## Story Problem Day 2.docx - Section 3: Work Time

# What are our norms for how we listen?

Lesson 1 of 10

## Objective: SWBAT create and practice norms for listening to others' strategies.

## Big Idea: This lesson helps build a strong culture of problem solvers, and it can work as an introduction in 1st grade or as a Kindergarten lesson!

*36 minutes*

#### Setting Up the Learning

*5 min*

**CCSS Context:**

The CCSS asks that students construct viable arguments and critique the reasoning of others (MP3). In order to create an environment where this kind of collaboration can happen, students have to learn how to listen to each other from the very start of the year! This lesson has students thinking about appropriate norms for how we listen to each other's thinking, and it's a great lesson to teach at the beginning of the year (or if you just need to hit the reset button for math culture in your classroom!).

**Review**

We have been talking about how we work together in our classroom. Think of a time you told someone something and they didn’t listen. How did that make you feel? Turn and tell your partner. (I usually give a personal example to model). That made me feel sad!

**Connect**

We have to think about how we listen to each other and work together in math because it will help us solve problems all year long. All year we will be listening to each other’s thinking so today we have to practice sharing our thinking.

**Objective**

Your thinking question is: What norms do we need to have to help us share our thinking?

**See Listening Norm video for some of the WHY behind norms and how they promote learning in my classroom!**

#### Resources

*expand content*

#### Opening Discussion

*10 min*

Before we even think about our story problems, we need to come up with some norms as a class. Norms are like rules. Everyone follows them because they help us work together to learn from each other.

*See picture of our Strategy Share Norms Chart. *

**Eyes: Let’s think about what our eyes should be doing when a teammate is sharing their work. What do you think?**

*Push students to notice that they aren’t looking at the teacher, or their hands, or the ceiling, but on the student who is sharing and their work*

**Ears: What about our ears? What should our ears be doing when someone is sharing their work? **

I'll record next to the ears and reiterate that in order to learn from a strategy students need to be able to listen so carefully that they know what that person said.

**Heart: Brainstorm**

**What could we do if that person is stuck and doesn’t know how to explain their thinking?****What if they got the answer wrong?****What is they make a mistake when sharing?****What if they do a great job?**

To most of these questions, the exemplar answer is we don't laugh at the person, we wait patiently, etc. Another common answer is to "show love"

The way we "show love" in my classroom is by doing *quiet *encouraging hand signals. One is snapping quietly when someone does a great job. One is "showing love", which in other schools is sometimes called "giving energy", where we wiggle our fingers in the direction of the person speaking. This is the one I model using when someone makes a mistake or gets stuck.

**Now we are going to solve a problem at our desks. Let’s read it together.**

#### Resources

*expand content*

#### Work Time

*13 min*

**Present problem and read 2 times: **

**I have 4 milks on my breakfast table. My teacher gives me 3 more milks. How many milks are on my breakfast table?**

Can someone act this problem out for us with cubes?

**Partner Talk for planning: What could you do to solve this problem? I don’t want the answer yet, just how we could figure it out.**

You are going to solve this problem at your desk. You can use cubes or another strategy that you have. Then we will come back to the rug and share our strategies.

**Students work on problem at their desks.**

See Story Problem Day 2.docx for independent practice problems.

I have cubes available to every student. At this point in the year, students will almost exclusively use concrete models. The differences between strategies may be subtle, but they are significant! For example, students may take out 4 cubes and put 3 more cubes, then count all of them. Some students may start at 3 and count on 4 more. And other students may start at 4 and count on. Leaving the problem open ended allows students to choose the strategy that makes the most sense for them.

See the attached Example Work for how one student solved. You can see where they first drew 4, then 3 more, then 3 more on top of that and got the answer was 10, but went back and erased. This child included a number in their strategy-the push for this child would be to include how they counted the cubes so the reader can follow their thinking exactly.

