Ms.

Amy Pitre

Lesson
Counting on strategy Date Nov. 20th, 2018
Title/Focus
Subject/Grade Time
Mathematics: Grade 1 45-50 mins
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning Number: Develop number sense
Outcomes:
Specific N9: Demonstrate an understanding of addition of numbers with answers to 20 and
Learning their corresponding subtraction facts, concretely, pictorially, and symbolically, by:
Outcomes:  Using familiar mathematical language to describe addition and subtractive
actions
 Creating and solving problems in context that involve addition and
subtraction
 Modelling addition and subtraction, using a variety of concrete and visual
representations, and recording the process symbolically
[C, CN, ME, PS, R, V]
LEARNING OBJECTIVES
Students will:
Complete addition problems using the “counting on” strategy.
-finish up Gus the Plus craft
ASSESSMENTS (How I will know students have achieved the objective(s))
 Students should be listening and participating in all activities (by raising their hand to share answers,
writing answers on the board). Answers should be on topic and contain correct response (i.e. correct
numbers, and signs).
Prior to the Lesson MATERIALS AND EQUIPMENT
 Students should be able to recognize and count Counting on Worksheets (apples, candles)
numbers to 10 Addition to 20 counting on worksheets
Whiteboard/markers
Snap cubes/ manipulatives (counters, dice,
bears, etc.)
Numbers 1-10 word search
PROCEDURE
Introduction Time
Students will be at the carpet already from doing mind up/calendar. 5-7 Mins
(*If it seems necessary, review the storybook from the day before)
(1045-
Say: Today we are going to practice the strategy of “Counting on”. When we have to 1050 am)
complete an addition problem, we can count on to help us solve the problem. Say we had
the question 3+2 and we didn’t know the answer right away.
(Use cubes to model this problem, build a train of 3 cubes and count on the 2 cubes).
When we count on we want to start with the bigger number. So in this case what’s our
bigger number, 3 or 2? (3). So I’m going to start with 3 cubes (build train). Now, I want to
add 2 cubes (pick up 2 cubes), so I am going to start at 3 and count up, so 4, 5.
Instead of counting all the cubes (1, 2, 3, 4, 5) we start with the bigger number and keep
counting.
**Possibly do closure in the intro... notice how much faster it is to start with the bigger
number.

Discuss ways to count on:

If we need help counting on we can use manipulatives. ASK: Do you know what
1
Ms. Amy Pitre

manipulatives are? (Objects we use to help us solve math problems: Blocks, dice,
counters, counting bears.) ASK: Now, if you don’t have any of those, what could you use to
help you solve math problems? (Your fingers). Demonstrate how to count on using your
fingers. Draw equation on the board and count on.

Pull out the first worksheet (apples) and do the first question together. Flip to the candles
worksheet and complete the first question (get students to circle the bigger number in their
equation so they can practice counting on).
Ask students if they have any questions. Hand out worksheets for students to complete.
Body Time
Instruct students that they can use manipulatives to help them count up if they need to (call
one desk group up at a time to get 10 manipulatives if they need). *Set expectations for
20-25 mins
proper use
1050-
Walk around and help students while they work on the worksheets. If students finish
1115am
fast/found the worksheet super easy. Challenge them to do counting on with numbers to 20
and give them the new worksheet.
At around the 10-15 min mark, or if lots of students are finished call students back to the
carpet to explain the 1-10 word search.
15 mins
After 20/25 mins or students are finished worksheets, tell them they can finish up their Gus
1115-1130
the plus craft or do the word search, if they are all finished everything they can go to
centers.
Closure Time
If time/ students all finished- Bring students back to the carpet to go over worksheets, or
hand in worksheets. Demonstrate using the cubes again (6 and 3, write the addition
sentence on the board). Start at 3 and add 6… Notice how long this takes. Then, counting
on properly (with bigger number first) Ask students what the difference is. (When you start 5 mins
with the bigger number (6) you get the sum faster). 1130-1135
Put crafts in backpack if finished, Hand in all worksheets and word search.
Clean up/put away all manipulatives. And get ready for lunch.

Reflections: