| 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 | Understand Addition and Subtraction |
| What length (min) | 45 |
| What age group | Year or Grade 1 |
| Class size | 20 |
| What curriculum | Grade 1 enVision Mathematics copyright 2024 |
| 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 |
Understand Addition and Subtraction
Year/Grade 1
Mathematics
Grade 1 enVision Mathematics copyright 2024
20 Students
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Addition | 10 | Introduce addition using a number line. Use visual aids like counters to demonstrate adding objects. |
| 2 | Group Activity | 10 | Divide students into 4 groups of 5. Provide worksheets for each group to solve addition problems collaboratively. |
| 3 | Physical Activity Break | 5 | Lead a quick physical activity (e.g., jumping jacks, stretching) to re-energize students. |
| 4 | Introduction to Subtraction | 10 | Introduce subtraction through story problems. Use visuals (like counters) to illustrate subtracting objects. |
| 5 | Printable Card Activity | 5 | Hand out printable cards for students to fill in with their own addition and subtraction problems. |
| 6 | Collect/Check Cards | 3 | Quickly check cards by collecting them or randomly assessing a few student contributions. |
| 7 | Homework Assignment | 2 | Assign homework related to addition and subtraction concepts without students presenting their work. |
| 8 | Closure | 5 | Review key concepts of addition and subtraction. Ask students to share one thing they've learned. |
"Good morning, class! Today, we are going to start our lesson on addition. To help us understand what addition is, let's look at this number line on the board. Can anyone tell me what happens when we add numbers? (Pause for answers) That's right! We combine them to get a bigger number.
Now, let's use these counting blocks in front of me. I will show you how to add 2 + 3 using these blocks. (Demonstrate counting and grouping the blocks). See how I put together 2 blocks and then added 3 more? How many do we have now? (Pause for answers) Yes, we have 5 blocks! So, 2 + 3 = 5."
"Now it’s time to work together! I’m going to divide you into 4 groups, and each group will have 5 students. Here are some worksheets with addition problems for you to solve together. Remember, you can use your counting manipulatives if you need help. Let’s take 10 minutes for this activity. Ready? Go!"
(While students are working, circulate the classroom to assist and encourage group discussions.)
"Great job, everyone! Now let’s take a quick break to move our bodies. Please stand up and follow my lead. We’re going to do some jumping jacks! Let’s do 10 together! Ready? One, two, three... (count along with students) Great job, everyone! Now, let’s sit back down and get back to learning!"
"Alright, class! Now that we’ve practiced addition, we're going to learn about subtraction. Can anyone tell me what subtraction means? (Pause for answers) Yes! It's taking away from a group.
Let’s think about a story. Imagine we have 5 apples, and we eat 2 of them. How many apples do we have left? (Use the counters to visually demonstrate). Let's count them together. That's right, we have 3 apples left! So, 5 - 2 = 3."
"Now, I have some fun printable cards for you! Each of you will get a card, and I want you to write your own addition and subtraction problems. Be creative! You can use your counting blocks to help you if you want. You have 5 minutes to complete this. Go ahead!"
"Time’s up, everyone! I’d like you to pass your cards to me. I will quickly check them. (Collect cards or randomly assess a few students). You've done such a fantastic job creating your own problems!"
"For homework, I’d like you to practice what we learned today. I’m giving you a small assignment related to addition and subtraction. You will not present it in class; instead, please complete it and bring it back tomorrow."
