Lesson Title:Developing Spatial Sense for First Graders
Lesson Objective: Students will understand the concept of spatial sense and be able to use it to recognize and describe relative positions of objects in space.
Materials:
Manipulatives (such as blocks, pattern blocks, or linking cubes)
Spatial sense worksheets
Chart paper
Markers
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of shapes and their properties.
2. Use manipulatives to create different shapes and patterns and have the students identify them.
3. Introduce the concept of spatial sense by asking the students to describe the position of the shapes and patterns in relation to each other.
4. Write the words “above”, “below”, “beside”, “in front of” and “behind” on the chart paper and have the students point to an example of each in the room.
Direct Instruction (15 minutes):
1. Pass out the manipulatives to each student.
2. Have the students work with partners to create different patterns and structures using the manipulatives.
3. Call on a few students to share their patterns and structures and have the class describe the relative positions of the objects using the words from the chart paper.
4. Write the spatial sense statements on the chart paper and have the students help identify the relative positions of the objects.
5. Review the concept of spatial sense and the importance of recognizing and describing relative positions of objects in space.
Guided Practice (20 minutes):
1. Pass out the spatial sense worksheets to each student.
2. Have the students work with their partners to complete the worksheets by identifying the relative positions of objects in pictures.
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use the manipulatives to help them visualize the problem.
Independent Practice (10 minutes):
1. Have the students complete a few more problems on their own using the manipulatives and spatial sense worksheets.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of spatial sense with the students.
2. Have a few students share their solutions to a spatial sense problem.
3. Remind the students that developing spatial sense is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the spatial sense worksheets and informally assess students’ understanding of the spatial sense concept using verbal questions. Also check if students are able to recognize and describe relative positions of objects in space
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Lesson Title:Understanding Place Values for First Graders
Lesson Objective: Students will understand the concept of place value and be able to identify the place and value of digits in a number.
Materials:
Base-10 blocks
Place value worksheets
Chart paper
Markers
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of counting numbers.
2. Use base-10 blocks to model the numbers 1-10 and have the students count the blocks.
3. Introduce the concept of place value by writing the number “42” on the chart paper and asking the students what the “4” represents and what the “2” represents.
4. Write the numbers “42” and “24” on the chart paper and ask the students to identify the place and value of each digit.
Direct Instruction (15 minutes):
1. Pass out the base-10 blocks to each student.
2. Have the students work with partners to create numbers using the blocks and write the numbers on a sheet of paper.
3. Call on a few students to share their numbers and have the class identify the place and value of each digit.
4. Write the numbers on the chart paper and have the students help identify the place and value of each digit.
5. Review the concept of place value and the importance of understanding it.
Guided Practice (20 minutes):
1. Pass out the place value worksheets to each student.
2. Have the students work with their partners to complete the worksheets by identifying the place and value of each digit in a number.
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use the base-10 blocks to help them visualize the problem.
Independent Practice (10 minutes):
1. Have the students complete a few more problems on their own using the base-10 blocks and place value worksheets.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of place value with the students.
2. Have a few students share their solutions to a place value problem.
3. Remind the students that understanding place value is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the place value worksheets and informally assess students’ understanding of the place value concept using verbal questions. Also check if students are able to identify the place and value of digits in a number, use the base-10 blocks to visualize the problem and explain their thinking.
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Lesson Objective: Students will understand the concept of estimation and be able to use it to make educated guesses about quantities.
Materials:
Small objects (such as buttons, beans, or blocks)
Estimation worksheets
Chart paper
Markers
Small cups or containers
Introduction (5 minutes):
1. Begin the lesson by introducing the concept of estimation. Explain to students that estimation is a way of making an educated guess about a quantity.
2. Show the students a small container filled with buttons, beans or blocks and ask them to make an estimate of how many objects are in the container.
3. Have the students share their estimates and then count the objects to see how close their estimates were.
4. Write the estimation statement “The container has about 20 objects” on the chart paper and have the students explain what it means.
