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Mathlessonplan 2

The math lesson plan focuses on teaching 1st grade students how to add and subtract within 20 by demonstrating fluency in addition and subtraction within 10 using strategies like making a ten. Students will learn to make ten when one addend is 8 or 9 by breaking apart numbers into number bonds during small group instructional activities using linking cubes, worksheets, and math games over two class periods. Progress will be assessed through problem set worksheets, sprint worksheets, and journal responses.

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177 views6 pages

Mathlessonplan 2

The math lesson plan focuses on teaching 1st grade students how to add and subtract within 20 by demonstrating fluency in addition and subtraction within 10 using strategies like making a ten. Students will learn to make ten when one addend is 8 or 9 by breaking apart numbers into number bonds during small group instructional activities using linking cubes, worksheets, and math games over two class periods. Progress will be assessed through problem set worksheets, sprint worksheets, and journal responses.

Uploaded by

api-443869781
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Math Lesson Plan

Teacher: Maria Nobles


Grade: 1st
Content Area: Math

1. Content and Standards: CCSSM - 1.OA.6: Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.

2. Prerequisites:
Students can fluently add between number 1 through 10.
Students can decompose numbers into number bonds.

3. Essential Questions: How do we solve a problem using make a ten strategy with
addends 8 and 9?

4. Materials and Equipment:


Ten red and ten green linking cubes
Personal marker boards

5. Instructional Objective: Students will know how to make ten when one addend is 8
or 9 and be able to solve for problems where the other addend is 3, 4, 5, 6, 7, 8, or 9.

6. Instructional Procedures:
Lesson is taught to students in four small groups over two days.
Day one, math groups Green and Red are at Teacher table and Journal’s table,
respectively, and groups Blue and Yellow are at Seatwork table and Math Games
table, respectively. Day two, groups Blue and Yellow are at Teacher table and
Journal’s table, respectively, and groups Green and Red are at Seatwork table and
Math Games table. Groups switch tables in 20-minute increments.

Teacher Table:
 Before:
Explain that we are now going to make ten when one number of equation is 8.
Demonstrate to students, using linking cubes, that 8 + 2 = 10.
Demonstrate how to solve 8 + 3 using linking cubes and breaking apart the 3 to
find the 2 + 1. W
Write the equation on marker board included the numbers from the number
bond of 3 (8 + 2 + 1).
Ask the students if they see the friendly number 10. Demonstrate how add one
more to get 11.
Write the equation 10 + 1 = 11 and then write the equation 8 + 3 = 10 + 1.
 During:
Read problem to students: Peter has 8 books, and Willie has 5. How many books
do they have altogether?
Ask students to write expression to solve the problem. Review what each
student wrote.
2

Demonstrate using expression using linking cubes. Ask students if the cubes
match their expression to solve the problem.
Ask students what different ways are to solve 8 + 5. Discuss their suggestions.
Tell the students we are going to use the strategy of making 10 with 8 to solve
the problem.
Use the linking cubes to demonstrate 8 + 5. Write the expression on marker
board.
Break apart 5 linking cubes into 2 + 3. Write the parts under the 5 on board.
Ask the students to add 8 + 2. Their response should be 10. Add the 2 cubes to
the set of 8 cubes to make 10 cubes. Write this on the board.
Ask the students to add 10 + 3. Their response should be 13. Show them with the
linking cubes.
Write the equation and ask the students what is 8 + 5.
Write the equation and ask the student what is 10 + 3.
Ask the students how many books do Peter and Willie have?
Repeat the process in the following sequence: 8 + 3, 8 + 6, 4 + 8, 8 + 7, 8 + 8.
 After:
Review with students how to make ten when one of the numbers of the equation
is 8. Discuss the similarities to what we learned last week with making ten when
one of the numbers of the equation is 9.

Journals:
 Answer the following questions in your journal and explain your thinking:
I think 9 + 5 = 15. Am I correct or incorrect? Why?
I think 45 is greater than 54. Am I correct or incorrect? Why?

Math Games:
 Students choose from available Math games.

Seatwork:
 Complete Lesson 4 Sprint worksheet.

7. Assessment: Students will complete problem set worksheet, number Sprint


worksheet, and answers to journal entries.

8. Differentiated Instruction: For struggling math learners, allow students to use


linking cubes when solving problems. For advanced students, give additional word
problem to apply make a ten strategy to solve.
3

Addendum A
4
5

Addendum B
6

Addendum C

Name __________________________________ Date ____________

Word Problem:

A tree lost 8 leaves one day and 4 leaves the next. How many leaves did the tree lose at the end
of the two days? Use a number bond, a number sentence, and a statement to match the story.

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