College of Western Idaho Lesson Plan Template

Name Date
Danyal Smoldon 12/6/2023

Subject/Grade Topic
1st grade Numeration Systems and Whole Number
Operations

The big idea(s) or essential question(s)

When adding can the numbers be switched to get the same number?
(Communitive property, Associative property)

State of Idaho and/or Common Core standards addressed

1.OA.B. Understand and apply properties of operations and the relationship between addition and
subtraction.

Objectives
(what the students will be able to do as a result of the lesson)

Apply different properties of operations using numbers equaling 20 or less in

addition and subtraction.

TSWBAT

Students will be able to understand and solve problems using the communitive
and associative properties.

4+9=14  9+4=14
3+7+1=11  10+1=11

Materials and/or technology Needed

PowerPoint, Math Chips, tape for floor number line.

Activities/procedures (include anticipated time for each)

Introduction/activator
First I would write up the same addition problem switch the numbers on the
board and ask the class if they equal the same number. I would then show how
each number equals the same thing, We would go over the PowerPoint, then
two activities.

Class activities Class activities

(what you/students will do)
PowerPoint:
- Student will follow along with
the powerpoint. There will be
problems and pictures related to
each problem. There will be an
explanation of what the students
need to do. The students will
work together to get the answer
to each question.
Math chips/ cubes:
- Relating this to the power point
along with the pictures the
students will get cubes or chips.
With each problem they can
solve it with what I have given
them. I would walk around the
room to check the students work
and see if they understand what
is being taught.
Floor number line:
- There will be a piece of tape on
the floor. The beginning of the
tape is 0 for each step the
students make it will equal to
one. So two steps equals to two.
I will give each student a
problem to do then they have to
solve the problem one the
number line.
Worksheets:
- At the end of the class I will give
each student a worksheet with
problems that represent the
ones we worked through during
the lesson. Student will not have
any manipulatives in front of
them while doing the work sheet
but if I see many students
struggling I will change review
the problems and help each
student the best I can.
(why you will do them)
I am doing a PowerPoint to show
students a visual of what I am looking
for. So I would have the problem on
the screen and have a picture
corresponding to each problem. Then
as a class we would go through each
problem to see why the answer is what
it is.
The math Chips or cubes are for
students to do problems
kinesthetically. Each student will be
able to see and feel each number. They
can do this during the powerpoint for
each problem they see they can work it
out with the cubes infront of them.
The floor number line and math chips
would relate to the PowerPoint. I want
students to get visual, audio, and
kinesthetic during this lesson. The
number line would get the students to
have fun while doing math, it is
something that they physically have to
do. I would give them a problem and
then they would have to show me what
the answer is. Doing this shows me if
the student knows the value of each
number and what the total of the
problem is.
At the end of the lesson I would give
each student a worksheet with
problems that are like the problems
that we went over during the activities.
Closure/reminders
I would end up going over everything we learned, I would tell them that certain
problems can only work for addition or subtraction, and you can’t switch them.

Assessment
(how you will know students met the objectives - include rubrics)
-To check for understanding I would give them a worksheet with problems that we went through
during class. Another way to check if the objectives were met, I would group up the students give
them blocks, and have one problem on the board at a time for each group to solve.

Accommodations/differentiation

As of now, I don’t think that there needs to be different accommodations because, there would be a
power point shown with examples about what is being taught, we would do a number line on the
floor where students will be shown a problem and they have to get to the sum in two ways, then I
would give them math chips so they can show me the same thing of how we can get to the total in
different ways.

If none of these ways works for students, I would either give them a worksheet or explain what
needs to be done in a way that the child would understand.

Reflection/evaluation
(after lesson is taught put your reflections here)
- The one thing I worry about this lesson if the check for understanding
part. Because we did so many things together I want to know if sudents
will be able to do the same problems when they don’t have any
manipulatives to work with.
- I think this lesson will be fun and an activity the students will enjoy doing.