| 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 | Add and subtract within 10 |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| 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 |
Add and Subtract Within 10
K-2 (Kindergarten to 2nd Grade)
Mathematics
20 Students
30 Minutes
This lesson aligns with the Common Core State Standards for Mathematics, particularly in grade-level expectation for addition and subtraction within 10.
Complete a worksheet with additional addition and subtraction problems. The homework will be checked without students presenting it in front of the class.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Addition and Subtraction | 5 mins | Begin with a brief explanation of addition and subtraction. Use visual aids to demonstrate concepts. Engage students with a few oral examples. |
| 2 | Direct Instruction | 10 mins | Provide a mini-lesson on adding and subtracting within 10. Use counters to illustrate problems. Highlight key strategies such as counting on and counting back. |
| 3 | Printable Card Activity | 8 mins | Distribute printable cards to each student. Explain how to fill out the cards with addition and subtraction problems modeled by the teacher. Remind them to show their work. |
| 4 | Independent Practice | 5 mins | Students work quietly on completing a worksheet based on the problems they filled out on their cards. Teacher circulates to provide support as needed. |
| 5 | Collection/Random Checking | 2 mins | Collect the cards and check a few randomly for understanding. Give positive feedback and address common mistakes. |
| 6 | Conclusion and Wrap-Up | 2 mins | Review key concepts of the lesson. Answer any remaining questions and remind students of the homework assignment. |
"Good morning, class! Today, we're going to learn about something really exciting: addition and subtraction! Does anyone know what addition means? (Pause for responses) That's right! Addition is when we put things together. And what about subtraction? (Pause for responses) Yes! Subtraction is when we take things away.
To help us understand more, I have some visual aids here. (Show visual aids) Look at these pictures! This is an example of addition: if we have 3 apples and add 2 more apples, how many do we have altogether? (Pause for responses) Yes! 5 apples! Now let's think about subtraction: if we take away 1 apple from those 5, how many do we have left? (Pause for responses) Correct! 4 apples! Great job, everyone!”
“Now, let's dive a little deeper into adding and subtracting numbers within 10. I have some counters here. (Hold up counters) These little blocks can help us visualize our problems.
Let’s say we have 4 blocks, and we add 3 more blocks. How can we figure out how many blocks we have now? (Demonstrate counting the blocks) Yes! 4 plus 3 equals 7.
Now, what if we have 7 blocks and we want to subtract 2? (Remove 2 blocks) How many are left? (Count the remaining blocks) Right! 5 blocks!
Remember, when we add, we count on. And when we subtract, we count back. These strategies will help us solve our problems.”
"Now, it's time for some fun! Each of you will get a set of printable cards. (Distribute cards) Your job is to fill out these cards with addition and subtraction problems based on what we've just practiced.
For example, on one side, you can write, '3 + 2 = ?' and on the other side, write the answer. Or you could do '7 - 1 = ?' and then write 6! Remember to show your work! I want to see how you’re thinking.
Take about 8 minutes to work on your cards. Don’t forget to ask for help if you need it!”
“Fantastic job on those cards! Now, we’ll transition to independent practice. I’m handing out worksheets that are similar to the problems you created on your cards. (Distribute worksheets)
Please work quietly and complete these problems at your desk. If you have any questions or need help, just raise your hand, and I’ll come around to assist you.
You have 5 minutes for this activity. Go ahead!”
“Time's up! Please put your pencils down. I would like you to pass your worksheets to the front. (Collect worksheets)
Now, I’m going to randomly check a few of your cards to see how you did. (Select a few cards and check them) Wow! I see great work here! I’ll give you some feedback on your strategies. If I see any mistakes, don’t worry—we all learn from mistakes!”
“Great job, everyone! Today, we learned about addition and subtraction within 10, and I’m really proud of how you participated.
Can anyone remind me what we learned today? (Pause for responses) Yes! We learned how to add by counting on and how to subtract by counting back.
Before you go, remember you have a homework assignment. Please complete the worksheet with additional problems for practice tonight.
If you have any questions about what we learned or the homework, feel free to ask me now. Otherwise, I’ll see you all tomorrow! Keep up the great work!”
| Question | Answer |
|---|---|
| What does addition mean? | |
| Can you give an example of addition using apples? | |
| If you have 5 apples and take away 1, how many do you have left? | |
| How can we visualize addition using blocks? | |
| What is 4 plus 3? | |
| If you start with 7 blocks and subtract 2, how many are left? | |
| What strategy do we use when we add numbers? | |
| What strategy do we use when we subtract numbers? | |
| Can you give an example of a subtraction problem using blocks? | |
| What did you write on one side of your printable cards? | |
| How long did you have to work on your cards? | |
| What should you do if you have a question during independent practice? | |
| What were you asked to do with your worksheets at the end of the lesson? | |
| What did we learn about addition and subtraction today? | |
| What is your homework assignment for tonight? |