SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Miss Reed
Subject Mathematics
Grade Level 1st grade
Date/Duration 50-60 minutes
Big Ideas  Number lines are tools we can use to help us solve addition and
subtraction problems.
Essential Questions  How are relationships represented mathematically?
 How can expressions, equations, and inequalities be used to
quantify, solve, model, and/or analyze mathematical situations?
 How can mathematics support effective communication?
 How can patterns be used to describe relationships in
mathematical situations?
 How can recognizing repetition or regularity assist in solving
problems more efficiently?
 How is mathematics used to quantify, compare, represent, and
model numbers?
 How can expressions, equations, and inequalities be used to
quantify, solve, model, and/or analyze mathematical situations?
 How are relationships represented mathematically?
PA/Common
Core/Standards  CC.2.2.1.A.1 Represent and solve problems involving addition and
subtraction within 20.

 CC.2.2.1.A.2 Understand and apply properties of operations and

the relationship between addition and subtraction.

Objectives  Students will be able to choose appropriate operations to solve

story problems, demonstrate addition and subtraction strategies
Bloom's Taxonomy using a number line, record number sentences to show their
work, and use counting forward and counting backward
Webb's Depth of strategies to solve story problems while moving in the correct
Knowledge (DOK) direction on a number line (0-20) taped on the floor, accurately at
least 9/10 times, over 50-60 minutes.
Formative & General Education Students: (ELL
Summative  Observation during the story problem activity. Asse
Assessment  Observation of correct number sentences written down. ssm
Evidence For ELLs: ents
 Speaking: Ask students which operation to use and listen for in
correct choice of operation (either addition or subtraction). Listen Pink
for students speaking with partner at their number line. )
 Ask questions that require one or two word answers (addition or
subtraction).
 Writing: Students will write the appropriate number sentences
for each story problem (“Malia has 12 eggs in her refrigerator.
She uses 4 of them to make breakfast. How many does she
have left?” Students should write on their paper 12-4=8)
(Students will have sentence frames such as ____ - 4 = _____)
  Reading: Students academic vocabulary will be provided
(subtraction, addition, number line) with visuals to ensure
comprehension of meanings.
 Four corners Vocabulary Graphic Organizer.
 Listening: Students will listen to the story problem and decide
which operation to use (“Malia has 12 eggs in her refrigerator.
She uses 4 of them to make breakfast. How many does she
have left?”).
 Family- Incorporate pets that students have at home, or how
many siblings the students have (“Jon has 1 sister and 3 brothers.
How many siblings does he have altogether?”).
 Culture- Incorporate student’s culture into the story problems.
Use names from their country as people in the story problems.
 Senses: Students will physically move with the story problem and
then will touch the beans/game markers to complete addition and
subtraction problems. Students will actually “see” addition and
subtraction!

ISTE Standards for  Use of technology apps for review of addition and subtraction:
Students  Math Racer 3.0
https://www.educationalappstore.com/app/math-racer-3-0-
Framework for 21st addition-subtraction-multiplication-and-division-tables-speed-
Century Learning game
ELL 21 Century Learning:
st

 This application allows students to practice and review addition

and subtraction. Allows for adaptation of the game, either easier
or harder, depending on the student’s own skill level.
Accommodations, ELL students:
Modifications  Create Number Sentence Frames for students to fill in missing
information (numbers, addition/subtraction sign, sum or
difference).
 Provide academic vocabulary words with visuals.
 Videotape student listening and then moving the correct way on
the number line to solve the story problem.
 Students will also have the French translation of vocabulary
terms.

SUPERVISING
TEACHER’S
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the CK
Learning Plan
Introduction Activating Prior Knowledge
  Prepare a number line on the floor, big enough so that students can
walk on it and move forward or backward depending on the
associated story problems. Have enough so that students may work
in pairs, so they get more practice with physically moving on the
number line.
 Talk with students about the number line and what it is used for.

Hook/Lead-In/Anticipatory Set
 “We are going to use this number line to help us find solutions to
some story problems. Listen carefully to each story to decide which
number we should start on, if we are adding or subtracting, and
how many spaces we should move. After using the number line to
solve story problems, we will use it to play a game.”

 The students will decide which will go first (students switch with
each story).
 The teacher reads aloud a story problem. For example: “Sadie has 9
fish in her aquarium. She saves up her money and buys 6 more.
When she puts the new fish in her aquarium, how many fish will
she have altogether?”
 Teacher asks students which number they should start on.
Students hold up nine fingers.
ELL students will point to the number nine, point to the picture that has
the nine items, etc.
ELL student may point to or circle the correct number as to where we
should begin on the number line.
Explicit Big Idea Statement
Instructions  Number lines are tools we can use to help us solve addition and
subtraction problems.
Essential Questions Statement
 How are relationships represented mathematically?
 How can expressions, equations, and inequalities be used to
quantify, solve, model, and/or analyze mathematical situations?
 How can mathematics support effective communication?
 How can patterns be used to describe relationships in
mathematical situations?
 How can recognizing repetition or regularity assist in solving
problems more efficiently?
 How is mathematics used to quantify, compare, represent, and
model numbers?
 How can expressions, equations, and inequalities be used to
quantify, solve, model, and/or analyze mathematical situations?
 How are relationships represented mathematically?
Objective Statement
 Students will be able to choose appropriate operations to solve
story problems, demonstrate addition and subtraction strategies
using a number line, record number sentences to show their work,
and use counting forward and counting backward strategies to
solve story problems while moving in the correct direction on a
 number line (0-20) taped on the floor, accurately at least 9/10
times, over 50-60 minutes.

