Lesson Plan   

  Students will engage in: 

Subject:  x ​independent activities ​☐​ pairing ​☐​ centers 
☐​ cooperative learning ​x​ hands-on ​x​ lecture 
First Grade Math 
☐​ peer tutoring ​x​ whole group instruction 
Date:    x​ visuals ​☐​ technology integration   
12/9/2019  x​ simulations ​☐​ project 
☐​ Other:       
Standard: CCSS.MATH.CONTENT.1.OA.D.8: Determine the unknown whole number in an 
addition or subtraction equation relating three whole numbers.   

Key Vocabulary: Addition, Subtraction, Whole Number  

   
Procedures  Materials 

1. Students ​will take a quiz on the day before the lesson so the ​Teacher ​can 
determine what areas are a struggle for students and what areas the students 
understand. The quiz will have 5-10 problems that consists of both adding and  *Quiz 
subtracting equations. Ex: 10+___= 12, 10-___= 4, ___+6 = 12. After students  Worksheet  
have finished the quiz the teacher will grade and incorporate equations of 
struggle into the lesson for the next day.   

2. Lesson: ​Teacher ​will have made a slideshow providing the ​Students ​with 
the lesson about the equations form the quiz the prior day. The teacher 
will go over the quiz equations and have the students work out the 
*Lesson 
problems along with the teacher. Students will be sitting on the carpet 
Slideshow 
with white boards and following along with the equations the teacher is 
*Magnets 
solving at the front. The teacher will use magnets to help show how to 
solve the problems. Ex: ​xxx+ooo=xoxoxo, bbbbb-bb=bbb.    
 
3. Group Work: For practice ​Students ​will be placed in pairs, and given three 
problems that will be in the format of squares. Ex: 
☐☐☐+☐☐☐=☐☐☐☐☐☐, ☐☐☐☐☐-☐☐☐=☐☐, 
☐☐☐+☐☐☐☐=☐☐☐☐☐☐☐ (Each pair will have different 
*Block 
problems. The teacher can differentiate the problem to students: students 
Equation 
that are better at math may receive harder problems while students that 
Worksheet  
struggle may be giving problems that are simpler). ​Teacher​ will have 
*Number 
placed the number problems that equal the square problems around the 
Equation 
room.Ex:3+3=6,5-3=2, 3+3=6. The students job is to find the number 
(posted 
equation that matches their square equations. This can be turned into a 
around the 
game or competition to see which group match their equations the fastest. 
room) 
After all the students have correctly found their problems they will come 
to the rug and we will discuss as a class why the problems match each 
other.   
  
4. The ​Students ​will be sent back to their table groups to work on an activity 
that check for understanding. For this activity the ​Teacher ​will pass out 
*Equation 
another worksheet with 10-20 problems that follow the guidelines of the 
Worksheet 
lesson.(Harder questions for students that are more advanced). The 
*M&Ms 
teacher will also hand out M&Ms for the students to use in solving the 
problems. The students will not be able to eat the M&Ms until they have 
 successfully answered all the questions correctly. The M&Ms give the 
students motivation to solve all the problems. The teacher will go around 
and help the students that need it. Ex: 4+___= 6 (Students will count out 4 
M&Ms and then add M&Ms until they reach 6 then the amount of M&MS 
that they added to four id their answer that makes the equation correct).  
  
 
Evaluation/Check for Understanding- ​Homework: Students will be given a homework worksheet 
they must complete and bring in the next day. The worksheet will be 5 problems the look like 
4+___= 6. After the students have filled in the correct number they will need to draw a picture 
that represents the equation. ☐☐☐☐+☐☐=☐☐☐☐☐☐ or ****+**=******(Any symbol they 
want to use is fine.)   
 
Notes: