Counting On Using a Number Line

Date: 10/15/20 Grade/Name: 1st/Mershon

Topic: Addition within 20
Lesson Objective: Using a number line, students will be able to “count on” to add by starting
with the larger number and “hopping” to the answer with 90% accuracy.

CSTP Focus:
1.4: Using a variety of instructional strategies, resources, and technologies to meet students’ diverse
learning needs.

1.2: Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests.

Opening: (10 minutes) To help students make a meaningful connection to math, I will begin with a
read aloud about counting pumpkins. Students are currently very excited about the upcoming fall
holidays, so this will increase engagement. Then, we will talk about the strategies we’ve learned so
far that help us to add efficiently and accurately.

Body:
Direct Instruction (10 minutes): The teacher will review a number line, and then demonstrate
adding two numbers by counting on from the larger number. The teacher will identify the larger
number, show it on the line, and then “hop” by drawing lines the number of places as the smaller
number.
Guided Practice (10 minutes): After a few examples, the students will receive their own mats for
guided practice with the teacher.
Partner Work: (15 minutes) They will then head outside to practice the skill with chalk number
lines where students will be partnered and given math fact cards and asked to take turns hoping on the
chalk number line to count on. Differentiation: Some students will be given number sentences with
the larger number placed first, as an accommodation. I will also give some students a small poster
that shows them the process to follow.

Closing: (10 minutes) After having time with a partner on the chalk number line, I will have
students independently complete an exit ticket that requires them to use a number line to solve an
addition problem. Our math is completed at the end of the day, so this ticket will be the last activity
before pack-up. I will use the data to assess student understanding and needs.
Accommodations:
Assessment:
EL Student: I will use the data from the exit ticket to assess student understanding and needs.
I will use manipulatives to help construct a more physical model of the abstract concept. The picture
of the number line, the demonstration of how to “hop” while counting, and completing the practice
with a partner are also supports. I will also give this student a poster that shows how to “hop” to count
on.

IEP Student:
The use of a number line when counting on supports number sense. It also helps the student
understand the relationships between numbers. I will give this student addition sentences that already
have the larger number first, as this still allows the student to use the strategy, but with some
accommodation. This student a poster that shows how to “hop” to count on.

Extensions:
I will give advanced students number sentences that require them to identify the larger number before
hopping, rather than giving them sentences that have the larger number first. The numbers in the
addition sentences will also be larger, and require more careful counting.