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Understanding Addition for First Grade Math Lesson Plan

Lesson Title:Understanding Addition for First Grade Math

Lesson Objectives:

1. Students will be able to identify and write the symbol for addition (+).
2. Students will be able to understand the concept of adding two or more numbers together to find a sum.
3. Students will be able to solve basic addition problems with numbers up to 10.

Materials:

  • Chart paper and markers
  • Manipulatives (e.g. counting bears, blocks, or beans)
  • Worksheets or activity pages

    • Introduction (10 minutes): Begin the lesson by asking the students if they know what the + symbol means. Write the symbol on the board and ask if anyone can tell you what it is called. Explain that the + symbol is the symbol for addition and it means to put two or more numbers together.

    Direct Instruction (15 minutes): Using manipulatives, show the students how to add two or more numbers together. Start with small numbers (e.g. 1+1, 2+1, 3+1) and have the students count the manipulatives as you add them together. Write the addition problems on the board and have the students say the numbers aloud as they count.

    Guided Practice (20 minutes): Provide the students with worksheets or activity pages that have basic addition problems. Have the students work in pairs or small groups to solve the problems using manipulatives. Walk around the room and offer assistance as needed.

    Independent Practice (15 minutes): Provide the students with additional worksheets or activity pages for independent practice. Encourage the students to use manipulatives to help them solve the problems.

    Closure (10 minutes): Have the students share their answers with the class and discuss any problems they found challenging. Review the + symbol and the concept of adding two or more numbers together. Remind the students that they can always use manipulatives to help them solve addition problems.

    Assessment: Observe the students during the independent practice and note their ability to solve basic addition problems with numbers up to 10. Collect their worksheets or activity pages and use them to assess their understanding of the concept of addition.

    Note: It is important to provide students with enough practice and repetition to master the concept of addition. It is also important to use a variety of manipulatives and activities to make the learning experience more fun and engaging.

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    Introducing Place Value to Kindergarteners Printable Lesson Plan

    Lesson Title:Introducing Place Value to Kindergarteners

    Lesson Objective: Students will be able to identify and understand the concept of place value in whole numbers up to the tens place.

    Materials:

  • Whiteboard and markers
  • Place value chart worksheets
  • Base ten blocks
  • Number cards (0-9)
  • Small container or bag

    • Introduction (10 minutes):

  • Begin the lesson by showing students a base ten block and asking if they know what it is.
  • Ask students to help you build a number, such as “5” using the base ten blocks.
  • Write the number “5” on the board and ask students to identify how many blocks were used to make the number.
  • Explain that each block represents a number and that numbers can also be represented by symbols (digits).
  • Tell students that in this lesson, they will learn how to identify the place value of digits in whole numbers up to the tens place.

    • Direct Instruction (15 minutes):

  • Use a place value chart to show students the place value of digits in a whole number.
  • Point out the ones place and tens place.
  • Show students a number card for the number “5” and place it in the ones place on the place value chart.
  • Show students a number card for the number “2” and place it in the tens place on the place value chart.
  • Write the number “25” on the board and have students identify the place value of each digit.

    • Guided Practice (15 minutes):

  • Give each student a small container or bag with a set of number cards (0-9).
  • Have students take turns pulling out a number card and placing it on the ones or tens place on a personal place value chart worksheet.
  • As a class, call out the number that was created on each student’s chart and have them identify the place value of each digit.

    • Independent Practice (10 minutes):

  • Give each student a place value chart worksheet and number cards (0-9).
  • Have students complete the worksheet by placing the number cards in the correct place on the chart.
  • Walk around the room and provide assistance as needed.

    • Closure (5 minutes):

  • Review the concept of place value and ask students to give examples of numbers they created using their number cards.
  • Ask students to share something they learned during the lesson.
  • Remind students that place value is an important concept that they will continue to use and build upon as they learn more about numbers.

