Student Teaching Unit Lesson Plan # 1

Tuesday, September 26, 2017

A: Informational Components
Lesson Title: Finding the Whole in Number Bonds

Grade Level: First Grade

Essential question: How can we use the parts of a number bond to figure out the whole?

State Standards Connection:

- CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three
whole numbers. For example, determine the unknown number that makes the equation true in
each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Specific Lesson Objective: Students will practice counting on using part-part whole number
bonds with the whole missing.

Lesson Purpose: We need to practice counting on and finding the whole number so that we
can count our old toys with our new toys to see how many toys we have altogether.

Vocabulary Focus:
Part
Whole
Altogether
Add

Materials:
Worksheets, pencils, erasers, dice
Anticipated Time Frame: 30-45 minutes
B: Instructional Procedures

Engage and Launch: 5-6 min

- Watch this video https://www.youtube.com/watch?v=y1oa6o0fMKk
- What do you think we are going to work on today for math?
- Your right today we are going to be working on number bonds!
 - I have a worksheet we are going to work on. But first lets look at some of the domino
problems together. They give us both of our parts 2 and 4 where do parts go? How do
we find out the whole then? Yes we add our two parts together! (do 1 together as a
class have them do 2 on their own.)
- Walk around to check for understanding.
- Thumbs up thumbs down if they understand what to do.
Explore: 20-30 min
- Students will have the opportunity to explore number bonds up to 6 on their own. (Walk
around the room assisting when needed.)
Explain/Summarize: 5-6 min
- What are some of the ways you figured out your answers?
- You all did a great job of explaining that to me!
- What was hard about that activity?
- Tomorrow we will be trying to find one of the missing parts. ( Do one on the board so
that they can see.)
Elaborate/Extend:
- I will extend by giving them dice and having them do the back side of the paper when
they are finished with the front.
- They will need to roll the dice twice to find their two parts.
- Then add the two parts together to get their whole.
Evaluate/Assess:
- Exit ticket is the worksheet to see how they solved the problems.
Adaptations for Gifted/Talented, ELL and Special Education:
- Higher students who finish early can work on iready if finished early or I will let them
explain their process of thinking with a partner. Or they can play how many times they
can use the words to explain how to do the problems. Their partner keeps track.
- Lower students will be working one on one with aid P, T.
- Lowest students will be back with me working on hundreds charts and one to one
correspondence R, M.
I will take a ten frame and red chips or blocks to the back table and give each
student a number. I will probably start with one and I will write it on a mini
white board. I will then have them match the number I write and say aloud with
chips on the ten frame.
- For students I know can handle larger numbered dice I will give them to them. C, B, M, J,
E, Ge, Ga, L.
Name: ____________________________ Date:____________________