Direct Instruction (15 minutes):
1. Pass out small cups or containers filled with small objects to each student.
2. Have the students estimate the number of objects in their cups and then count them to check their estimates.
3. Call on a few students to share their estimates and the actual number of objects in their cups.
4. Write the estimation statement on the chart paper and have the students help solve them.
5. Review the concept of estimation and the importance of making educated guesses.
Guided Practice (20 minutes):
1. Pass out the estimation worksheets to each student.
2. Have the students work with their partners to complete the estimation problems on the worksheets using the small objects and cups provided.
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use estimation strategies, such as grouping the objects into smaller piles and counting them.
Independent Practice (10 minutes):
1. Have the students complete a few more estimation problems on their own.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of estimation with the students.
2. Have a few students share their solutions to an estimation problem.
3. Remind the students that estimation is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the estimation worksheets and informally assess students’ understanding of the estimation concept using verbal questions. Also check if students are able to make educated guesses, use estimation strategies and use the small objects to solve the problems.
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Lesson Objective: Students will understand the concept of comparing numbers and be able to use the symbols “>” (greater than), “<” (less than), and “=” (equal to) to compare numbers.
Materials:
Number cards (1-10)
Comparing worksheets
Chart paper
Markers
Base-10 blocks
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of counting numbers.
2. Ask the students to count different groups of objects, such as counters or base-10 blocks.
3. Introduce the concept of comparing numbers and the symbols “>” (greater than), “<” (less than), and “=” (equal to).
4. Write the comparing statement 3 > 2 on the chart paper and have the students explain what it means.
Direct Instruction (15 minutes):
1. Pass out the number cards (1-10) to each student.
2. Have the students work with partners and use the number cards to create comparing statements.
3. Call on a few students to share their comparing statements and have the class solve them together.
4. Write the comparing statements on the chart paper and have the students help solve them.
5. Review the meaning of the symbols “>” (greater than), “<” (less than), and “=” (equal to) and have the students practice writing them.
Guided Practice (20 minutes):
1. Pass out the comparing worksheets to each student.
2. Have the students work with their partners to complete the comparing problems on the worksheets using the symbols “>” (greater than), “<” (less than), and “=” (equal to).
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use manipulatives, such as base-10 blocks, to help them visualize the problem.
Independent Practice (10 minutes):
1. Have the students complete a few more problems on their own using the symbols “>” (greater than), “<” (less than), and “=” (equal to) and manipulatives.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of comparing numbers with the students.
2. Have a few students share their solutions to a comparing problem.
3. Remind the students that comparing numbers is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the comparing worksheets and informally assess students’ understanding of the comparing numbers concept using verbal questions. Also check if students are able to use the symbols correctly and use manipulatives to solve the problems.
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Lesson Title:Solving Addition and Subtraction Word Problems for First Graders
Lesson Objective: Students will be able to understand and solve addition and subtraction word problems using manipulatives, pictures, and mathematical symbols.
Materials:
Addition and subtraction word problem worksheets
Manipulatives (such as counters or base 10 blocks)
Picture cards related to the word problems
Chart paper
Markers
Introduction (5 minutes):
1. Begin the lesson by reviewing the concepts of addition and subtraction using manipulatives.
2. Write an example of an addition and subtraction word problem on the chart paper, such as “There are 5 apples in a basket and John takes away 2, how many apples are left in the basket?”
3. Have the students use the manipulatives to solve the problem and model the solution using mathematical symbols.
Direct Instruction (15 minutes):
1. Pass out the addition and subtraction word problem worksheets to the students.
2. Review the mathematical symbols for addition (+) and subtraction (-) and their meanings.
3. Show the students the picture cards related to the word problems and have them explain what they see in the pictures.
Guided Practice (20 minutes):
1. Have the students work with their partners to read and solve the word problems on the worksheets using the manipulatives and pictures to help them visualize the problem.
2. Circulate around the room to assist and check for understanding.
3. Have the students explain their thinking and solutions to the class.
Independent Practice (10 minutes):
1. Have the students complete a few more word problems on their own using the manipulatives, pictures and mathematical symbols.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of addition and subtraction word problems.
2. Have a few students share their solutions to a word problem.
3. Remind the students that solving word problems is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the worksheets and informally assess students’ understanding of the addition and subtraction word problems using verbal questions. Also, check if students are able to use the mathematical symbols correctly, use the manipulatives and pictures to solve the problems and explain their thinking.
