1. Standard: 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.
1.1. Objective 1: Transform a word problem into a math equation
1.1.1. Scaffolding Strategies: Provide students with a handout on sample problems that have already been transformed into a math equation, provide students with a handout that contains all the math vocabulary necessary to transform a word problem into a math equation (i.e. combine = add, take away = subtract, etc), and give explanations in thinking of why certain numbers belong on either side of the "=" sign (i.e. the total should be by itself on one side while the 2 addends belong on the other side).
1.1.1.1. Reasoning - Providing students a handout on sample problems will allow them to be able to refer to it throughout the school year instead of needing to recall 1 particular lesson, the vocabulary will give them the knowledge needed to build a foundation on understanding what math operation to use
1.2. Objective 2: Solve a math equation using addition within 20
1.2.1. Scaffolding Strategies: Provide students with a handout on sample addition problems within 20 that have already been solved, model examples problems and how to solve, small group/partner collaboration in solving problems, draw visuals during whiteboard time
1.2.1.1. Reasoning - Handouts " ", modeling puts into practice the "I do, We do, You do" method that shows students how to solve and then practice those skills together before letting students do it by themselves, small groups allows students to use their own critical thinking in order to solve and then check with partners on different strategies they used to solve the problem as well as letting students practice communication
1.3. Objective 3: Solve a math equation using subtraction within 20
1.3.1. Scaffolding Strategies: Use background knowledge of addends in addition to apply same concept in subtraction. model example problems and how to solve, small group/partner collaboration in solving problems
1.3.1.1. Reasoning - Connecting their previous knowledge of addition to subtraction will make the concept of subtraction more relevant and easier to grasp, modeling " ", group/partners " "