    • Assessment:

  • Observe students during independent practice to assess understanding of place value.
  • Collect and review completed worksheets for accuracy.
  • Use informal assessment such as questioning during the closure to gauge student understanding.

    • Note: This lesson plan can be adapted and modified to accommodate the specific needs and abilities of your students. You may also want to include additional activities or games for extra practice.

    Addition Skill Builders for First Grade Math Printable Lesson Plan

    Lesson Title:Addition Skill Builders for First Grade Math

    Lesson Objective: Students will be able to solve basic addition problems with numbers up to 10.

    Materials:

  • Whiteboard and markers
  • Addition worksheets (provided by teacher)
  • Small manipulatives (such as counting bears or blocks)

    • Introduction (5 minutes):

  • Begin the lesson by reviewing the concept of addition. Ask students to give examples of addition problems they have solved in the past (e.g. “3 + 2 = ?”)
  • Write a few simple addition problems on the whiteboard (e.g. “5 + 2 = ?”) and ask students to solve them verbally.

    • Direct Instruction (15 minutes):

  • Use manipulatives (such as counting bears or blocks) to demonstrate addition problems to the class. For example, if you were solving the problem “5 + 2 = ?”, you would place 5 bears in one pile and 2 bears in another pile, then count the total number of bears to find the solution (7).
  • Have students work on a few addition problems as a class, using manipulatives to solve them.
  • Pass out addition worksheets to the students and have them solve the problems independently.

    • Guided Practice (20 minutes):

  • Have students work in small groups with their classmates to solve addition problems on the worksheets.
  • Walk around the room to check for understanding and provide support as needed.
  • As a group, have them share their answers for the worksheet problems, ensuring that all students understand the concept and how to solve the problems.

    • Independent Practice (20 minutes):

  • Give students time to work independently on additional addition problems on their worksheets.
  • Provide assistance as needed.

    • Closure (5 minutes):

  • Review the concepts covered during the lesson and have students solve one or two addition problems as a class to check for understanding.
  • Assign additional practice problems for homework if necessary.

    • Assessment:

  • Observe students during independent practice to assess their understanding of addition concepts.
  • Collect and review completed worksheets for accuracy and understanding.
  • Give a brief quiz or written test to assess student’s ability to solve addition problems independently.

    • Note:

  • To make the lesson more interactive, you can include games and activities that involve addition.
  • To differentiate instruction, you can provide extra support to the students who need it by giving them additional worksheets or breaking the problems down into smaller parts.

    • Overall, the goal of this lesson is to give first-grade students a solid foundation in solving basic addition problems with numbers up to 10. By using manipulatives, working in small groups, and providing independent practice opportunities, students will be able to grasp the concepts and develop the skills necessary to successfully solve addition problems.

    Lesson Plan for Teachers on Skip-counting

    Lesson Title:Skip-counting

    Lesson Objective: Students will be able to skip-count by 2s, 5s, and 10s to 100.

    Materials: Chart paper, markers, number cards (2-100), and manipulatives (counters, base ten blocks, etc.).

    Introduction (10 minutes):

  • Begin the lesson by reviewing the concept of counting by ones to 100. Have students count as a class and point to each number on a number chart as they count.
  • Next, introduce the concept of skip-counting. Explain that instead of counting by ones, we can count by groups of a certain number (e.g. 2s, 5s, 10s).
  • Write the numbers 2, 5, and 10 on the board and have students repeat them.

    • Direct Instruction (20 minutes):

  • Using chart paper, create a skip-counting chart for counting by 2s. Write the numbers 2, 4, 6, 8, etc. up to 100.
  • Have students count along with you as you point to each number on the chart.
  • Next, give each student a number card (2-100). Have them stand up and hold their card while you lead them in a whole-class skip-counting activity by 2s.
  • Repeat the process for counting by 5s and 10s, creating charts and leading whole-class activities for each.