Transition
 Students will do the addition and subtraction chant as headed back
to their seats:
 Addition: “ Addition, Addition, I love you Addition! Please tell me
the sum today! In all, Altogether, The Total, Please join me, just tell
me the sum today!
 Subtraction: “Oh when you subtract, subtract, it makes you go
back! Whoa! I said, when you subtract, subtract, it makes you go
back!”
Key Vocabulary
 Addition
 Subtraction
 Number Line
 French translation of all terms
Lesson Procedure PreAssessment of Students
Must include  Read story problems and have students determine the starting
adaptations & point for the problem and then move appropriately forward or
accommodations backward, depending on the context. Write corresponding number
for students with sentences on the board for additional reference.
special needs  Provide ELL students with number sentence frames.
Modeling of the Concept
 Teacher will move on the number line as students do
 Write Number Sentence on the board to show solution to the story
problem.
Guiding the Practice
 Ask the students to work in partners.
 Ask the students (choosing randomly) which number they should
start with according to the story problem.
 Ask the student whether we need to move forward or backwards
(addition or subtraction)
 Encourage student to count forwards or backwards as they are
moving on their number line.
 Ask the rest of the class for thumbs up if they agree or thumbs
down if they disagree with the student answering the questions. If
the student is incorrect, allow him/her time to rethink or ask
partner for help.
 If student is correct but some other students disagree, ask one of
them to do the next example.
 ELL student may use partner, number in French, or pointing to the
number of items in order to answer questions. Verbal responses
encouraged, but not necessary, as long as answers with pointing to
correct number of items.
Providing the Independent Practice
  Students will play a game with the number lines after completing
10 story problems with at least 90% accuracy.
 Game is played with the same pairs as the previous activity was
completed with.
 Students will use counters as their game markers, have a set of
seven beans in a cup (with a – and + sign written on each side of
the bean), and a paper and pencil for writing sentence numbers.
ELL students will have number sentence frames.
 Each player puts their marker at the number 7 on the number line.
Each player takes a turn shaking and seeing how many + beans are
up and how many – beans are up. The student with the most +
beans goes first.
 For each turn, put the beans in the cup, shake them, and dump
them out. Count how many “+” signs and how many “−” signs you
have. Move your marker one space to the right for each + and one
space to the left for each −. So, for example, if you roll 4 “+” beans
and 3 “–” beans on your first turn, you would move your marker
from 0 to the right 4 spaces and stop on 4. Then you would move 3
spaces to the left and stop on 1. Write a number sentence (or
number sentences) to show how you moved. In this case, you
would write 0 + 4 – 3 = 1. On your next turn you will start at the “1”
and move from there. So your number sentence will start with a
“1”.
 The first person to 20 on the number line wins.
 Play a few games as time allows. Monitor students’ work as they
play by checking that the number sentences match the number of
beans they shook out of the cup.
Transition
 Addition and Subtraction chant to regain students’ attention.
Adaptations/Accommodations for Students with Special Needs
 See in red within the document.
Evaluation of the Formal Evaluation
Learning/Mastery  Number sentence completion, with accuracy at 9/10 times.
of the Concept Informal Evaluation
 Ask students the essential questions again at the conclusion of the
lesson.
 Ask students how moving on a number line is helpful when adding
and subtracting.
Closure Summary & Review of the Learning
 Thumbs up/down if the lesson expectations were met. How did
you meet the expectations? What was the hardest part of listening
to the story problems and making your body move the right way?
 Point to the Big Ideas on the board for ELL students.
Homework/Assignments
 N/A
Reading Materials  number line (0–20) for the floor, large enough for students to walk
Technology on, or masking tape to create one
Equipment  sets of 7 beans (lima beans work well) prepared in advance, each
Supplies with a “+” sign on one side and a “−” sign on the other. (Plastic
chips could be used instead of beans.) You will need one set per
 pair of students (or only one set if you play the Number Line game
as a class).
 small cups, one for each set of beans
 paper and pencils
 ELL students have number sentence frames provided
 copies of Number Line (M-1-3-2_Number Line.doc), one per pair of
students for Number Line game
 game markers, one per student if playing game in pairs
 ELL students will have visuals with numbers and items pictured to
use to answer questions, may also speak in French
 French translation of vocabulary terms with visuals
Teacher  NOTE: this lesson plan was taken from pdesas.org, Lesson plans for
Self-reflection 1st grade, allowable by PDE.