Salem Lesson Plan Format

GRADE/CLASS: First Grade SUBJECT AREA: Mathematics

UNIT TOPIC: Adding & Subtracting within 20 DAY: 2

Desired learning outcome(s):

Students will compute a number sentence using a variety of strategies in order to see if they
calculate the same answers.

Students will be able to explain their thinking and state how they arrived at their solutions by
way of concrete, representational and semantic strategies.

I can statement from learning objective:

I can connect adding or subtracting to strategies such as counting all the objects (counting by
ones) and counting on, counting back or skip counting by using twos, fives or tens.

Common Core objective(s):

1.OA.5 RELATE counting to addition and subtraction (e.g., by counting on 2 to add 2).

Unpacked: When solving addition and subtraction problems to 20, First Graders often use
counting strategies, such as counting all, counting on, and counting back, before fully developing
the essential strategy of using 10 as a benchmark number. Once students have developed
counting strategies to solve addition and subtraction problems, it is very important to move
students toward strategies that focus on composing and decomposing number using ten as a
benchmark number, as discussed in 1.OA.6, particularly since counting becomes a hindrance
when working with larger numbers. By the end of First Grade, students are expected to use the
strategy of 10 to solve problems.

Learner prior knowledge/ learner background experiences:

Students will have knowledge of addition and subtraction of single digit numbers.

Students will have knowledge of formation of number sentences.

Students will know how to effectively use number lines, 100s charts and written words to solve
a problem and explain a solution.

Materials and resources needed:

-Computer with Internet access

-Promethean Board
-Pencils & Erasers

-Manipulatives: Colored snap blocks, 100s boards, number line (check wall of classroom).

-Paper

-Poster paper

-Markers


Teaching strategies

Anticipatory Strategy: 15 minutes

Students will be split into heterogeneous groups predetermined by teacher. Using active
prior knowledge each group will be given an addition problem to solve. The teacher must stress
to the students that in order to find the solution students must work together as a group.

The problem, 10+5=X.

By working together within the group students may use paper and pencils to solve for X.
Once the problem is solved each group will conference with the teacher in order to explain
verbally the path taken to find the solution.

The teacher will then get the attention of the entire class, keeping students within their
groups, to explain the purpose of their lesson. The teacher will then reiterate the different ways
to display their problem solving skills including concrete (manipulatives), representational
(drawings/pictures) and semantics (written explanation). In reviewing this, the teacher will open
up to the main strategy of the lesson.

Developmental Strategy: 25 minutes

The teacher will then communicate the prompt for the day to students:

You are all mathematicians!! Your goal is to explain to a class of students how to solve the
problems given to you by using multiple strategies. Brainstorm with your group to come up with
different ways to solve each problem. Using your poster paper and pencils display your work and
include a written explanation to present to your students.

Groups will be given manipulatives (colored snap blocks), poster paper and scratch
paper to use for their problem solving. Again the teacher will reiterate the importance of
working as a group in order to solve the problems. This ensures that no student is left behind in
the core of the lesson and also forms a safe and comfortable learning environment for learners
who struggle with mathematics.

Allow students to have time to solve each problem and discuss their strategies within
the groups. Give them time to document their findings and solutions onto their posters in order
to present them to the class.

Problems:
12+4=X 14+6=X 11+3=X

After the time allotted for work is complete ask each group to share their findings with
the class. Each group should present their problems, explain how they determined their
solutions and name which strategy they used to get their answers. In order to ensure that no
strategies have been left out the teacher will hint to students that there may be another
strategy missing that can be used in order to solve the problem. This is an attempt at scaffolding
students in using their active prior knowledge of problem solution strategies. Once all strategies
have been discussed the teacher will hang each groups posters on the whiteboard.

At this time using the Promethean board the teacher will pull up a blank screen. She will
then assign each group a strategy to display on the Promethean board. This gives each group the
opportunity to again, verbally explain their problem solving strategy to the class. The utilization
of the Promethean board also links technology with the lesson. This is engaging and exciting for
students because they are able to have the opportunity to teach their peers.

After each group has gone the teacher will ask students to head back to their individual
spots at their tables in order to begin the conclusion of the lesson.


Concluding strategies: 10 minutes

Using their math journals, the teacher will instruct students to solve a problem
given by using concrete, representational and semantic strategies. Each student must display
their understanding of multiple problem solving strategies outside of the group setting. This will
be turned in and used as a formative assessment for the teacher to see whether the students
did or did not understand the material from the days lesson.

Assessment:

Formative

As the students are working in groups the teacher will be circulating around the room (clipboard
in hand) noting students interactions, comments and understanding of the problem solving
strategies being discussed.

While the students present their problems to the class the teacher will continue to make note of
the proactive speakers in the group and the ones that may still be struggling with the concepts.

The teacher will use the evidences from each individual students math journals in order to
monitor the progress of understanding the concepts.


Wrap-up and reflection by the students:

The wrap up and reflection by the students will be done in their math journals (see
conclusion strategy).