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Lesson Title:Introduction to Mixed Operations for First Graders
Lesson Objective: Students will understand the concept of mixed operations and be able to solve mixed operation problems using manipulatives.
Materials:
Number cards (1-10)
Counters (such as small bears or blocks)
Mixed operation worksheets
Chart paper
Markers
Introduction (5 minutes):
1. Begin the lesson by reviewing the concepts of addition and subtraction.
2. Use counters to demonstrate simple addition and subtraction problems and ask the students to solve them.
3. Introduce the idea of mixed operations, which are problems that include both addition and subtraction.
Direct Instruction (15 minutes):
1. Pass out the number cards (1-10) to each student.
2. Have the students work with partners and use the counters to create mixed operation equations using the number cards.
3. Call on a few students to share their mixed operation equations and have the class solve them together using the counters.
4. Write the mixed operation equations on the chart paper and have the students help solve them.
Guided Practice (20 minutes):
1. Pass out the mixed operation worksheets to each student.
2. Have the students work with their partners to complete the mixed operation problems on the worksheets using counters to visualize the problem.
3. Circulate around the room to assist and check for understanding.
Independent Practice (10 minutes):
1. Have the students complete a few problems on the worksheet independently.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the concept of mixed operations with the students.
2. Have a few students share one of the mixed operation problems they solved during the lesson.
3. Remind the students that mixed operations are an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the mixed operation worksheets and informally assess students’ understanding of the mixed operation concept using verbal questions.
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Lesson Title:Subtraction Strategies for First Graders
Lesson Objective: Students will understand different subtraction strategies and be able to apply them to solve subtraction problems.
Materials:
Number cards (1-10)
Counters (such as small bears or blocks)
Subtraction worksheets
Chart paper
Markers
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of subtraction as taking away.
2. Write the subtraction equation 2-1 = 1 on the chart paper and ask the students to count the counters and identify how many are left after one is taken away.
3. Introduce the idea that there are different strategies for solving subtraction problems.
Direct Instruction (15 minutes):
1. Introduce the strategy of counting backwards.
2. Write the subtraction problem 5-3 on the chart paper and have the students count backwards from 5 to find the answer.
3. Introduce the strategy of using a number line.
4. Write the subtraction problem 7-4 on the chart paper and have the students use a number line to find the answer.
5. Introduce the strategy of using manipulatives (counters).
6. Pass out counters to the students and have them solve the subtraction problem 6-2 using the counters.
Guided Practice (20 minutes):
1. Pass out the subtraction worksheets to each student.
2. Have the students work with their partners to complete the subtraction problems on the worksheets using the different strategies introduced.
3. Circulate around the room to assist and check for understanding.
Independent Practice (10 minutes):
1. Have the students complete a few problems on the worksheet independently, encouraging them to use the different strategies they have learned.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the different subtraction strategies with the students.
2. Have a few students share which strategy they found most helpful for solving a problem.
3. Remind the students that there are different ways to solve subtraction problems and encourage them to try out different strategies.
Assessment: Observe students during independent practice, check the subtraction worksheets and informally assess students’ understanding of the different subtraction strategies using verbal questions. Also, check students’ use of visual aids and if they are able to use them correctly to solve the problems.
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Lesson Title:Introduction to Subtraction for First Graders
Lesson Objective: Students will understand the concept of subtraction and be able to solve subtraction problems using manipulatives and numbers.
Materials:
Number cards (1-10)
Counters (such as small bears or blocks)
Subtraction worksheets
Chart paper
Markers
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of counting using manipulatives (counters).
2. Ask the students to count the counters and practice counting different groups of counters.
3. Introduce the concept of subtraction as taking away.
4. Write the subtraction equation 2-1 = 1 on the chart paper and ask the students to count the counters and identify how many are left after one is taken away.
Direct Instruction (15 minutes):
1. Pass out the number cards (1-10) to each student.
2. Have the students work with partners and use the counters to create subtraction equations using the number cards.
3. Call on a few students to share their subtraction equations and have the class solve them together using the counters.
4. Write the subtraction equations on the chart paper and have the students help solve them.
5. Use the visual aids to help explain the process of subtraction, such as crossing out the counters or crossing out the numbers to show taking away.
