Abbreviated Lesson Plan

Topic: Adding to the sum of ten

Grades: 1st

Date: 9/21/2016
Time: 8:30 am

Standard(s): MAFS.1.OA.1.1 Use addition and subtraction

within 20 to solve word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to
represent the problem.
MAFS1.OA.3.5 relate courting to addition and subtraction
MAFS1.OA.3.6 Add and Subtract within 20. Demonstrating
fluency for addition and subtraction using strategies, counting
on, making 10.

HOT Questions:
How can you solve this
problem? IS your sum 10?
Assessment:
In the students math journals
have them model what they
know about equations with
the sum of 10.

Essential Question: How can you count on from a given

number to get a sum of 10?
Objective: Student will be able add to get to a sum of 10

Exit Question:

Vocabulary: sum

*see assessment above*

Materials: snap cubes, math book page 39, math journal

In their journal they will

answer the question, What do
you know about the equations
with the sum of 10?

Opening (Engage)
Time

Task

830-840

Engage by providing 2 different colors of snap

cubes and let them explore with combinations to
make 10.

Building Understanding (Whole Group Exploration /

Core):
Time

Task

840-900

As a whole group complete number 11 through 13

of page 39 as a class. Have the students make the
model, draw the model and then write the
equation.

Lesson Closure
Time

Task

9-930

Students will independently complete the

remaining equations on page 39. Teacher will
circulate, scaffold, and note observations.

Differentiation:
The teacher will differentiate and provide support in the
following ways:
Reteach (Greatest Support)
Core low
Core high
Enrich (Least Support)
Accommodations:
(What students need specific accommodation? List individual
students (initials), and then explain the accommodations you
will implement for these unique learners.)
RC- As I go around during independent work time I will help RC
understand the purpose of the snap cubes again to make sure
he understand the content
JC- Interpreter will help me explain any misunderstandings
DP & TB I will ask these students other HOT questions such as,
what pattern do you see when you look at all the ways you can
get to ten? (ex: 1+9, 2+8, 3+7, 7+3, 8+2, 9+1, numbers count
up and down and are flipped)
Connections:
How does this lesson connect to the real world? How does this lesson connect to the interests
and/or cultural backgrounds of your students?
Snap cubes are a fun tool to use in the lesson to help the understanding of the concept.
Also, students will be able to practice their fluency of adding numbers to ten which is a skill we
do consistently in real life.
KP Likes to count in English and Spanish so he will make more connections that can help RC
(ELL)

Notes for Teaching: