Teacher: Andrea Tyson

Lesson Title: Candy Shop

Common Core Objectives:MCC1.NBT.4: Add within 100, including adding a two-
digit number and a one-digit number, and adding a two-digit number and a
multiple of 10, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning
used. Understand that in adding two-digit numbers, one adds tens and tens, ones
and ones; and sometimes it is necessary to compose a ten.
MCC1.MD.4 :Organize, represent, and interpret data with up to three categories;
ask and answer questions about the total number of data points, how many in
each category, and how many more or less are in one category than in another.
Rationale: The ability to problem-solve is applicable not only in mathematics, but
also in daily life. We frequently practice problem-solving scenarios to help build a
positive classroom environment. These steps will give students a place to start when
attempting to solve problems. These steps teach students good study skills that can
be used in future grades.
Materials: Tiered Task Candy Shop Story Problems, Candy Shop PowerPoint,
projector system, Anchor Chart with Problem Solving steps, Half-slip paper with
objective, vocabulary, and steps, manipulatives

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Launch: (5 minutes)
Yesterday, we worked on math story problems. I noticed that some students had a
hard time knowing what to do to start a problem. Today, Im going to teach you
steps to follow for these tricky story problems.
Mathematicians lets get our brains warmed up!
Students will play What My Rule using PowerPoint slides 2-5.
Connection:
Teaching Point: Weve been studying math story problems, and today we
are going to focus on following steps mathematicians use for tricky
problems!
Teach and Active Engagement (10 minutes):
Teacher will invite student to consider a question you want them to research and
then allow them time to observe and talk.
Today I am wondering, what problem solving steps do we need to solve
problems that have a pattern?
Students will attempt Candy Shop #1.
Teacher listens in on conversations, charts responses, and selects students to share.


Link: Today when you are working, remember to think about all the steps for
solving problems. Lets look at the anchor chart and review the steps. Can
someone help me remember an example of each of each step!
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Focused Work Time/Explore (20 minutes)
Students will work on story problem at their desks independently. Manipulatives will
be available on red table.
Students will share with both shoulders partners to their thinking.
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Share: (15 minutes)
Teacher will choose students to come up and share their thinking.
Students will add on and defend their thinking by agreeing or disagreeing.
Teacher and students will restate teaching point: Today we demonstrated how to
use problem solving skills to solve a story problem that involves patterns.
Lesson Duration: 50 minutes
Differentiation: Tiered Tasks
Simplification: Task #2
Extension: Task #4

Coal: l can solve a problem uslng maLhemaLlcal
problem solvlng sLeps!
Content Vocabulary:
Pattern- Things follow a rule, or rules.
Problem solving:
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Candy Shop #1
name __________________
Andra went to the candy store and grabbed a large bag
to fill with candy. There were six jars of yummy candy!
At the first jar she put in 2 pieces of candy in her bag.
At the second jar she put 4 pieces in the bag. At the
third jar she put in 6 pieces in the jar. If this pattern
continues how many pieces will Andra after she visits
all six jars??




Candy Shop #2
name __________________
Natalie went to the candy store and grabbed a large
bag to fill with candy. There were four jars of yummy
candy! At the first jar she put in 5 pieces of candy in
her bag. At the second jar she put 10 pieces in the
bag. At the third jar she put in 15 pieces in the jar. If
this pattern continues how many pieces will Natalie
after she visits all four jars?




Candy Shop #3
name __________________
Preston went to the candy store and grabbed a large
bag to fill with candy. There were six jars of yummy
candy! At the first jar he put in 1 pieces of candy in
her bag. At the second jar he put 2 pieces in the bag.
At the third jar he put in 3 pieces in the jar. If this
pattern continues If this pattern continues how many
pieces will Preston after he visits all six jars?





Candy Shop #4
name __________________
Andrew went to the candy store and grabbed a large bag to
fill with candy. There were four jars of yummy candy! At the
first jar he put in 10 pieces of candy in her bag. At the
second jar he put 20 pieces in the bag. At the third jar he
put in 30 pieces in the jar. If this pattern continues how
many pieces will Andrew after he visits all four jars?



Andrew was very hungry and he decided to eat some of
his candy. At each jar he ate 10 pieces of candy that
he collected. Now how many pieces does he have?