Guided Practice (20 minutes):
1. Pass out the subtraction worksheets to each student.
2. Have the students work with their partners to complete the subtraction problems on the worksheets using counters to visualize the problem.
3. Circulate around the room to assist and check for understanding.
4. Encourage students to use the visual aids to help them solve the problems.
Independent Practice (10 minutes):
1. Have the students complete a few problems on the worksheet independently.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the concept of subtraction as taking away with the students.
2. Have a few students share one of the subtraction problems they solved during the lesson.
3. Remind the students that subtraction is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the subtraction worksheets and informally assess students’ understanding of the subtraction concept using verbal questions. Also, check students’ use of visual aids and if they are able to use them correctly to solve the problems.
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Lesson Title:Subtraction Skill Builders for First Graders
Lesson Objective: Students will be able to solve subtraction problems using manipulatives and understand the concept of subtraction as taking away.
Materials:
Number cards (1-10)
Counters (such as small bears or blocks)
Subtraction worksheets
Chart paper
Markers
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of addition and counting using manipulatives (counters).
2. Ask the students to count the counters and practice adding more counters.
3. Introduce the concept of subtraction as taking away.
4. Write the subtraction equation 2-1 = 1 on the chart paper and ask the students to count the counters and identify how many are left after one is taken away.
Direct Instruction (15 minutes):
1. Pass out the number cards (1-10) to each student.
2. Have the students work with partners and use the counters to create subtraction equations using the number cards.
3. Call on a few students to share their subtraction equations and have the class solve them together using the counters.
4. Write the subtraction equations on the chart paper and have the students help solve them.
Guided Practice (20 minutes):
1. Pass out the subtraction worksheets to each student.
2. Have the students work with their partners to complete the subtraction problems on the worksheets using counters to visualize the problem.
3. Circulate around the room to assist and check for understanding.
Independent Practice (10 minutes):
1. Have the students complete the last few problems on the worksheet independently.
2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the concept of subtraction as taking away with the students.
2. Have a few students share one of the subtraction problems they solved during the lesson.
3. Remind the students that subtraction is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the subtraction worksheets and informally assess students’ understanding of the subtraction concept using verbal questions.
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Lesson Objective: Students will be able to understand the concept of subtraction and use subtraction to solve problems involving taking away.
Materials needed:
Subtraction flashcards (or subtraction problems written on index cards)
Unifix cubes or other manipulatives (one set for each student)
Whiteboard and markers
“Subtraction” worksheet (attached)
Introduction (5 minutes): Begin the lesson by reviewing the concept of addition and the related vocabulary (e.g. “more,” “sum,” “total”). Then introduce the concept of subtraction and the related vocabulary (e.g. “less,” “difference,” “remainder”). Use the whiteboard to write the equation “7 – 3 = ?” and ask the students what the answer is. Write the equation “10 – 5 = ?” and ask the students what the answer is. Explain that subtraction is the opposite of addition and it is used to find out how many are left when some are taken away.
Direct Instruction (10 minutes): Using the flashcards or index cards, model how to solve subtraction problems. Show the students a flashcard with the problem “7 – 3 = ?” and use manipulatives (e.g. Unifix cubes) to physically take away 3 from 7. Write the answer, “4,” on the whiteboard. Repeat this process with different problems, and ask the students to give the answer before filling it in.
Guided Practice (15 minutes): Give each student a set of manipulatives and a subtraction problem written on an index card. Have the students work with a partner to solve the problem using manipulatives. Walk around the room and provide support and guidance as needed.
Independent Practice (20 minutes): Distribute the “Subtraction” worksheet to each student. The worksheet includes a variety of subtraction problems that can be solved using manipulatives. Review the instructions with the students and give them time to complete the worksheet independently.
Closure (5 minutes): Ask the students to share one problem they solved on the worksheet and how they used manipulatives to solve it. Remind the students that subtraction is the opposite of addition and it is used to find out how many are left when some are taken away.
Assessment:
Observation of students during guided and independent practice
Completion of “Subtraction” worksheet
Student ability to explain how they used manipulatives to solve a subtraction problem
Note: This is a basic lesson plan, it is important to adjust the duration of each part according to the class dynamics and the student’s learning pace. Also, it is important to keep in mind that for first graders it is important to use manipulatives and visual aids to help them understand the concept, as well as to keep the numbers small and manageable.
