Lesson Title:Addition – One Digit

Lesson Objective: Students will be able to solve one-digit addition problems and understand the concept of carrying over when adding.

Materials: Whiteboard, dry-erase markers, number cards (0-9), addition worksheets, manipulatives (e.g. base ten blocks, counters)

Introduction (5 minutes): Begin the lesson by asking students if they know what addition is. Allow students to share their understanding of addition. Write a few examples of simple addition problems on the whiteboard (e.g. 2 + 3 = 5, 4 + 6 = 10)

Direct Instruction (10 minutes): Explain to students that addition is when we combine two or more numbers together to find the total. Write the problem 2 + 3 = ? on the whiteboard and have students suggest ways to solve it. Model different methods for solving the problem using number cards or manipulatives such as base ten blocks or counters. Introduce the concept of carrying over when one of the digits in the problem equals or exceeds 10. Write the problem 9 + 5 = ? on the whiteboard and demonstrate how to carry over and find the correct answer.

Guided Practice (15 minutes): Divide students into small groups. Give each group a set of number cards and have them work together to solve simple addition problems. Monitor the groups and provide feedback as needed. Provide assistance with carrying over when necessary.

Independent Practice (20 minutes): Hand out an addition worksheet to each student with one-digit addition problems. Ask students to solve the problems on their own. Provide additional support to students who need it. Collect the worksheets and provide feedback to students.

Closure (5 minutes): As a class, review the concept of carrying over when adding. Ask students to share any strategies they used to solve the addition problems. Remind students that practice is important for understanding and solving addition problems.

Assessment: Observe the students during the independent practice to assess their understanding of solving one-digit addition problems and carrying over. Collect and review the worksheets to assess students’ ability to solve one-digit addition problems and understand the concept of carrying over.

Note: The above is just a general guide, adjust duration and activities according to the class size and student’s level of understanding.

Lesson Title:Names of Numbers

Lesson Objective: Students will be able to identify and write the names of numbers up to 100.

Materials: Whiteboard, dry-erase markers, chart paper, number cards (1-100)

Introduction (5 minutes): Begin the lesson by asking students if they know what numbers are. Allow students to share their understanding of numbers. Write a few examples of numbers on the whiteboard (e.g. 1, 10, 25).

Direct Instruction (10 minutes): Explain to students that numbers have names and that we use these names to talk about them. Write the number 1-10 on the whiteboard and say the name of each number. Have students repeat the names of the numbers after you. Show students a chart of numbers 1-100 and point to each number as you say the name.

Guided Practice (15 minutes): Divide students into groups of four. Give each group a set of number cards (1-100). The students in each group must work together to match the number cards with the correct names of the numbers. Monitor the groups and provide feedback as needed.

Independent Practice (20 minutes): Hand out a worksheet to each student with numbers 1-100 written on it. Ask students to write the names of the numbers next to each number. Provide additional support to students who need it. Collect the worksheets and provide feedback to students.

Closure (5 minutes): As a class, review the names of the numbers 1-10. Ask students to share any strategies they used to remember the names of the numbers. Remind students that practice is important for learning and that they can continue to practice at home.

Assessment: Observe the students during the independent practice to assess their understanding of the names of the numbers 1-100. Collect and review the worksheets to assess students’ ability to write the names of the numbers.

Note: The above is just a general guide, adjust duration and activities according to the class size and student’s level of understanding.

Lesson Title:Counting and Identifying Number Patterns

Lesson Objective: Students will be able to count by 2s, 5s and 10s, and identify number patterns up to 100.

Materials: -Number line 0-100 -Number pattern worksheets -Base-10 blocks or manipulatives

Introduction (5 minutes): Begin by reviewing the numbers up to 100 with the students. Ask them if they know what counting by 2s, 5s, and 10s means. Introduce the concept of counting by 2s, 5s, and 10s, and the importance of identifying number patterns.

Direct Instruction (10 minutes): Using the number line, demonstrate how to count by 2s, 5s, and 10s. Show students how to count by 2s by saying every other number, by 5s by saying every fifth number and by 10s by saying every tenth number.

Guided Practice (15 minutes): Have students work in pairs, using the number line, base-10 blocks or manipulatives, and count by 2s, 5s, and 10s. Circulate around the room to assist and check for understanding.

Independent Practice (15 minutes): Give students a worksheet with number patterns and have them identify the pattern and complete the pattern.

Closure (5 minutes): Review what students have learned about counting by 2s, 5s, and 10s and identifying number patterns. Ask a few students to share their answers from the independent practice worksheet.

Assessment: Observe students during independent practice, and check their worksheets for accuracy.

Note: The time and activities can be adjusted as per your requirement and class size. You can also include additional activities like counting by other numbers or creating their own number pattern.