Lesson Plan in Mathpri

Jhea C.
Velasco
2nd Year- BEED
TOPIC: COUNTING AND ADDITION
SUBJECT: Math
GRADE LEVE: Grade 1
DURATION: 30 minutes to 1 hour
OBJECTIVE:
 define addition
 solve basic addition problems
At the end:
The student will be able to solve an equation that contains one single digit numbers. The
student will recognize the symbol for addition. The student will successfully set up the equation
and put the numbers in the correct sequence.
PREREREQUISITE CONCEPT/SKILS:
 Be able to count, identify and write numbers.

 Perform one-digit addition
 Have an understanding of quantity (more and less)
 number sense—learning numbers and what they stand for, like connecting the number “5” with
a picture of five apples.
 Literacy skills include both reading and writing.
NEW CONCEPTS/ SKILLS:
 They will knew how to put numbers together
 Classifying and Estimating
Classify familiar one to two dimensional objects by common attributes (color, position, shape, size,
roundness, number of corners) and explain which attributes are being used to classify the objects
Estimate answers to addition or subtraction problems and then solve the problem and compare the
answer to the estimation (Ex: how much money will cost to buy a candy)
Estimate number of objects in a collection ( number of circles on a page, number of marshmallows in a

bag, etc.)
MATERIALS
As a Teacher:
 Pentel pen or chalk

 Bond paper (incase)
 Manila paper that indicate the activity
 Colored material ( coloring pencil, colored paper)
 Activity worksheet
 Log Book
 Recorder Book
As a student:
 Pencil
 Notebook
 Paper
 Coloring material (incase the teacher shorten in materials)
REFERENCES:
Based on the Curriculum Guide
Activity:
In teacher: I will first tell the activity by describing the topic and objective of the
task where in they need to understand the purpose of it and they will also have a
guide to follow so the activity will really encourage students to explore number
combinations, place value and other important mathematical concepts. And in
activity they will also feel that their just playing games in a serious situation that
they need to have a will to encourages their strategic mathematical thinking as
students and find new different strategies for solving problems and deepen their
understanding of numbers. And I must also tell them the behaviors that need to
apply during the activity and limit the time so they do not waste the time and still
enjoy the activity.
In student: they will first read the guide instruction and demonstrate to them by
explaining it one by one on what should they do then after demonstrating to
them I will let them do the task by using a piece of paper and pencil as their
solution or they can used their hand as much as possible the given is enough to
count on their hand and after the activity they must bear in their mind that they
must know the purpose of solving while enjoying. Then I will let not end the
activity I will make an extra one where in they will be given them a piece of
mango paper and post it a tree that doesn’t have a fruit and I will let them right in
the middle of the body of mango the answer, because they insert a lot of effort
and cooperation toward the subject I will be given them a candy or things that
they need in the school but only when there is given activity.
Discussion:
in this session I will let the student have the courage to ask question or speak
their opinion about the activity by letting them, but in my case I’m just handling a
Grade 1 pupil so what will I do is to first ask them 2 question depends on their
mood. The question will also relate to the activity they have done or the answer
can be based on the experience that they have encounter during the activity they
can express it differently but with a guided question
Question:
1.) What have you learned?
2.) Why do we need to count?
By asking them, make them motivate theirselves and face their fears but if it
your question because maybe their brain wants more explanation before its
function really well. And later on ask again a question.
Input: it can be a traditional teaching or constructivist teaching but in my case
I should first do a traditional teaching where in I will be first teach a lecture
related to the activity which is counting and addition and in this case I’ll be
having a power point presentation to present in the class and a lot of simple
explanation that every one can relate.
Guided lecture:
 Write the following vertical equations on the whiteboard 1+3= ___,
3+2= ___, and 4+2= ___.
 Explain to students that addition can be done using their paper and
pencil or it can be in form of counting.
 Complete the first addition problem with computing first in hand as
used in solving math
 Inform students that in order to complete the addition equation the
items must be added altogether.
 Ask the students to count, repeating after you.
 Inform the students that one plus three equals four.
 Complete the addition problems 3+2 and 4+2 in the same way
Deepening: this is where you will be asking again your student after the
lecture it can be in a form recitation or a form of quiz. If it’s recitation they
must be cooperation in the class because this is one way of assessing if the
student really learn or it can be practical test wherein you will will be guiding
them on what to do in the question
 Guided Practice (10 minutes)
 Give each student a pencil and a blank piece of paper.
 Give each student two sets of question to add together. Don't give
anymore than 5 in each set.
 Ask students to count the number on the given question and in each set,
and record the amounts on a piece of paper.
 Ask students to add the two numbers together.
 Walk around the room and check the students' addition problems.
 Give the students assistance when needed.
Activity/Assessment: after deepening or practical test they are now be assessing

with a graded activity or quiz.
GUIDED QUIZ
 Give each student a Simple Addition #4 worksheet and a pencil.
 Read the instructions to the students.
 Allow them to complete the worksheet
Differentiation
Enrichment: Give the students a worksheet without helping. Evaluate if they
can add in their ways. Allow students to add numbers higher than 5.
Support: Give the students a worksheet to count items and write the number
to represent the amount of items
Assessment (10 minutes)

 Grade the worksheet completed during independent working time.
 Give feedback and allow them to breath or chat with their seatmate so
they cannot feel the pressure and if the student did not master the
concept of addition. They can retake or focus on those topics.
Synthesis: In this case I will let my student share what they have learned by
choosing someone to present in the front sometimes the best strategy is to
choose the least in the class so the other can also see their own questions in their
mind.
Review and closing (10 minutes)
 Call the students together as a group.
 Have them use their fingers to add numbers together. Or solve in the black
board may do.

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What are the steps involved in teaching addition?

What materials are needed for teaching addition?

Jhea C.

2nd Year- BEED

TOPIC: COUNTING AND ADDITION

GRADE LEVE: Grade 1

DURATION: 30 minutes to 1 hour

 Be able to count, identify and write numbers.

NEW CONCEPTS/ SKILLS:

 They will knew how to put numbers together

 Classifying and Estimating

Estimate number of objects in a collection ( number of circles on a page, number of marshmallows in a

 Pentel pen or chalk

Based on the Curriculum Guide

Activity/Assessment: after deepening or practical test they are now be assessing

Assessment (10 minutes)

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