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# Lesson Plan Template

MAED 3224
Subject: First grade math Central Focus: Using addition facts to help solve
subtraction problems
Common Core Objective: Date taught: 10/24
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten
(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g.,
13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
(e.g., knowing that 8 + 4 = 12, one knows 12 - 8
= 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the
known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Daily Lesson Objective:
Performance- Students will use their addition facts to help them solve subtraction word problems

## Conditions- Students will work independently on their word problem

Criteria- Students will be graded on their independent word problem, which is worth a total of 3
points. Since there are only 3 points possible, students need 3/3 points to show mastery on this
topic.

Prerequisite knowledge and skills needed: Students will need to understand the relationship between
addition and subtraction facts. Students need to know how to add and subtract within 20. Students will need
to be able to read word problems.

## Activity Description of Activities and Setting Time

1. Engage Have the students all come sit on the front carpet with 5-10 Minutes
their worksheet and a hard surface to write on.
Start the lesson by displaying 7+9=___ and read the
equation out loud as a class. The directions say Which
strategies could you use to solve this problem? select all
that apply. The answer choices for this problems are
10 frames
doubles plus 1
doubles plus 2
my way

## Ask students to raise their hand to tell you which strategy

they could use and to explain their reasoning.
the screen. The class should reach the conclusion that all
strategies except doubles plus 1 could work.

2. Explore Were going to do this next problem together, then you 10 Minutes
(including solutions of guys are going to try one on your own.
major tasks) Read the word problem outloud together as a class. 9
cats chase a ball. Some cats stop to eat. Now there are 4
cats chasing the ball. Stan says 13 cats stop to eat
because 9+4=13. Do you agree or disagree with Stan?
The students should conclude there are 9 cats, have
everyone underline 9 cats on their worksheet.
What else do we know?
The students should conclude some cats stop, and 4 cats
keep chasing.
Is this an addition or a subtraction problem?
The class should conclude this is a subtraction problem.
So do we agree with Stan or do we disagree?
The class should conclude that since Stan is doing
addition, and they know the problem is subtraction, that
they do not agree with Stan. Have the students circle do
not agree
Write ___-___=___ on the board and ask the class what
number should come first.
If a student says 9, ask them to explain why (ex; 9 is the
total number of cats, so it should go first)
Ask the class where they think the 4 should go in this
equation.
The answer is at the end since they know thats how
many cats are left.
What strategies could we use to help solve this?
Draw pictorial representations on the board as a student
explains their strategy (open number line and part-part-
whole will be most popular).
3. Explain Send students back to their desks and explain that the 15-20 Minutes
back of the worksheet has the problem for them to try on
their own.
The problem says- The pet store has 9 frogs. 5 are green
and the rest are brown. Lidia adds 5+9 and says that the
store has 14 brown frogs. Circle if you agree or do not
agree with her thinking.
As students are working on this problem alone, walk
around to check on everyone and to answer any
questions.
When the student is done with the problem, have them
bring it to your desk and have them read silently at their
desk until everyone is finished.
Once everyone is done, have the students come back to
the carpet. Pick two examples of student work to put on
the doc cam to discuss their strategies and answers as a
class.

4. Elaborate/Extend Struggling Students: Have these students sit at your table to work
on their independent practice so you can help them easier or if
you need to provide them with extra practice. These students
may have a hard time understanding that two numbers in a word
problem doesn't always mean to add them, so spend more time
helping them write equations using the information given in the
word problem

## Challenging Students: These students may finish the independent

problem quickly. Provide them with an addition problem 14
grapes sit in a bowl. 9 are green. The rest are purple. How many
are purple? Steve says 6 grapes are purple because 9+6=14. Do
you agree or not agree?

## 5. Evaluate Students will be graded on their independent problem.

(assessment The pet store has 9 frogs. 5 are green and the rest are brown.
methods) Lidia adds 5+9 and says that the store has 14 brown frogs.
Circle if you agree or do not agree with her thinking.
1 point for showing their work (9 circles with 5 colored in, open
number line, etc)
1 point for the correct answer (Do Not Agree)
1 point for correct equation. (5+4=9 or 9-5=4)
Materials/Technology:
Pierson interactive powerpoint
Pierson worksheet
Pencils