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Lesson Plan on Developing Spatial Sense for First Graders
Lesson Title:Developing Spatial Sense for First Graders
Lesson Objective: Students will understand the concept of spatial sense and be able to use it to recognize and describe relative positions of objects in space.
Materials:
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of shapes and their properties.2. Use manipulatives to create different shapes and patterns and have the students identify them.
3. Introduce the concept of spatial sense by asking the students to describe the position of the shapes and patterns in relation to each other.
4. Write the words “above”, “below”, “beside”, “in front of” and “behind” on the chart paper and have the students point to an example of each in the room.
Direct Instruction (15 minutes):
1. Pass out the manipulatives to each student. 2. Have the students work with partners to create different patterns and structures using the manipulatives.3. Call on a few students to share their patterns and structures and have the class describe the relative positions of the objects using the words from the chart paper.
4. Write the spatial sense statements on the chart paper and have the students help identify the relative positions of the objects.
5. Review the concept of spatial sense and the importance of recognizing and describing relative positions of objects in space.
Guided Practice (20 minutes):
1. Pass out the spatial sense worksheets to each student.2. Have the students work with their partners to complete the worksheets by identifying the relative positions of objects in pictures.
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use the manipulatives to help them visualize the problem.
Independent Practice (10 minutes):
1. Have the students complete a few more problems on their own using the manipulatives and spatial sense worksheets.2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of spatial sense with the students.2. Have a few students share their solutions to a spatial sense problem.
3. Remind the students that developing spatial sense is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the spatial sense worksheets and informally assess students’ understanding of the spatial sense concept using verbal questions. Also check if students are able to recognize and describe relative positions of objects in space
Understanding Place Values for First Graders printable lesson plan
Lesson Title:Understanding Place Values for First Graders
Lesson Objective: Students will understand the concept of place value and be able to identify the place and value of digits in a number.
Materials:
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of counting numbers.2. Use base-10 blocks to model the numbers 1-10 and have the students count the blocks.
3. Introduce the concept of place value by writing the number “42” on the chart paper and asking the students what the “4” represents and what the “2” represents.
4. Write the numbers “42” and “24” on the chart paper and ask the students to identify the place and value of each digit.
Direct Instruction (15 minutes):
1. Pass out the base-10 blocks to each student.2. Have the students work with partners to create numbers using the blocks and write the numbers on a sheet of paper.
3. Call on a few students to share their numbers and have the class identify the place and value of each digit.
4. Write the numbers on the chart paper and have the students help identify the place and value of each digit.
5. Review the concept of place value and the importance of understanding it.
Guided Practice (20 minutes):
1. Pass out the place value worksheets to each student.2. Have the students work with their partners to complete the worksheets by identifying the place and value of each digit in a number.
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use the base-10 blocks to help them visualize the problem.
Independent Practice (10 minutes):
1. Have the students complete a few more problems on their own using the base-10 blocks and place value worksheets.2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of place value with the students.2. Have a few students share their solutions to a place value problem.
3. Remind the students that understanding place value is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the place value worksheets and informally assess students’ understanding of the place value concept using verbal questions. Also check if students are able to identify the place and value of digits in a number, use the base-10 blocks to visualize the problem and explain their thinking.
Math Lesson Plan on Estimating Numbers for First Graders
Lesson Title:Estimating Numbers for First Graders
Lesson Objective: Students will understand the concept of estimation and be able to use it to make educated guesses about quantities.
Materials:
Introduction (5 minutes):
1. Begin the lesson by introducing the concept of estimation. Explain to students that estimation is a way of making an educated guess about a quantity.2. Show the students a small container filled with buttons, beans or blocks and ask them to make an estimate of how many objects are in the container.
3. Have the students share their estimates and then count the objects to see how close their estimates were.
4. Write the estimation statement “The container has about 20 objects” on the chart paper and have the students explain what it means.
Direct Instruction (15 minutes):
1. Pass out small cups or containers filled with small objects to each student.2. Have the students estimate the number of objects in their cups and then count them to check their estimates.
