Lesson Plan : adding and subtracting
Teacher Name: | Dasee Johnson |
Grade: | Grade 1 |
Subject: | Math |
Topic: | Addition and Subtraction |
Content: | Model addition and subtraction using objects. Demonstrate fluency with addition facts and the corresponding subtraction facts for totals up to 20. Solve problems involving addition and subtraction. |
Goals: | The goal of the lesson is for students to be able to add and subtract with objects. |
Objectives: | Students would need to be able to add and subtract objects up to 20. |
Materials: | |
Introduction: | Let's start by counting to 20. Let's do it as a group. (we would then count to 20). Now, lets think about reasons we might count. I might count how many students are in class today, so that I know how many worksheets to print. Can you guys tell me any reasons to count? "I sometimes count how many crayons I have." that is a good reason to count. anything else? I count how many cookies I have left once I eat them and give one to my friends. That's another great reason to count. Today we will work on counting. We are going to practice what happens when we add something to what we are counting and then when we take some away. |
Development: | Each of you are in groups of 4, I want everyone in your group to get out all your pencils. In this group, I see that you 2 of you have 1 pencil each and other other two have two pencils. (I'll draw the pencils on the board with names of each person) Let's see if we can how many pencils there are in the group. The students would then put all the pencils together and count them. I then would ask one person to take their pencil(s) away and then have them count them again. |
Practice: | We would practice first as a group. I'd ask a question like, "I had 2 pieces of candy, and then my mom gave me 2 more pieces of candy, how many pieces to do I now." I would ask them how many pieces of candy did I start with. a student would say 2, then I would ask, did I get more candy or did I have less candy after my mom gave me 2 pieces? you had more. If she gave me more, do I add (+) candy or take candy away? (+). You add candy. So I then draw 2 pieces then add the + sign, and how many pieces did I add? 2. So I draw two more pieces. So how many pieces do I have left? 4! next practice in small groups. I would make cards that have pictures of objects. like 3 apples + 4 apples and then they would have to find the picture with 7 apples. I would repeat both activities with both subtraction. Then I would ask a question like I did at the beginning of the class. I would ask, "If the pizza had 8 pieces, and I ate 2 of them. How many pieces are left?" I'd ask how many pieces I started with, then i would ask if after I ate them, were there more pieces or less pieces. Then I would ask how many I ate. Ask the students were answering the question, I would draw the pizza and the pieces. |
Accommodations: | |
Checking For Understanding: | To check for understanding, I would have the students practice with chalk boards. I would ask a question and have them draw it out or simply answer the question if they are capable. Then show the answer. It would allow me to see quickly if people are struggling and if I need to readdress the lesson. |
Closure: | I would end the lesson with another example of how we use addition and subtraction in our lives. I would ask each student to write down a time in their day where they used addition and subtraction. |
Evaluation: | Homework worksheet would be helpful to measure the students understanding. |
Teacher Reflections: | I would reflect if students had enough passes at the information to understand it. I would also reflect if the group work was helpful to students. |
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