Lindy Peterson

Math Lesson Plan 1.8

September 10, 2018

1.8: Finding Differences

Objective: ​To guide children as they identify number-grid patterns and
use them to find differences between pairs of numbers.

Key concepts and skills:

● Compare whole numbers.
● Find differences between pairs of numbers.
● Use a number grid to solve problems.

Key Vocabulary:
● Difference

Materials:
● Math Journal 1, pg. 13
● Student Reference Book, pg. 301
● Home Link 1.7
● Class Number-Grid Poster
● Whiteboards (1 per student) and markers

Introduction:
● I will explain to students,​ “You will each use your whiteboard and
marker to record the answers to the problems on the board, and when
you’re finished recording the answers, please put your marker on
your whiteboard and place your hands on top of your head. I am
looking for master mathematicians who are ready to come up and
explain how they solved these problems.”
● The following will be typed and displayed on the board:
What number is...
○ 20 more than 45?
○ 32 more than 40?
○ 23 more than 24?
 ○ 16 more than 26?

● After students come up to explain how they solved the problems, I

will review the solutions using the Class Number Grid Poster.
○ To find 20 more than 45: Point to 45. Then count up 20 by 10s;
count 55, 65.
○ To find 32 more than 40: Point to 40. Then count up by 30s by
10s; count 50, 60, 70. Then count over 2 by 1’s; count 71, 72.
○ To find 23 more than 24: Point to 24. Then count up 20 by 10s;
count 34, 44. Then count over 3 by 1’s; count 45, 46, 47.
○ To find 16 more than 28: Point to 28. Then count up 10 once to
get 38, and count over 6 by 1’s; 38, 39, 40, 41, 42, 43, 44.

Finding Differences:
● I will pose the following problem: ​Use your number grid. Start
at 30. How many spaces is it to 57? (27)
● After about 30 seconds, ask volunteers to describe what they
did. A possible response: “I put my finger on 30. I moved down
one row to 40 - that’s 10 spaces. Then I moved down one more
row to 50 - that’s 10 more spaces. That’s 20 spaces so far. Then
I moved one space at a time and counted until I got to 57. From
30 to 57 is 27 spaces.
● I will explain to the class that ​“the number of spaces from 30 to
57 is called the difference between 57 and 30. The difference is
another word that is used outside of math class. (For example,
what is the difference between this video game and that one?),
but it is also a word that has special meaning in mathematics.”
● I will do a few more problems with the class until the students
are comfortable with the process of finding differences.
○ 83 and 33 (50)
○ 28 and 50 (22)
○ 37 and 25 (12)
○ 19 and 34 (15)
Closure:
● I will have students complete the journal page on their own.
● When students have completed the problems, Mr. Woodruff and I
will go around to check student understanding and choose two
student checkers to go around and check the journal pages for
understanding as well.
● I will also explain that students need to finish the math boxes in their
journals as well. (page 14)
● Lastly, I will tell students that they need to complete the Home Link
for 1.8 and bring that assignment back tomorrow (Tuesday).
What number is… 
 
20 more than 45? 
 
 
32 more than 40? 
 
 
23 more than 24? 
 
 
16 more than 26? 
Find the difference: 
 
83 and 33 
 
 
28 and 50  
 
 
37 and 25  
 
 
19 and 34