3. Call on a few students to share their estimates and the actual number of objects in their cups.
4. Write the estimation statement on the chart paper and have the students help solve them.
5. Review the concept of estimation and the importance of making educated guesses.
Guided Practice (20 minutes):
1. Pass out the estimation worksheets to each student.2. Have the students work with their partners to complete the estimation problems on the worksheets using the small objects and cups provided.
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use estimation strategies, such as grouping the objects into smaller piles and counting them.
Independent Practice (10 minutes):
1. Have the students complete a few more estimation problems on their own.2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of estimation with the students.2. Have a few students share their solutions to an estimation problem.
3. Remind the students that estimation is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the estimation worksheets and informally assess students’ understanding of the estimation concept using verbal questions. Also check if students are able to make educated guesses, use estimation strategies and use the small objects to solve the problems.
Comparing Numbers for First Graders Lesson Plan for Teachers
Lesson Title:Comparing Numbers for First Graders
Lesson Objective: Students will understand the concept of comparing numbers and be able to use the symbols “>” (greater than), “<” (less than), and “=” (equal to) to compare numbers.
Materials:
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of counting numbers.2. Ask the students to count different groups of objects, such as counters or base-10 blocks.
3. Introduce the concept of comparing numbers and the symbols “>” (greater than), “<” (less than), and “=” (equal to).
4. Write the comparing statement 3 > 2 on the chart paper and have the students explain what it means.
Direct Instruction (15 minutes):
1. Pass out the number cards (1-10) to each student.2. Have the students work with partners and use the number cards to create comparing statements.
3. Call on a few students to share their comparing statements and have the class solve them together.
4. Write the comparing statements on the chart paper and have the students help solve them.
5. Review the meaning of the symbols “>” (greater than), “<” (less than), and “=” (equal to) and have the students practice writing them.
Guided Practice (20 minutes):
1. Pass out the comparing worksheets to each student.2. Have the students work with their partners to complete the comparing problems on the worksheets using the symbols “>” (greater than), “<” (less than), and “=” (equal to).
3. Circulate around the room to assist and check for understanding.
4. Encourage the students to use manipulatives, such as base-10 blocks, to help them visualize the problem.
Independent Practice (10 minutes):
1. Have the students complete a few more problems on their own using the symbols “>” (greater than), “<” (less than), and “=” (equal to) and manipulatives.2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of comparing numbers with the students.2. Have a few students share their solutions to a comparing problem.
3. Remind the students that comparing numbers is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the comparing worksheets and informally assess students’ understanding of the comparing numbers concept using verbal questions. Also check if students are able to use the symbols correctly and use manipulatives to solve the problems.
Lesson Plan on Solving Addition and Subtraction Word Problems for First Graders
Lesson Title:Solving Addition and Subtraction Word Problems for First Graders
Lesson Objective: Students will be able to understand and solve addition and subtraction word problems using manipulatives, pictures, and mathematical symbols.
Materials:
Introduction (5 minutes):
1. Begin the lesson by reviewing the concepts of addition and subtraction using manipulatives.2. Write an example of an addition and subtraction word problem on the chart paper, such as “There are 5 apples in a basket and John takes away 2, how many apples are left in the basket?”
3. Have the students use the manipulatives to solve the problem and model the solution using mathematical symbols.
Direct Instruction (15 minutes):
1. Pass out the addition and subtraction word problem worksheets to the students.2. Review the mathematical symbols for addition (+) and subtraction (-) and their meanings.
3. Show the students the picture cards related to the word problems and have them explain what they see in the pictures.
Guided Practice (20 minutes):
1. Have the students work with their partners to read and solve the word problems on the worksheets using the manipulatives and pictures to help them visualize the problem.2. Circulate around the room to assist and check for understanding.
3. Have the students explain their thinking and solutions to the class.
Independent Practice (10 minutes):
1. Have the students complete a few more word problems on their own using the manipulatives, pictures and mathematical symbols.2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the key concepts of addition and subtraction word problems.2. Have a few students share their solutions to a word problem.
3. Remind the students that solving word problems is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the worksheets and informally assess students’ understanding of the addition and subtraction word problems using verbal questions. Also, check if students are able to use the mathematical symbols correctly, use the manipulatives and pictures to solve the problems and explain their thinking.