"Let's wrap up our lesson! Can anyone share one thing you've learned today about addition or subtraction? (Pause for responses). That’s wonderful! Remember, addition is combining amounts, and subtraction is taking away. Great learning today, class! See you tomorrow!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A colorful number line} | - Introduction to Addition |
| - Combining numbers to get a bigger number | ||
| - Example: 2 + 3 = 5 using blocks | ||
| 2 | {Image: Students collaborating} | - Group Activity: Collaboration and teamwork |
| - 4 groups of 5 students each | ||
| - Worksheets with addition problems | ||
| 3 | {Image: Students doing jumping jacks} | - Physical Activity Break: Engage and energize |
| - Jumping jacks as a fun way to move | ||
| 4 | {Image: Visual of apples} | - Introduction to Subtraction: Understanding the concept |
| - Subtraction means taking away | ||
| - Example: 5 apples - 2 apples = 3 apples left | ||
| 5 | {Image: Printable cards} | - Printable Card Activity: Create your own problems |
| - Write addition and subtraction problems using counting blocks | ||
| - Time limit: 5 minutes | ||
| 6 | {Image: Teacher reviewing cards} | - Collect/Check Cards: Assessment of student understanding |
| - Pass cards for review | ||
| 7 | {Image: Homework folder} | - Homework Assignment: Practice addition and subtraction |
| - Complete and bring back tomorrow | ||
| 8 | {Image: Students sharing ideas} | - Closure: Recap learning experience |
| - Sharing one thing learned about addition and subtraction | ||
| - Reinforce key concepts |
What is the result of adding 4 + 5? Show your work using counting blocks if needed.
If you have 8 marbles and give away 3, how many do you have left? Write the subtraction equation.
Use the number line provided below to add the following numbers: 6 + 3. Show the steps you took to find the answer.
Number Line
0 ---- 1 ---- 2 ---- 3 ---- 4 ---- 5 ---- 6 ---- 7 ---- 8 ---- 9 ---- 10Create your own addition problem and solve it. Be sure to explain how you found your answer.
If you gather 10 flowers and take away 4, how many flowers do you have left? Write a subtraction equation to represent this.
Draw a picture that shows the addition of 2 apples and 3 apples. Label the total.
Write a story problem that involves subtraction. Be prepared to share it with a friend at school tomorrow.
Use your counting blocks to prove that 7 - 2 equals 5. Write down how you showed this with the blocks.
What is one way addition and subtraction are alike? Write one sentence to explain.
What is one way addition and subtraction are different? Write one sentence to explain.
| Question | Answer |
|---|---|
| What happens when we add numbers? | |
| How do you calculate 2 + 3 using counting blocks? | |
| After adding 2 blocks and 3 blocks, how many blocks do we have in total? | |
| What does subtraction mean? | |
| If you have 5 apples and you eat 2 of them, how many apples do you have left? | |
| Can you give an example of your own addition problem? | |
| Can you give an example of your own subtraction problem? | |
| What did you learn about addition during today’s lesson? | |
| What did you learn about subtraction during today’s lesson? | |
| Why is it important to practice both addition and subtraction? |
If I have 4 candies and I receive 3 more candies, how many candies do I have altogether? Can you write this expression in the form of an equation?
Can you think of a real-life situation where you would use addition? Share your example with us!
Using your counting blocks, can you show me how to represent the equation 6 + 2? How would you describe what you did?
If you had 10 stickers and you gave away 4, how many stickers would you have left? Can you visualize that with your counting blocks?
Which do you think is more fun: adding more items to a group or taking a few items away? Why do you feel that way?
In the classroom, let’s take a break,
To move our bodies, it’s no mistake.
Jumping jacks to reach the sky,
Count to ten, let’s give it a try!
High knees marching, lift them up,
Wiggle and giggle, don’t forget to hop!
Stretch and reach, arms open wide,
Let’s shake off the sillies, enjoy the ride!
Frog jumps next, down and then spring,
Moving together, that’s our thing!
Arm circles round, keep that flow,
Now side lunges, let’s go, go, go!
Leg lifts high, feel the burn,
March in place, it’s your turn!
Toe touches now, stretch to the floor,
Feel the fun? Who could ask for more?
So let’s get moving, heartbeats race,
Every little exercise puts a smile on your face!
With every activity, let’s feel alive,
In our classroom fun, we all thrive!