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Lesson Title: Adding with Caterpillars

Big Idea: Children will show understanding of single digit addition

equations using numbers and visuals.

Grade: 1st Grade

Time Allotment: 45 minutes total: 15 introduction, 30 worksheet &


Overview Summary: After reviewing basic single-digit addition, I will

give my students a worksheet with 20 single-digit equations to solve.
The equation will be on the left, the space for visual in the middle, and
boxes to write the sum on the right. Before starting, I will give an
example using my own materials on an easel, then proceed do the first
two problems as a class. After, they will complete it independently.

Materials: Equations worksheet, washable paint, baby wipes, paper

towels, cups, water, pencils..

Key Concepts: Students will practice solving single-digit addition

using given equations. They will use art skills by working with paint.

Essential Questions:
Math: Can you solve single-digit addition equations? Can you display
them visually and with numbers?
Essential Skills: Are you able to safely/correctly use finger paint?
Instructional Procedures:
1. Introduction: During math time I will begin the lesson by
reviewing some simple digit math problems and going over
strategies. At this point, we will have spent time working on
addition for about a few weeks and students will have a good
2. After reviewing, I will pass out the equations worksheet.
3. Development: I will explain the instructions to my students.
They will look at the math problem on the left, use the space
next to the caterpillars head to fingerprint circles for its body
according to the sum of those two numbers. In the box all the
way to the right, they will write the sum as a number.
4. I will come up with an example and write it on the easel
(4+3). I will display a strategy or two on how to figure out the
sum, (counting on fingers first, writing sum in box, then
making fingerprints, OR making fingerprints of 4 then
continuing to do 3 more, then count the total to write the sum
in the box) and demonstrate it on my own caterpillar I
provided on the easel. I will keep this model up on the easel
for reference.
5. Next, I will pass out the paint, baby wipes, paper towels, and
cups with water. I will instruct them to do the first one as a
6. As a class, I will repeat step 4 with them using the first
equation on their worksheet, and have them follow along. I
will ask if they have any questions, and tell them if they need
help to raise their hand.
7. After, I will remind them the rules of using/handling paint, and
instruct them to complete the worksheet individually.
8. During this time I will walk around and help students,
assessing their work.
9. Closure: When they are all finished, I will have them come to
the carpet to review our work as a group, calling on students
to answer each problem. When we are done, we will hang
them up on our Math Wall.

Objectives: Students will demonstrate skills in solving single digit

addition by solving the equations given to them on the worksheet. I will
walk around during work time in order to assess and confer as needed,
and we will also review as a group for assessment. Students will also
show their understanding on how to handle art materials such as finger
paint. This lesson allows the children to use basic arithmetic skills and
strategies, as well as fine motor skills to finger-paint.
Interdisciplinary Connections: Students will use problem-solving
skills and make a simple visual in order to connect numbers with


Standard -- CC.2.1.1.B.1
Extend the counting sequence to read and write numerals to represent
Standard -- CC.2.2.1.A.2
Understand and apply properties of operations and the relationship
between addition and subtraction.

Standard -- CC.2.2.1.A.1
Represent and solve problems involving addition and subtraction within

Visual Arts:

Standard -- 9.1.8.B
Recognize, know, use and demonstrate a variety of appropriate arts
elements and principles to produce, review and revise original works in
the arts. Paint, Draw.

Standard -- 9.1.3.H
Handle materials, equipment and tools safely at work and performance

Assessment: I will use mostly informal assessment for this lesson.

Students will be evaluated on their independent effort while working as
I walk around, noting progress. They will also be assessed by
completion and participation when we check our answers as a group
on the rug. As Im hanging them up on the math wall, I will do quick
checks for correctness. If there are any incorrect problems, I will do a
brief guided practice with them to correct it together.

Students who finish early: work on additional problems in their
workbooks until all students are finished.
Students who need more time: still review with us as a group on
the carpet, but will be given more time to complete individual
worksheet during free choice/center time.