    • Guided Practice (20 minutes):

  • Provide students with manipulatives such as counters or base ten blocks.
  • Have students work in small groups to practice skip-counting by 2s, 5s, and 10s.
  • Circulate around the room to assist and observe as necessary.

    • Independent Practice (20 minutes):

  • Provide students with worksheets or task cards to complete independently. These should include problems that require students to skip-count by 2s, 5s, and 10s.
  • Alternatively, you can use online math games that focus on skip counting by 2s, 5s, and 10s.
  • Allow students to complete the worksheets or task cards independently while you provide support and answer questions as needed.

    • Closure (10 minutes):

  • Review the main concepts of the lesson by having students take turns counting by 2s, 5s, and 10s in front of the class.
  • Encourage students to practice skip-counting at home and remind them that it will help them with other math skills such as multiplication and division.

    • Assessment:

  • Observe students during independent practice and check their worksheets or task cards for understanding.
  • Formally assess students by giving them a quiz or test on skip-counting by 2s, 5s, and 10s.

    • Note: The activities, materials and timings can be adjusted based on class size, students’ abilities, and time availability.

    Introduction to Addition pdf printable lesson plan

    Lesson Title:Introduction to Addition

    Grade Level: 1st

    Lesson Objective: Students will be able to understand the concept of addition and be able to add numbers up to 10.

    Materials:

  • Number cards (1-10)
  • Addition worksheets
  • Dry erase boards and markers
  • Manipulatives (e.g. counting bears, blocks)

    • Introduction (5 minutes): Start the lesson by reviewing the numbers 1-10 with the students. Use number cards or manipulatives to help them visually understand the numbers. Then, introduce the concept of addition by asking the class if they know what it means. If there are any misconceptions, clarify that addition is combining two or more numbers to find out how many in total.

    Direct Instruction (10 minutes): Demonstrate the concept of addition using manipulatives. For example, if you have three blocks and add two more, you now have five blocks in total. Show the students how to represent this using the plus (+) sign and the equals (=) sign.

    Model the process of addition with numbers up to 10 using dry erase boards and markers. Write the problem, for example 3+2=5 and go through the steps of solving it.

    Guided Practice (15 minutes): Distribute the addition worksheets to the students and have them complete the problems independently. Provide assistance as needed.

    Independent Practice (20 minutes): Give the students additional addition problems to solve on their own. Monitor their progress and provide feedback as needed.

    Closure (5 minutes): Ask the students to share their answers and explain how they arrived at their solutions. Review any misconceptions and provide additional instruction as needed.

    Assessment: Observe the students as they complete the independent practice problems and the worksheets. Use this as an informal assessment to determine their understanding of the concept of addition. Additionally, you can use a formal assessment by administering a quiz or a test on addition.

    Note: In the future lesson you can expand the range of numbers to add, and also you can introduce the idea of carrying and borrowing.

    Comparing lesson plan – printable pdf for teachers

    Lesson Title:Comparing

    Lesson Objective: Students will be able to compare two or more objects using the words “more,” “less,” and “the same as.”

    Materials: Objects to compare (e.g. blocks, toys, fruit), chart paper, markers, and sentence strips.

    Introduction (10 minutes):

  • Begin the lesson by showing the class a variety of objects and asking them to describe the objects in terms of size, shape, and color.
  • Next, introduce the concepts of “more,” “less,” and “the same as” by holding up two objects and asking the class which one is more/less or the same as the other.
  • Write the words “more,” “less,” and “the same as” on chart paper and review them with the class.

    • Direct Instruction (20 minutes):

  • Provide students with a variety of objects to compare, such as blocks, toys, or fruit.
  • Model how to compare two objects using the words “more,” “less,” or “the same as.” For example, “This block is more than that block.”
  • Have students work in pairs to compare their own objects and practice using the correct vocabulary.
  • Write examples of correct comparisons on sentence strips and post them around the room for reference.

