Lesson Design What will the teacher What will the students What will the teacher Probing Questions for Differentiation be doing? be doing? be listening for? Assessing Questions Advancing Questions (“stuck”) (further learning) (Structured Student (What do we expect Interaction) students to say?) Engage (Launch) “What does the symbol Partner talk – Students Same as What does equal mean? Place = on the board and = mean?” tell their partner what Equal to ask students what it they think the symbol = **it means the answer means. What would be an means. (Partner A start example where you first and B respond) would use this symbol? Partner B will use frame: I agree with/I disagree with ________. Restate if you agree. Activity or Task 1 Teacher will walk Students write different Writing examples of Can you show me how Can you make 9 with Write at as many ways around looking at ways to make the ways to make 9 using you know that makes 9? more than 2 addends? to make the number 9 student whiteboards number 9 on their addition and as you can. identifying facts to whiteboards. subtraction, and Start with a picture that Can you write a share whole class. possibly more than 2 makes 9. subtraction sentence addends. that = 9? Teacher will share 2 sets Thumbs up think it is Where is (number) in of facts pulled from true. Thumbs down it is your model? Can you start with a student boards. First 3 false. number greater than 20? examples are true and then a false example. Students draw a model 8+1=10-1 Is this true? to show if it is true or 7+2=2+2+5 Is this true? false. (Draw a picture) 10-1=5+3 Is this true? Partner share – I agree it is true because …. I think it is false because
Lesson Design What will the teacher be doing? What will the students be doing? (Structured Student Interaction) What will the teacher be listening for? (What do we expect students to say?) Probing Questions for Differentiation Assessing Questions (“stuck”) Advancing Questions (further learning) Engage (Launch) Place = on the board and ask students what it means. “What does the symbol = mean?” What would be an example where you would use this symbol? Partner talk – Students tell their partner what they think the symbol = means. (Partner A start first and B respond) Partner B will use frame: I agree with/I disagree with ________. Restate if you agree. Same as Equal to **it means the answer What does equal mean? Activity or Task 1 Write at as many ways to make the number 9 as you can. Teacher will walk around looking at student whiteboards identifying facts to share whole class. Teacher will share 2 sets of facts pulled from student boards. First 3 examples are true and then a false example. 8+1=10-1 Is this true? 7+2=2+2+5 Is this true? (Draw a picture) 10-1=5+3 Is this true? Students write different ways to make the number 9 on their whiteboards. Thumbs up think it is true. Thumbs down it is false. Students draw a model to show if it is true or false. Partner share – I agree it is true because …. I think it is false because Writing examples of ways to make 9 using addition and subtraction, and possibly more than 2 addends. Can you show me how you know that makes 9? Start with a picture that makes 9. Where is (number) in your model? Can you make 9 with more than 2 addends? Can you write a subtraction sentence that = 9? Can you start with a number greater than 20?