Daily Lesson Plan

Name: Jennifer Miller

Subject: Math
Grade: 1st

Date: November 3, 2016

Topic: Addition and Subtraction
Length of Lesson: 55 minutes

Introduction (Essential Question):

What does taking one or zero away really do?
Standard:
Math
Cluster:
Operations and Algebraic Thinking
Objective:
M.1.1
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions (e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem).
Specific Objective:
Students will be able to solve a set of problems with 80% accuracy.
Method(s):
Lecture
Question/Answer
Problem Solving
Materials:
Bead Bracelets (1 for each student plus 1 for the teacher to demonstrate)
White Boards
Problem Set (1 for each student); also, prepare a copy for smart board.
Sprint (1 for each student)
Direct Instruction:
This lesson does not contain direct instruction.
Guided Practice:
Hand out the bracelets to each student, and explain that this bracelet is going to help us
subtract.
Have the following exchange:
o

How many beads are on your number bracelet?

(Hold up the bracelet.)

o
o
o
o
o
o
o
o
o
o

S:
10 beads! (Hold up the bracelet.)
T:
Take 1 bead away.
T/S:
(Push 1 white bead away from the set, as
shown.)
T:
How many beads do we have now?
S:
(Count the beads as needed.) 9 beads!
T:
Write a number sentence to show what
we did.
T/S:
(Write 10 1 = 9.)
T:
Push that bead all the way up until it is
hiding in your hand.
T/S:
(Push the bead into the palm, as shown.)
T:
We have 9 beads.

Repeat the process of taking 1 bead away and writing the new number sentence for the following
suggested sequence: 9 1, 8 1, and 7 1.

Next,

demonstrate taking away zero by repeating the previous steps. Use the following
exchange:
o T:
We have 4 beads. This time, take 0
away.
o S:
(Look at their beads.)
o T:
How many beads do we have now?
o S:
4 beads!
o T:
Hmmm. Lets try that with a larger
number. Push all your beads back to the
middle so we can start with 10.
o T/S: (Push beads back to middle, showing
all 10 beads.)
o T:
We have 10 beads. Take away 0
beads. How many beads do we have now?
o S:
10 beads!
o T:
Write the number sentence to show what we did.
o S/T: (Write 10 0 = 10.)

Repeat the process of taking 0 beads away and writing the new number sentence for the
following suggested sequence: 9 0 and 6 0.

Hand out the problem set worksheet. Work through problems 1-5 with students, fully demonstrating
how to solve the problems. Have students volunteer answers, and be sure to ask how they know!

Students should then complete problems 6-10. Check these aloud in class.

Lesson Closure:
Ask students, What did we learn today? Lead the discussion with any of these questions:

o How can solving Problem 1 help you solve Problem 3?

o Explain to your partner any patterns you see in Problems 3 10.
o Talk to your partner about how visualizing your
5-groups can help you solve Problem 17(g).
o Explain how solving 10 0 can help you solve
122 0. What happens every time you subtract 0?
o Explain how solving 9 1 can help you solve
73 1. What happens every time you subtract 1? How does subtracting 1 relate to
counting?
Independent Practice:
Students will complete the problem set (6-10) and the sprint for subtraction as independent
practice.
Assessment:
Students will be assessed through their work on problems 6-10.
Successful students will complete the assignment with 80% accuracy. If 80% of the students
complete the assessment with 80% accuracy, the lesson will be successful.
Reflection:
This lesson went ok. It became much more apparent how divided the class is in their
understanding of subtraction. About half of the class solved the problems with ease. They didnt
need to draw pictures or use their bracelets. They just understood how to take away 1 or 0. These
students finished much earlier than the students who were struggling. Thankfully, Ms. Crookshanks
helped by playing a game with those students who were finished, giving me time to work with the
others. This really made me question what I would have done if I were in my own class without
another teacher to help. I realized how important it is to have backup options for those students who
are beyond level. This is where centers come in to play. I want to be sure to have several centers
available for students who get finished early.
What I Would Do Differently:
1. I dont know that I would use the bracelets again. Most of the students who really needed
something to help were confused by the bracelets. I am going to try blocks next time. I think
that they will help students more than the bracelets. Some students struggled with working
with the beads because they were so small.
2. I would be sure to have centers ready for those students who finished early. Students at this
age have a hard time sitting still, and even if they could, what a waste of time! That time they
have waiting could be used to expand their understanding.
3. I would be sure that my students knew the terminology used in the lesson. These students
didnt really know what a 5 group was. They also were not familiar with saying minus
when subtracting. They are accustomed to saying take away. This caused some confusion,
which made instruction more difficult. I need to be sure that each and every lesson is
customized for the group of students that I am teaching.
4.

Name

Date

Cross off, when needed, to subtract.

1.

2.

6 1 = ___

6 0 = ___

If you want, make a 5-group drawing for each problem like the ones above.
Show the subtraction.
3.

4.

7 1 = ___
5.

7 0 = ___
6.

10 1 = ___
7.

10 0 = ___
8.

8 1 = ___
9.

8 0 = ___
10.

9 1 = ___

9 0 = ___

Cross off, when needed, to subtract.

11.

12.

6 1 = ___

13.

8 1 = ___

9 0 = ___

Subtract.
14.

7 1 = ___
___

15.

8 0 = ___

17. Fill in the missing number. Visualize your 5-groups to help you.

a. 6 0 = ___

b. 6 1 = ___

c. 7 ___ = 7

d. 7 1 = ___

e. 8 0 = ___

f. 8 ___ = 7

g. 9 ___ = 9

h. 9 1 = ___

i. 10 ___ = 10

j. 10 ___ = 9

16.

91=

Exit Ticket
Name

Date

Complete the number sentences. If you want, use 5-group drawings to show the subtraction.
1.
2.

9 1 = ___
3.

8 = ___ 0
4.

8 = ___ 1

10 = 10 ___

Lesson Reflection:
This lesson seemed to be successful. Most of the students appeared to be engaged throughout the
lesson, volunteering answers and following the material. The majority of the students passed the assignment
with at least an 80%. There were a few students who did not do so well. Three students didnt finish all of the
problems.
How I would teach this lesson differently next time.
1. I would find a fun activity for the students to do that would help them to better understand bases and
exponents. I want to be sure to engage those students who are kinesthetic learners.
2. I would put more emphasis on finding the value of exponents. Several students are finding the value by
multiplying the base by the exponent. I would be sure to explain to the students that this is a common
misconception and emphasize that the exponent tells how many times the base is multiplied by itself.
3. I would find a better way to teach the vocabulary introduced in this lesson. A lot of my students havent
worked with exponents and bases before. This is a relatively new concept that these students will be using a lot
in their future school work. I want to be sure to build a strong foundation for this concept.