Counting and Identifying Number Patterns Lesson Plan

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.

Lesson Plan for Teachers on Making Ten to Add

Lesson Title:”Making Ten to Add”

Lesson Objective: Students will be able to use the strategy of making ten to solve addition problems up to 10.

Materials needed:

  • 10-frame cards (or a 10-frame printout for each student)
  • Unifix cubes or other manipulatives (one set for each student)
  • Whiteboard and markers
  • “Making Ten” worksheet (attached)

    • Introduction (5 minutes): Begin the lesson by reviewing the concept of addition and what it means to add numbers together. Use the whiteboard to write the equation “3 + 4 = ?” and ask the students what the answer is. Write the equation “5 + 5 = ?” and ask the students what the answer is. Then, introduce the strategy of making ten to solve addition problems. Explain that sometimes it can be easier to think of adding numbers that make ten instead of adding the numbers separately.

    Direct Instruction (10 minutes): Using the 10-frame cards and the manipulatives, model how to use the strategy of making ten to solve addition problems. For example, show the students a 10-frame with three cubes in it and ask them how many more cubes are needed to make ten. Write the equation “3 + ?” and fill in the answer “7” to show that the problem can be solved by making ten first. Repeat this process with different numbers on the 10-frame, 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 10-frame printout. Have the students work with a partner to solve addition problems using the strategy of making ten. Walk around the room and provide support and guidance as needed.

    Independent Practice (20 minutes): Distribute the “Making Ten” worksheet to each student. The worksheet includes a variety of addition problems that can be solved using the strategy of making ten. 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 the strategy of making ten to solve it. Remind the students that using the strategy of making ten can make solving addition problems easier and more efficient.

    Assessment:

  • Observation of students during guided and independent practice
  • Completion of “Making Ten” worksheet
  • Student ability to explain how they used the strategy of making ten to solve an addition 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.

    Comparing and Ordering Numbers Lesson Plan

    Lesson Title:Comparing and Ordering Numbers

    Lesson Objectives:

  • Students will be able to compare and order numbers up to 100 using symbols (<, >, =)
    • Students will be able to compare and order numbers up to 100 using symbols (<, >)
  • Students will be able to identify the greatest and least number in a given set of numbers

    • Materials:

  • Number cards (1-100)
  • Symbol cards (<, >, =)
  • Symbol cards (<, >)
  • Whiteboard and markers

    • Procedure:

    1. Introduction: Begin by reviewing the symbols (<, >, =) and their meanings (less than, greater than, equal to). Have students give examples of numbers that would fit each symbol.
    2. Guided Practice: Show students a set of numbers and have them use the symbol cards to order them from least to greatest.
    3. Independent Practice: Give each student a set of number cards and have them use the symbol cards to compare and order the numbers in their set.
    4. Whole Group Review: Have a few students share their ordered sets of numbers with the class and discuss any patterns or strategies they used to order them.

    Assessment: Have students work independently to complete a worksheet that includes a variety of problems comparing and ordering numbers up to 100.

    Closure: Remind students of the importance of being able to compare and order numbers in their everyday lives, such as when shopping or budgeting.

    Differentiation: For students who need extra support, provide them with a smaller set of numbers to work with. For students who need an extra challenge, have them compare and order numbers up to 1000.

    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:

  • 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.

    Names of Numbers Printable Lesson Plan for Teachers

    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 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:

  • 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.

    Patterns Printable PDF Lesson Plan

    Lesson Title:Patterns

    Lesson Objective: Students will be able to identify and create patterns using various materials such as colors, shapes, and numbers.

    Materials: Colored paper, scissors, glue, chart paper, markers, pattern blocks

    Introduction (5 minutes): Begin the lesson by asking students if they have ever noticed patterns in their everyday lives, such as a repeated design on a shirt or a specific sequence in a song. Allow students to share their examples and write them on the board. Explain that patterns are a repetition of a specific sequence and that we can find them in many things.

    Direct Instruction (10 minutes): Explain to students that patterns can be made using different materials, such as colors, shapes, and numbers. Write a simple pattern on the board, such as red, blue, red, blue. Ask students to identify the pattern and continue it. Write a few more patterns using different materials, such as shapes and numbers, and have students identify and continue each pattern.

    Guided Practice (15 minutes): Divide students into small groups. Give each group a set of pattern blocks and colored paper. Have students work together to create a pattern using the pattern blocks. Allow them to use their creativity and come up with their own patterns. Monitor the groups and provide feedback as needed.

    Independent Practice (20 minutes): Hand out a worksheet to each student with different patterns on it. Ask students to identify and continue each pattern. Provide additional support to students who need it. Collect the worksheets and provide feedback to students.

    Closure (5 minutes): As a class, review the different patterns students created using pattern blocks. Ask students to share any strategies they used to create their patterns. Remind students that patterns can be found in many things and that they can continue to look for patterns in their everyday lives.

    Assessment: Observe the students during the independent practice to assess their understanding of identifying and continuing patterns. Collect and review the worksheets to assess students’ ability to identify and continue patterns.

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

    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:

  • 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.

    Lesson Plan for Teachers on Addition – One Digit

    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.

    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:

  • 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.