to CCSS Mathematical Practice 2, "Reason abstractly and quantitatively." In the lesson, students have to decontextualize the numbers and actions of the problem into symbols. They also have to find the evidence necessary to justify their claim that they need a + or  symbol.
Review:
We have been looking at how to write equations to match story problems. Today we are going to mix + and – problems and see if you can write a matching equation for each of them.
Connect:
Mathematicans use symbols to match their stories. When we use symbols it helps us explain what happened only using numbers.
Objective: Today your thinking job is: How can I write an equation that matches a put together or take away problem?
Opening Discussion
Let’s read both story problems. Before we even look at how we can solve them, let’s decide if they need a + or a – sign. We can’t write an equation until we have figured out which symbol matches.
I see 10 frogs in the pond.
Then 4 hop away.
How many frogs are in the pond now?
I see 10 frogs in the pond.
Then 4 more frogs come.
How many frogs are in the pond now?
After reading the problems, ask guiding questions: These are the questions kids need to internalize to help them "Make sense of problems.." (CCSS MP1). Asking them whole group helps kids practice with them until they naturally ask them on their own.

What symbol will I use to represent what happened in this problem?

Why will I use that symbol?

What evidence did you have to prove that you needed to put together or take away?

Will I have more or less frogs at the end?
Student Work Time:
I'll have students work on these two problems independently. Students will need 10 minutes at least to solve both problems today. This is a big chunk of the lesson, so this is a great time to target students who seem to be struggling.
See attached document for student share problems!
Student Share Time:
After students work on their problems, I'll bring them back together and have them share their number sentences with a partner.
We will share the problems whole group also. The focus of the strategy share is on the equation, but I will do a quick 34 minute discussion on how each student solved the problem.
Focus question: How do we show what happened in numbers? Why do we use that symbol?
Resources (1)
Resources (1)
Resources
Closing
Students share their work with a partner, and spiral back to the initial objective by answering the question: How did you figure out what the matching equation is?
Similar Lessons
Add or subtract using word problems
Environment: Urban
Combine and Compare
Environment: Suburban
Addition: Vocabulary Introduction
Environment: Urban
 UNIT 1: Creating a Culture of Math
 UNIT 2: Count to 100 Every Day!
 UNIT 3: 10: A First Grader's Best Friend
 UNIT 4: Charting and Analyzing Data
 UNIT 5: Inch by Inch, Paperclip by Paperclip
 UNIT 6: Properties of Addition and Subtraction
 UNIT 7: Shapes and Blocks
 UNIT 8: Understanding Equality
 UNIT 9: Adding and Subtracting: Base Ten
 UNIT 10: Solving 3 Addend Problems
 UNIT 11: Missing Parts: Unknowns in All Positions
 UNIT 12: Parts of a Whole
 UNIT 13: Tick Tock, Tick Tock
 UNIT 14: Time is Money: Hitting all the MD Standards
 UNIT 15: Base 10 Bonanza
 UNIT 16: What the WHAT?! Teaching Challenging Story Problems
 LESSON 1: Peas and Carrots...Carrots and Peas
 LESSON 2: Crayon Box Combinations
 LESSON 3: Wave a Magic Wand
 LESSON 4: Mathematical Symbols
 LESSON 5: Making the Minus Make Sense
 LESSON 6: Mixing It Up
 LESSON 7: There were 15 zombies...
 LESSON 8: Flip Flop
 LESSON 9: Opposites Attract
 LESSON 10: Thanksgiving Fact Family
 LESSON 11: A Grinchy Christmas
 LESSON 12: Toymaking with the Elves