Topic: Counting on Grade Level: First and Second Name: Sami Jones

Lesson Type: #1 in a series Performance Level: Group Size:

New Material -Reteaching -Review Below – On – Above Whole – Small - Individual

Standard: CCSS.MATH.CONTENT.1.NBT.C.4: Add within 100, including adding a two-digit number and
a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the reasoning
used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.

CCSS.MATH.CONTENT.1.OA.C. Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 =
14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 =
12 + 1 = 13).

ABCD Objectives:
The students will count on by ones when given any number with an 80% target achievement when
given a probe or assignment.

*kid-friendly student objective: I can count on.

Assessment Plan:
The assessment will be informal. As the students are playing the game, I will make observations on
what part of the strategy the students are struggling with. I will use these observations to determine
reteaching and practice needs.

Key Vocabulary terms and Definitions:

Counting on: A strategy used in adding that includes having a number and counting on from that
number a certain amount.

Materials:
 Addition Facts 11 and 12 Worksheet
 Bingo Markers (3)
 Chart
 Dice 1-6 (6)
 Decks of Cards with Kings, Queens, Jacks, and Jokers removed (3)

Differentiation/Accommodations:
The students will be able to stand by their chair instead of sitting in it.
Students will be in the SPED resource room during this lesson.
According to the student’s grade level, goals, and abilities, I will differentiate if the student will count
on using the values on one dice or two. Having two dice results in counting on more digits which is
harder.
Behavioral Expectations:
-Students will be expected to
follow the three class rules.
1. Be on task
2. Be respectful
3. Do your best
“hands and eyes” – the students
fold their hands and keep their
eyes on the teacher.
Transitions:
As we are transitioning, I will
count down from 5, so that the
students move quickly and
efficiently.
Fast Finishers:
If a student finishes early, or if it
is too easy, the student will be
given another dice. If it is still
too easy, they will be given the
True or False? Worksheet and
asked to use counting on while
completing it.

Attention Signal: Material Management: Grouping:

Teacher: “Hands and eyes”
Students stop everything fold
their arms or hands and put
their eyes on the teacher.
I will bring the materials in a Students will be in a small group
bucket. Once we are done using of three.
the materials, I will ask the
students to quickly help clean
up the tokens and pass their
materials to me.

Lesson Sequence:

Time What the teacher is doing What the students are doing
Gain Attention/Warm-Up
5 Mins I will place the student’s warmups on the table. As the The students will come into the
students are working on the warmup, I will greet the classroom, get their materials
students as they come in and finish setting up for the off of the counter, and begin
lesson. working on the warmup.

“I do” Input & Modeling

I will tell the students that we are going to work on a The students will participate in
new strategy for adding. I will ask, “what does adding the discussion by answering
mean?” (combining) I will ask the students when we questions and sharing ideas.
use adding in real life and explain that we won’t
always have a number line or white board to draw
circles on when we need to add. (If the students need
more movement, we could act out buying something
from the store and asking if they need to add or
subtract to find their total.) So, we are going to learn a
strategy to add called counting on. I will then
demonstrate counting on. 7+3 Punch 7 because it’s
the bigger number then hold up 3 fingers as I count 8,
9, 10.
“We do” Guided Practice
Together, the students and I will practice counting on. The students will practice
(If the students need more movement, they could counting on.
 jump each time they count on and put a finger up.)
Closure Summary
I will ask the students to write one place or reason we The students will write why or
would need to count on. where they would use counting
on.

“You do” Independent Practice

I will explain and demonstrate how to play the game. I The students will be playing the
flip the card over and roll the dice. I take the bigger counting on game.
number and count on the amount of the other
number. I use the Bingo marker to fill in the column
with the number that matches my answer.

Items to be collected as a result of this lesson: The student’s charts that they filled in as they played
the counting on game

Reflection:
 Overall, I felt as if this lesson went really well. The students were all on task and working hard.

However, this concept and strategy was very difficult for the students.

Student number two understood how to put the number and hold it in her brain, but needed

help remembering how to begin counting on and how to use her fingers to keep track of how many

numbers she has counted on. Student number three was able to count on as long as she had enough

fingers. Once she needed to count on more than ten, she was lost and was not able to solve the

problems. Student number one was very successful, but had a hard time focusing. He kept “dropping”

the dice on the group and needing to get up to go get it.

If I were to teach this lesson again with this group of students, I would find a way to make the

problems harder for student number one. I think he was having a difficult time focusing because he was

bored. I had prepared a way for him to get more practice at his level, but he would not do it. He wanted

to do it the same way the other students were doing it because he thought he was being asked to do

more work.