Name of Teacher Candidate Yesenia Galvan

Lesson Overview
Grade Level 1st Grade
Estimated Time Needed 45 minutes
Students will learn about addends of ten. They will be tying the lesson in
Lesson Description
with the previous lessons about using 10 frames to figure out sums.
Content Area Standards
Technology Standards
Objectives Using objects and pictorial models to solve problems.

Resources/Materials/Tools
addition, addends, equal sign, sum, multiple of ten, number bond, number
Terms/Vocabulary
sentence, ten frame
At the beginning of the lesson, a youtube video will be shown to the
Technology Resources students regarding addends of ten. During stations, some students will be
using the ipads for dreambox resources.
Other Resources

Lesson Procedures
I will start by asking the
students if they remember
what addends are and how
they are used in a number
sentence. I will put on a video
for them that shows them all
Focus/Anticipatory Set
the addends that go together
(10 minutes)
to equal 10. After the video, I
will bring their attention to the
anchor chart and remind them
how we have been using
different kinds of strategies to
find missing addends.
Content-input Teacher will have a problem
(15 minutes) written on it with a missing
addend. I will give all of them a
sticky note to return to their
desk and write what their
answer is to fill in the blank.
They will return to the floor
and join in a circle as we pull
out the large ten frame model.
I will choose 3 friends and ask
“what strategy did your brain
use to find this missing
addend? Tell us how you
figured out the missing
Students will be on the
carpet as a class and https://www.youtube.c
watching a video about om/watch?
addends of ten will be v=RiFRb_Uoa3U
shown on the board.
Teacher will have a
problem on the board
for the students to take
a sticky note and return
to their desks and write
what the missing
addend of the problem
is. The students will
return to the floor and
stick their sticky note
on the board. We will
discuss how they came
up with the answers
and what other ways
 number?” I will then choose
some students to lay down the
we could find the
manipulatives on the floor ten
answers like using a
frame to create problems out
number bond.
loud.

After the activity on the floor,

Guided Practice
(15-20 minutes)
Independent Practice
(15 minutes)
Closure
students will go to their
assigned rotations for the rest
of the math block. The teacher
will have a small group table
where questions like “what
strategy did you use to solve
the missing addend?” will be
asked. The teacher will start
by solving a number sentence
with the group and showing
them the different strategies
on the dry erase board to
solve for missing addends. If
the group seems to be
catching on quickly, The
teacher will ask each student a
different number sentence to
solve to assess if they can do
a problem using the strategies
given to solve the number
sentences.
Students will be called to the
floor after completing the
rotation. “After watching the
video, I want us to play a
game on the smartboard to
help us recognize our friends
of 10. I will be using the sticks
to call on some friends to have
them come up to the
smartboard and move the
problem to which side it
belongs to.”
Students will go into
rotations and the
teacher will have a set
of students at the small
One of the rotation
group table. The
groups will be on the
students will work on
dreambox software
missing addends and
on their ipads.
use a variety of
strategies to solve
addition and
subtraction problems.
After a rotation,
students will return to
the floor. There will be
a game on the
Students will use the
smartboard regarding
smartboard to play a
addends of ten and
game on the floor to
other facts that do not
assess their
add up to ten. The
knowledge of number
students will be called
bonds and friends of
on one by one to come
10.
up to the smartboard
and place the problems
in the correct area
based on the answer.

Plans for Differentiated Instruction/Accommodations

There are not any Special Education students in the class. In the event that I did
Special Education have some, I would spend more time with them individually during their small
Students group time and make sure they are given wait time to solve the problem if called
on during the floor activities.
 There is only one student in the class that is an English Language Learner. He
English Language has only been learning english for the past 3 months. He does have a
Learners translator/mentor that spends time with him during the class so he typically is
assisted by her.
If there were gifted and talented students in the class, I would maybe challenge
them to solve problems with addends but by subtracting. I think subtracting in
Gifted and Talented
general is more challenging for students so they could still use the strategies
discussed in class to solve for missing addends.
Other:

Potential Challenges/Plan B
If my first small group did not understand the topic very well, I would go ahead and do another rotation to see if
the second small group was having the same trouble understanding. In the event that they do, I would reteach the
subject as a group to ensure they understand how to find missing addends and what different strategies they
could use if their usual strategy wasn’t working for them.

Assessment
During the small group I will be evaluating them on an individual level to see who may need some
reteaching. During another rotation activity is something that they will do in their journal. I will be able to see
their journals to see how they did while I worked with the small groups. Also having them on the floor and
going up to the smartboard to solve problems will give me an understanding on how comfortable they are
with addends of 10 and number bonds.

Notes and Credits

https://www.youtube.com/watch?v=RiFRb_Uoa3U