*expand content*

#### Closing

*8 min*

**We are going to listen to how one person solved this problem. **

**While we listen, we are going to observe the norms we wrote for our class** (I review our list quickly because it's still new).

I'll give the student who is sharing a star sticker to give to one peer that observes our class norms.

*expand content*

Thanks for the information your article brings. I see the novelty of your writing, I will share it for everyone to read together. I look forward to reading many articles from you.

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This lesson helps build a strong culture of problem solvers. Thank you for this lesson! https://jsonformatter-online.com JSON Formatter

| one month ago | Reply

Hi Amanda,

I am new to first grade this year and not having a Common Core-aligned curriculum to follow has been challenging! Your lessons and the sequence look great! Is there a more compact way to download units at a time instead of going through each individual lesson? My e-mail is jdgumby@gmail.com if a longer response is needed. Thanks for sharing what has worked!

~Ms. G

Washington, DC

| 2 years ago | Reply

Amanda, I love your lessons! I teach in Virginia where we have not adopted the Common Core. However, many of your lessons still align with our SOL's! I was wondering, is this your complete math curriculum and do you follow each unit in the order that it is on here? I notice some of the lessons repeat introductions for things such as base ten blocks. That's why I was wondering if you use every lesson and in this sequence? These lessons are such a time saver and I like how everything is so detailed as I write my lesson plans very detailed as well!!

| 2 years ago | Reply

Jonathan Frazier: Amanda, I also love your teaching methods/lessons. You exhibit a natural talent for being an excellent narrator. I can understand each lesson, because you explain them really well. Your school surely has a great asset in your teaching abilities. I will continue to use your lessons, because they WORK well with my students! Thank You

| 2 years ago | Reply

Amanda I love your lesson(s)! I am using them to help set the scene for many lessons to come in math, and other areas of learning. The listening lesson is just wonderful. I did lesson 1 and 2 with my students and received positive results. The lesson allows the students to actively participate and when students participate they are more likely to learn the skill/concept you want them to learn. I like that the lessons are simple to start out with, allowing me to build on as the students become more confident in their ability to do the work. Thank you for sharing.

| 3 years ago | Reply

Fellow AWESOME Teachers...

Thank you for this great lesson.....this is also a great way to create class rules and routines!

Hope all of you have a blessed and successful year!

Ronace Hogan

| 3 years ago | Reply

Great lesson to help the students establish active listening skills in not only math, but all subject areas!! I look forward to using this lesson with my students...thanks so much for sharing!!

| 3 years ago | Reply

This looks like a great lesson for the start of the year as we develop the language of our classroom. Thank you for supplying the dialogue teachers can use as they help their kids practice being good listeners. I also really like the anchor chart example! I am excited to use this lesson with my class soon!

| 3 years ago | Reply

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*expand comments*

**
Kindergarten Math » It All Adds Up!
Big Idea:
This lesson brings all the skills from the prior lessons in addition and subtraction story problems together to allow the student to experience, solve and persevere through simple story problems from their beginning to their solution.
Phoenix, AZ **

Environment: Urban
1st Grade Math » Single Digit Addition and Subtraction
Big Idea:
The word problems in this lesson will have the students making models to solve them. By making a model, that will help the student see what part of the problem to find.
Lakeland, FL

Environment: Urban
1st Grade Math » Blending
Big Idea:
Blending is not just for ELA teachers! Today students will learn to "blend" (combine) two sets of dots and then compare the number to another using greater than by playing versions of previous learned activities.
Waitsfield, VT

Environment: Suburban
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- 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: What are our norms for how we listen?
- LESSON 2: Explaining Other People's Thinking
- LESSON 3: What is a story problem?
- LESSON 4: Criteria for Success: Story Problem
- LESSON 5: What is the action of the problem?
- LESSON 6: Put together or Take Away?
- LESSON 7: Act it out!
- LESSON 8: Is Your Dance Card Full?
- LESSON 9: Pumpkin Patch Math
- LESSON 10: What is counting on?