    • Guided Practice (20 minutes):

  • Break students into small groups and provide each group with a set of objects to compare.
  • Have the students work together to compare the objects and come up with a sentence for each comparison using the vocabulary words “more,” “less,” and “the same as.”
  • As students share their sentences, write them on chart paper and display them for the class to see.

    • Independent Practice (20 minutes):

  • Provide students with worksheets or task cards that include pictures of objects and ask them to compare the objects using the vocabulary words “more,” “less,” and “the same as.”
  • Alternatively, you can use online interactive activities that focus on comparing.
  • Allow students to complete the worksheets or task cards independently while you provide support and answer questions as needed.

    • Closure (10 minutes):

  • Review the main concepts of the lesson by having students take turns sharing one comparison they made during independent practice.
  • Encourage students to practice comparing objects at home and remind them to use the words “more,” “less,” and “the same as” when doing so.

    • Assessment:

  • Observe students during independent practice and check their worksheets or task cards for understanding.
  • Formally assess students by giving them a quiz or test on comparing objects using the vocabulary words “more,” “less,” and “the same as.”

    • Note: The activities, materials and timings can be adjusted based on class size, students’ abilities, and time availability. Also, the vocabulary words “greater than” or “less than” can be introduced depending on student’s readiness.

    Addition Strategies Lesson Plan for Teachers

    Lesson Title:Addition Strategies

    Grade Level: 1st

    Lesson Objective: Students will be able to understand and use different strategies for solving addition problems, including counting on, making a ten, and using a number line.

    Materials:

  • Addition worksheets
  • Number lines
  • Dry erase boards and markers
  • Manipulatives (e.g. counting bears, blocks)

    • Introduction (5 minutes): Start the lesson by reviewing the concept of addition and the numbers 1-10 with the students. Remind them of the symbols for addition (+) and equality (=). Then, introduce the idea that there are different strategies for solving addition problems.

    Direct Instruction (10 minutes): Introduce the first strategy, counting on. Show the students how to use this strategy by counting on from the larger number in an addition problem. For example, if the problem is 5+3, start counting at 5 and say “5, 6, 7, 8, 9, 10.” Explain that the answer is 10 because you counted on 3 numbers from 5.
    Next, introduce the strategy of making a ten. Show the students how to use this strategy by using manipulatives or number cards to make a ten and then counting how many more are needed to solve the problem. For example, if the problem is 7+5, show the students that by combining 3 and 7, they make 10. Then, they can count how many more are needed to make 5, which is 2. The answer is 12.
    Lastly, introduce the strategy of using a number line. Show the students how to use this strategy by using a number line to count how many spaces they need to move to get to the answer. For example, if the problem is 4+6, point to 4 on the number line and move up 6 spaces to reach the answer of 10.

    Guided Practice (15 minutes): Distribute the addition worksheets to the students and have them complete the problems independently. Provide assistance as needed. Ask them to use different strategies for different problems, and also have them explain their thinking process.

    Independent Practice (20 minutes): Give the students additional addition problems to solve on their own, using the different strategies. Monitor their progress and provide feedback as needed.

    Closure (5 minutes): Ask the students to share their answers and explain which strategy they used to solve each problem. Review any misconceptions and provide additional instruction as needed.

    Assessment: Observe the students as they complete the independent practice problems and the worksheets. Use this as an informal assessment to determine their understanding of the different addition strategies. Additionally, you can use a formal assessment by administering a quiz or a test on addition.

    Note: As students become more comfortable with these strategies, you can also introduce more complex problems, such as 2-digit addition. Also, encourage students to use the strategy that they feel comfortable with, and avoid forcing them to use a specific strategy.

    Introducing Patterns in Kindergarten Lesson Plan

    Lesson Title:Introducing Patterns in Kindergarten

    Lesson Objective: Students will be able to identify and create patterns using various materials (e.g. blocks, beads, etc.).