Introduction to Mixed Operations for First Graders Printable Lesson Plan
Lesson Title:Introduction to Mixed Operations for First Graders
Lesson Objective: Students will understand the concept of mixed operations and be able to solve mixed operation problems using manipulatives.
Materials:
Introduction (5 minutes):
1. Begin the lesson by reviewing the concepts of addition and subtraction.2. Use counters to demonstrate simple addition and subtraction problems and ask the students to solve them.
3. Introduce the idea of mixed operations, which are problems that include both addition and subtraction.
Direct Instruction (15 minutes):
1. Pass out the number cards (1-10) to each student.2. Have the students work with partners and use the counters to create mixed operation equations using the number cards.
3. Call on a few students to share their mixed operation equations and have the class solve them together using the counters.
4. Write the mixed operation equations on the chart paper and have the students help solve them.
Guided Practice (20 minutes):
1. Pass out the mixed operation worksheets to each student.2. Have the students work with their partners to complete the mixed operation problems on the worksheets using counters to visualize the problem.
3. Circulate around the room to assist and check for understanding.
Independent Practice (10 minutes):
1. Have the students complete a few problems on the worksheet independently.2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the concept of mixed operations with the students.2. Have a few students share one of the mixed operation problems they solved during the lesson.
3. Remind the students that mixed operations are an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the mixed operation worksheets and informally assess students’ understanding of the mixed operation concept using verbal questions.
Subtraction Strategies for First Graders Lesson Plan
Lesson Title:Subtraction Strategies for First Graders
Lesson Objective: Students will understand different subtraction strategies and be able to apply them to solve subtraction problems.
Materials:
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of subtraction as taking away.2. Write the subtraction equation 2-1 = 1 on the chart paper and ask the students to count the counters and identify how many are left after one is taken away.
3. Introduce the idea that there are different strategies for solving subtraction problems.
Direct Instruction (15 minutes):
1. Introduce the strategy of counting backwards.2. Write the subtraction problem 5-3 on the chart paper and have the students count backwards from 5 to find the answer.
3. Introduce the strategy of using a number line.
4. Write the subtraction problem 7-4 on the chart paper and have the students use a number line to find the answer.
5. Introduce the strategy of using manipulatives (counters).
6. Pass out counters to the students and have them solve the subtraction problem 6-2 using the counters.
Guided Practice (20 minutes):
1. Pass out the subtraction worksheets to each student.2. Have the students work with their partners to complete the subtraction problems on the worksheets using the different strategies introduced.
3. Circulate around the room to assist and check for understanding.
Independent Practice (10 minutes):
1. Have the students complete a few problems on the worksheet independently, encouraging them to use the different strategies they have learned.2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the different subtraction strategies with the students.2. Have a few students share which strategy they found most helpful for solving a problem.
3. Remind the students that there are different ways to solve subtraction problems and encourage them to try out different strategies.
Assessment: Observe students during independent practice, check the subtraction worksheets and informally assess students’ understanding of the different subtraction strategies using verbal questions. Also, check students’ use of visual aids and if they are able to use them correctly to solve the problems.
Math Lesson Plan on Introduction to Subtraction for First Graders
Lesson Title:Introduction to Subtraction for First Graders
Lesson Objective: Students will understand the concept of subtraction and be able to solve subtraction problems using manipulatives and numbers.
Materials:
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of counting using manipulatives (counters).2. Ask the students to count the counters and practice counting different groups of counters.
3. Introduce the concept of subtraction as taking away.
4. Write the subtraction equation 2-1 = 1 on the chart paper and ask the students to count the counters and identify how many are left after one is taken away.
Direct Instruction (15 minutes):
1. Pass out the number cards (1-10) to each student.2. Have the students work with partners and use the counters to create subtraction equations using the number cards.
3. Call on a few students to share their subtraction equations and have the class solve them together using the counters.
4. Write the subtraction equations on the chart paper and have the students help solve them.
5. Use the visual aids to help explain the process of subtraction, such as crossing out the counters or crossing out the numbers to show taking away.
Guided Practice (20 minutes):
1. Pass out the subtraction worksheets to each student.2. Have the students work with their partners to complete the subtraction problems on the worksheets using counters to visualize the problem.
