| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | addition and subtraction |
| What length (min) | 45 |
| What age group | Year or Grade 4 |
| Class size | 30 |
| What curriculum | VC2M3A02 understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200 VC2M4A01 using relational thinking and knowledge of equivalent number sentences to explain whether equations involving addition or subtraction are true; for example, explaining that 27 − 14 = 17 − 4 is true and using a number line to show the common difference is 13 |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Addition and Subtraction
Year 4
Mathematics
30 Students
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Addition | 10 mins | Introduce the topic of addition. Provide examples of simple addition (e.g., 6 + 6 = 12). Discuss the concept of related subtraction (e.g., 12 - 6 = 6). |
| 2 | Exploring Subtraction | 10 mins | Explain subtraction in relation to addition. Use examples (e.g., if 16 + 6 = 22, then 22 - 6 = 16). Allow questions. |
| 3 | Group Activity | 15 mins | Divide students into groups of 5. Give each group a set of number sentences to evaluate (true/false) and have them use number lines to explain their reasoning. |
| 4 | Guided Practice | 5 mins | Walk the class through a few additional problems together, writing on the board to visualize each step. |
| 5 | Independent Practice | 5 mins | Distribute worksheets for individual practice that include problems focusing on addition and related subtraction facts. |
| 6 | Homework Explanation | 5 mins | Explain the homework assignment, which will include similar addition and subtraction problems to reinforce today's lesson. Ensuring no presentations are required for checking work. |
By following this lesson plan, students will develop a strong understanding of addition and subtraction, allowing them to apply relational thinking in their mathematical reasoning.
"Welcome, everyone! Today, we're going to dive into the exciting world of addition and subtraction. To start, let’s focus on addition. Can someone tell me what addition is?"
[Pause for student responses]
"That's right! Addition is when we put two or more numbers together to find out how many there are in total. Let's consider a simple example: what is 6 plus 6?"
[Write “6 + 6 = ?” on the whiteboard]
"Yes, it equals 12! Now, who can tell me how we could express this with subtraction? What would happen if we started with 12?"
[Wait for answers]
"Exactly! If we have 12 and we want to take away 6, we’re left with 6. So we can say that 12 minus 6 equals 6."
[Write “12 - 6 = ?” on the board]
"Remember, every addition has a related subtraction problem. Keep that in mind as we move forward!"
"Now let’s take a closer look at subtraction. Can anyone remind us how subtraction relates to addition? Yes! For example, if I have 16 plus 6, what do we get?"
[Write “16 + 6 = ?” on the board]
"That’s right! It equals 22. So, if I have 22 and I want to take away 6, what do I get? Yes, I get back to 16! This means that if 16 + 6 = 22, then 22 - 6 must equal 16.”
[Write “22 - 6 = ?” on the board]
"Let’s think through some more examples, and if you have questions, please ask!"
"Great job, everyone! Now it's time for a group activity. I’m going to divide you into groups of five. Each group will receive a set of number sentences. Your task is to figure out whether each sentence is true or false. Use your number lines to help explain your reasoning."
[Distribute materials and circulate around the classroom]
"Remember to discuss as a group! I'll come around to see how each group is progressing and to answer any questions. Let’s have fun with this!”
"Okay, everyone, let's come back together. I’d like to go through a few addition and subtraction problems with you. I’ll write them on the board, and we can solve them as a class."
[Write a new addition problem on the board, e.g., "5 + 7 = ?"]
"Who can tell me the answer? And what about the related subtraction fact?"
[Guide students through a couple more problems together]
“Fantastic! You’re really getting the hang of this. Let’s keep building that understanding!”
"Now, it’s your turn! I will distribute worksheets that have a variety of addition and subtraction problems, just like we discussed today. Take your time, and remember to use the strategies we've practiced."
[Hand out worksheets]
"I'll be walking around to help if anyone needs assistance. Let’s get started!"
"Before we finish up, let me explain your homework. You’ll receive a worksheet with more addition and subtraction problems to solidify what you learned today. You’ll also see some true/false equations similar to the ones we did in class."
[Ensure students understand the homework]
"Remember, there's no need to present your work to the class, just complete it to the best of your ability. If you have any questions, feel free to ask!"
"Thank you for your hard work today, everyone! I’m really proud of the progress you’re making with addition and subtraction. See you next time!"