    Materials:

  • Blocks of various colors and shapes
  • Beads of various colors
  • Pattern cards (with pictures of patterns for students to recreate)

    • Introduction (5 minutes):

  • Begin by asking students if they have ever noticed patterns in their daily lives (e.g. in clothes, nature, etc.). Allow them to share their observations.
  • Introduce the concept of patterns and explain that patterns are a repetition of a design or shape. Show examples of patterns using the pattern cards.

    • Activity 1 (15 minutes):

  • Divide students into small groups and give each group a set of blocks and beads.
  • Encourage students to create their own patterns with the materials provided.
  • As they work, circulate around the room and ask students to explain their pattern and the rule they used to create it (e.g. “I am using red, blue, red, blue blocks in my pattern”).
  • Once all groups have finished, ask each group to share their pattern and rule with the class.

    • Activity 2 (15 minutes):

  • Provide students with a set of pattern cards and ask them to recreate the patterns using blocks and beads.
  • Encourage students to work with a partner to complete the task.
  • As they work, circulate around the room and ask students to explain how they recreated the pattern and the rule they used.
  • Once all students have finished, ask each group to share their pattern and rule with the class.
    • Conclusion (5 minutes):
  • Review the concept of patterns and the rules used to create them.
  • Ask students to give examples of patterns they have observed in their daily lives.
  • Encourage students to continue looking for patterns in their environment and to create patterns using different materials.

    • Assessment:

  • Observe students as they work on the activities and listen to their explanations of their patterns and rules.
  • Collect pattern cards and assess the accuracy of the patterns created.

    • Note: The duration of activities, introduction and conclusion can be adjusted based on the time available in your classroom. Also, You can use different materials as per the availability.

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    Lesson Plan 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.

    Introduction to Addition up to 5 Printable Lesson Plan

    Lesson Title:Introduction to Addition up to 5

    Lesson Objective: Students will be able to understand and solve addition problems up to 5 using concrete materials and visual models.

    Materials:

  • A set of counting bears (or any other manipulatives)
  • Ten-frames (or other visual models)
  • Addition worksheets (with problems up to 5)

    • Introduction (5 minutes):

  • Begin by reviewing the numbers 1-5 with the students. Have them count aloud with you to reinforce number recognition and counting skills.
  • Introduce the concept of addition and explain that it is combining two groups of numbers to find a total. Use concrete materials (such as counting bears) to demonstrate this concept.

    • Activity 1 (10 minutes):

  • Divide students into small groups and give each group a set of counting bears and ten-frames.
  • Explain that the ten-frames can be used to help them solve addition problems.
  • Model solving a simple addition problem (such as 2+3) using the ten-frame and counting bears. Show the students how to count the total number of bears.
  • Allow students to work with their partners to solve addition problems using the ten-frames and counting bears.

    • Activity 2 (10 minutes):

  • Provide students with a set of addition worksheets.
  • Explain that the worksheets contain simple addition problems that can be solved using the strategies learned in the previous activity.
  • Allow students to work independently or with a partner to complete the worksheets.
  • As students work, circulate around the room and provide support and guidance as needed.

    • Activity 3 (10 minutes):

  • Gather the students together and have them share the addition problems they solved and the strategies they used.
  • Allow students to explain their thinking and reasoning.
  • Provide feedback and praise for their efforts and progress.
    • Conclusion (5 minutes):
  • Review the concepts of addition and the strategies used to solve addition problems.
  • Encourage students to continue practicing their addition skills using concrete materials and visual models.
  • Remind students that with practice and perseverance, they will become experts in addition!

    • Assessment:

  • Observe students as they work on the activities and listen to their explanations of their solutions.
  • Collect the addition worksheets and assess the accuracy of the answers.

    • Note: The duration of activities, introduction and conclusion can be adjusted based on the time available in your classroom. Also, you can use different manipulatives and visual models as per the availability.