3. Circulate around the room to assist and check for understanding.
4. Encourage students to use the visual aids to help them solve the problems.
Independent Practice (10 minutes):
1. Have the students complete a few problems on the worksheet independently.2. Provide extra support and assistance as needed.
Closure (5 minutes):
1. Review the concept of subtraction as taking away with the students.2. Have a few students share one of the subtraction problems they solved during the lesson.
3. Remind the students that subtraction is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the subtraction worksheets and informally assess students’ understanding of the subtraction concept using verbal questions. Also, check students’ use of visual aids and if they are able to use them correctly to solve the problems.
Lesson Plan on Subtraction Skill Builders for First Graders
Lesson Title:Subtraction Skill Builders for First Graders
Lesson Objective: Students will be able to solve subtraction problems using manipulatives and understand the concept of subtraction as taking away.
Materials:
Introduction (5 minutes):
1. Begin the lesson by reviewing the concept of addition and counting using manipulatives (counters).2. Ask the students to count the counters and practice adding more counters.
3. Introduce the concept of subtraction as taking away.
4. Write the subtraction equation 2-1 = 1 on the chart paper and ask the students to count the counters and identify how many are left after one is taken away.
Direct Instruction (15 minutes):
1. Pass out the number cards (1-10) to each student.2. Have the students work with partners and use the counters to create subtraction equations using the number cards.
3. Call on a few students to share their subtraction equations and have the class solve them together using the counters.
4. Write the subtraction equations on the chart paper and have the students help solve them.
Guided Practice (20 minutes):
1. Pass out the subtraction worksheets to each student.2. Have the students work with their partners to complete the subtraction problems on the worksheets using counters to visualize the problem.
3. Circulate around the room to assist and check for understanding.
Independent Practice (10 minutes):
1. Have the students complete the last few problems on the worksheet independently. 2. Provide extra support and assistance as needed.Closure (5 minutes):
1. Review the concept of subtraction as taking away with the students.2. Have a few students share one of the subtraction problems they solved during the lesson.
3. Remind the students that subtraction is an important math skill and will be used in many areas of their lives.
Assessment: Observe students during independent practice, check the subtraction worksheets and informally assess students’ understanding of the subtraction concept using verbal questions.
Printable Lesson Plan on Understanding Subtraction
Lesson Title:”Understanding Subtraction”
Lesson Objective: Students will be able to understand the concept of subtraction and use subtraction to solve problems involving taking away.
Materials needed:
Introduction (5 minutes): Begin the lesson by reviewing the concept of addition and the related vocabulary (e.g. “more,” “sum,” “total”). Then introduce the concept of subtraction and the related vocabulary (e.g. “less,” “difference,” “remainder”). Use the whiteboard to write the equation “7 – 3 = ?” and ask the students what the answer is. Write the equation “10 – 5 = ?” and ask the students what the answer is. Explain that subtraction is the opposite of addition and it is used to find out how many are left when some are taken away.
Direct Instruction (10 minutes): Using the flashcards or index cards, model how to solve subtraction problems. Show the students a flashcard with the problem “7 – 3 = ?” and use manipulatives (e.g. Unifix cubes) to physically take away 3 from 7. Write the answer, “4,” on the whiteboard. Repeat this process with different problems, and ask the students to give the answer before filling it in.
Guided Practice (15 minutes): Give each student a set of manipulatives and a subtraction problem written on an index card. Have the students work with a partner to solve the problem using manipulatives. Walk around the room and provide support and guidance as needed.
Independent Practice (20 minutes): Distribute the “Subtraction” worksheet to each student. The worksheet includes a variety of subtraction problems that can be solved using manipulatives. Review the instructions with the students and give them time to complete the worksheet independently.
Closure (5 minutes): Ask the students to share one problem they solved on the worksheet and how they used manipulatives to solve it. Remind the students that subtraction is the opposite of addition and it is used to find out how many are left when some are taken away.
Assessment:
Note: This is a basic lesson plan, it is important to adjust the duration of each part according to the class dynamics and the student’s learning pace. Also, it is important to keep in mind that for first graders it is important to use manipulatives and visual aids to help them understand the concept, as well as to keep the numbers small and manageable.