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Lesson Plan Form - LBS 400

Revised 08/05/14



Grade level(s):


Stefania Cilloniz




Standard: 1.2 Solving addition and subtraction word problems, and add and subtract within 10,e.g. by
using objects or drawings to represents the problem.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will understand addition as putting together and adding to, and understanding subtraction as
taking apart or taking from.
Given composing numbers to 10, students will understand addition and subtraction by composing in more
than one way.
DOK/Cognitive Rigor Level: 2 and 3
Language Demands :
Differentiate activities for students by carefully selecting the number of flowers Maggie had in her garden.
Alter work mat as needed.
Provide number cards (if needed) to build the number sentences rather than having students write the
number sentences.
ELL Learners:
Create or obtain visual cue flashcards 0-20 that show the quantity and numeric representation in the
ELLs native language.
Students subtract a quantity (less than 5) into pairs in more than one way. (e.g. by using objects or
drawings). After the lesson students can move to double digits numbers.
Anticipatory Set: Engage students by having a volunteer come up to the document camera or overhead
projector, and show one way to represent the number 6. Tell the other students to be thinking about other
ways they can show the number 6 as well.
Have the student explain her representation.
Ask another student to come up and show a different way to represent the numeral 6 and explain his
Student friendly objective:
By the end of our lesson you should use objects to add and subtract numbers 0-10, in more than one
Purpose: Students should be able to identify quantities and adding and subtracting numbers, which are
a part of our everyday life.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: .
a.T input Ok boys and girls today we are going to learn how to break apart numbers as well as
add number together. There are many different ways of showing the number 6. How can we show a
number by breaking it apart into two groups? Today were going to have fun learning about adding and
a. T model Teacher place a work mat on the document camera.
b. Student response: Have a volunteer count out 6 double-sided counters and place them in a cup.
Step #2:
a. T input Ok , we have 6 counters in our cup. Ask another student to come up to the document
camera and pour out the counters onto a work mat. Ask the students to help you count out how many red
and yellow counters there are on the work mat. Lets all count how many counters we have by color.
Students will write down the numbers they counted on their white board. If we put our counters in the cup
and dumped them out again would our number sentence (equation) be the same? The teacher will ask two more
students to help her. Lets count and see if these number sentences will be the same?

a. T model The teacher demonstrates different number sentences on the document camera.
b. Student response: Allow time for students to Think-Pair-Share and record the number sentence(s).
Allow time for a few students to share their number sentences. If necessary, review each to see if it is
appropriate. If not, ask for student input as to why.
Step #3:
a. T input Again, request a number sentence (equation) to represent the new sets. Record them on
the board and discuss. Ok students lets see what numbers sentence you can come up with using these
counters. Ask students to use the counters to create an equation showing the number of red and yellow
flowers on their white board.
a. T model Teacher shows the counters on the camera and creates a number sentence. Say, Maggie
grew 6 flowers in her garden. Some flowers were red and some were yellow. How many of each color did
Maggie have?
b. Student response: Ask a student to record his number sentence on the white board. Ask if everyone
made the same number sentence.
Step #4:
a. T input Ok students how could be that there would be more than one number sentence for a
number? Allow time for students to discuss. Then ask students to use their counters to find as many
different number sentences (equations) as they can for the story. Allow time for students to work with
the counters to create different number sentences (equations). Ask how we will know when we have
found all the number sentences for this story
b. Student response: Have students take turns writing the different number sentences on the board.
Have students share what strategies they used to find all the different number sentences.
Step #5
a. T input Now that we learn how to make a number sentence by adding two number together, lets

try to make a number sentence by subtracting two number

b. T model The teacher will model a new number sentence on the camera by using counters. Lets
make a new story. Maggie grew 6 flowers in her garden. She gave 3 yellow flowers to her mom
how many red flowers does she have left?
Step #6
a. T input Ask a students to come up to the board and write a number sentence for the new story.
Thumps up or down if we agree with Jacobs number sentence? Have the student explain his
b. T model The teacher will demonstrate the number sentence on the camera.
Step #7
a. T imput Ok students please go back to your desk and practice making number sentences with
your partner. We learned how to add two numbers and subtract two numbers, use the story to
make your own number sentence with your partner.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice

Students will be practicing with their partners making different numbers sentence from the word
problem the teacher created.


Double-sided red and yellow counters
Resource Sheet 1: 2-Color Counters
A cup for each pair of students
Resource Sheet 2: Student Work Mat with Number Sentence (one per student)
Resource Sheet 3: Student Recording Sheet (one per student)
Resource Sheet 4: Number Cards
Pencil and/or crayons
Overhead projector, document camera, Smartboard, Black board, etc. (optional
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Circulate and check for accuracy on student recording
Summative: Bring class together for class discussion. List all the possible number combinations that
students share to correctly compose 10. Encourage students to tell the story about Maggies red and
yellow flowers when sharing their equations.
Make sure students are aware of their peers combinations and comparing them to their own to see if
they have been shared or not.
Provide dry erase boards for students to represent their quantity in numeric, picture, and word form.
Choose an appropriate number larger than 10 to challenge more able students.
Allow students to create their own story problems to share with a partner.

VII. HOMEWORK (if appropriate):