Author: Shannon Call

Title: Breaking Down Math (Addition & Subtraction)

Abstract: Through exploration and partner discussions, students will learn how to solve simple
addition and subtraction problems by using solution strategies, such as counting on, making ten,
decomposing, and creating equivalent sums.

Grade level: 1st Grade

In-Class Instruction Time: 45 minutes- 1 hour

Group Size: Individual exploration, partner discussion, class discussion

Life Skill: Learn how to alter numbers without changing the meaning, simple
addition/subtraction

Teaching Style: Partner exploration, class discussion, individual participation

Intended Learning Outcomes:

Standard 1.OA.6- Add and subtract within 20.

a. Use strategies such as counting on; making ten (for example, 8 + 6 = 8 + 2 + 4 = 10

+ 4 = 14); decomposing a number leading to a ten (for example, 13 - 4 = 13 3 1
= 10 1 = 9); using the relationship between addition and subtraction (for example,
knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier
or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).
b. By the end of Grade 1, demonstrate fluency for addition and subtraction within 10.
(From Utah Core Standards; Mathematics Grade 1; Mathematical Practices)

Background:

Materials: paper, pencils, connecting cubes, double sided coins, tens-blocks, (anything the
students can model addition and subtraction with).

Preparation: Gather materials that students can use to model their mathematics. Place the items
on a table at the front, or back, of the classroom where students can freely access them.

Instructional Procedures:

1. Begin by writing the following equation on the board: 8 + 3 =. Ask the students to write
down how they would solve this equation. Ask them to write down what method they used
and how they thought about the equation.
2. Pair individuals together. Ask the students to share with their partner how they solved the
equation. Did they use the same method, or did they solve it differently? If they solved it
differently, did they get the same answer? Is it ok to solve it differently? YES!
3. Ask the students to solve the equation in as many ways they can think of with their
partner. Let them know that they can use the supplies at the front/back of the classroom.
They can draw pictures, write different equations, model the equation using 3D items.
4. Give the students time to explore different solution methods. Walk around the class and
observe how students are working. If students are struggling, ask them probing questions,
such as Can 8 and 3 be represented in a different way?, Can you replace 8 or 3 with
two numbers that are the same value as 8 or 3?, Tell me what you are thinking., Tell
me what youve done so far. Make sure to not give the students direct answers. Let them
explore and struggle for a minute and allow them to critically think.
5. While you are walking around the class, find some examples of student work that you feel
is important to the standard. Some student work might look like/be represented as
8+3=8+2+1=11 or 8+3=1+7+3=11.
6. Call the class to attention and ask the students youve chosen to show their work. If they
give a vague explanation, ask them clarification questions. Open up the opportunity for
students to ask clarification questions.
7. After students share their work, write the following equations on the board:
a. 6+6=
b. 6+7=
c. 13-9=
d. 15+11=
e. 18-17=
Ask the students to explore the methods their peers proposed. Ask them to try a new
method that they hadnt thought of.

Ask the students to write down their favorite methods to solve the equations. What
methods allows you to solve the equation the fastest? What method helps you understand
the equation the best? What method helps you visualize the equation the best?

Lesson Plan (Taylor Harris)

1st Grade Math Finding Unknown Numbers in Equations

Materials: Number sentence flashcards/powerpoint, manipulatives, number sentences to

solve

A. Objective(s): Determine the unknown whole number in an addition or subtraction

equation relating three whole numbers. For example, determine the unknown number that
makes the equation true in each of the equations 8 + ? = 11, 5 = ? 3, 6 + 6 = ? (Standard
1.OA.8, UEN Core Standards)

B. Activate and build common background knowledge: True Equalities Activity:

Students will look at different addition expressions that are set equal to each other and
decide whether the equality is true. Each addition expression will be illustrated with circles.
The following equalities/pictures may be printed out into flashcards to be examined in
small groups, or put onto a Powerpoint to go through as a whole class. Go over whether
the equality is true or false and explain why. (An equal sign means that both sides are
balanced and equal to each other). (you can write the number sentences under each pair
if desired, 4+3 = 5+2)

Flashcards obtained from https://www.illustrativemathematics.org/content-

standards/1/OA/D/7/tasks/475

C. State objectives explicitly: Boys and girls, by the end of today you be able to find
the unknown number in addition and subtraction problems.

D. Clearly explain new content:

1. To find the missing number in an equation, we must first identify what the side with
the missing number should be equal to
o 3 + ? = 7 we are trying to make the left side equal to 7
o 8 = ? + 4 we are trying to make the right side equal to 8
o 1 + 5 = ? we are trying to get the right side equal to the sum of the left side (6;
regular addition problem)
o 12 7 = ? we are trying to get the right side equal to the difference of the left
side (5; regular subtraction problem)
o 10 - ? = 5 we are trying to find the number that makes the left side equal to 5
 o ? 3 = 8 we are trying to find what number we can take 3 away from to get 8
2. Then, using strategies previously learned, solve for the missing number.

E. Engage in new content

Have students stand up. Present the class with an equation, for example 5+ ? = 8. Have
the students create a group of 5 on one side of the classroom and a group of 8 on the
other side of the classroom. Have a student not in the group of 8 or 5 move students
around to find the missing number (they could have the 5 students match up with the 8
students and count how many are unmatched, they could have 1 student raise their hand
from each group as they count up to five, the students without hands raised are leftover,
etc.). Repeat this process guiding students through the math solving process through a
variety of equations, switching up students solving/being placeholders as you go.

F. Check in with students:

Have students work in small groups solving this type of number sentence using
manipulatives. When they feel ready, have students come grab a sheet that has a 3
different number sentences, with each one having the missing number in a different spot.
?3=4
8 + ? = 10
6+9=?
Have each student solve these individually with manipulatives, then ask them to explain
one of their solutions (teachers choice).

G. Culminate the lesson:

Ask the class to turn to a partner and explain what we learned today and how we solved
the equations. Thank the class for their effort and for working hard today.

Kristi Nelson

Properties of Math

In this lesson, the students will learn different properties of math (i.e commutative and
associative) and be able to apply them when they are solving problems.
 Grade: 1st
Instruction Time: 40 minutes
Group Size: Entire group
Life Skill: Complex thinking,
Teaching Style: Discovery, lecture, group discussion, hands-on learning, written

Intended Learning Outcome: Student will understand that it doesnt matter what order you add
numbers, it will always equal the same thing. Students will understand that you can group
numbers together to make an easier number to find the answer.

Standard 1.OA.3
Apply properties of operations as strategies to add and subtract. For example: If 8 + 3 = 11 is known,
then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two
numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 =12. (Associative property of addition.)
First grade students need not use formal terms for these properties.

Background: Students need to have to be able to do basic addition (add numbers under 10).

1. Begin by having two math equations on the board. For example have 3+8=? and
8+3=? Have the students solve the two problems. Ask the students what they noticed
about the math problems. First question should be what the answer is to make sure
everyone got the same answer. Either have the students tell you the answer, or have
two students come up to the front and write their answer on the board. Then ask them
how they got the answer. Have at least three different students share their process. Ask
them why they think the answer is the same for both equations.
2. Ask them if they think if we used different numbers if the same thing would happen. Ask
two students to give you numbers to add together. One student will give you the first
number and the other student will give you the number to add to the first number. So the
equation could be something like 4+5=? then write the other equation which would be
5+4+? Have the students solve those too, then have someone come up and write their
answer. Ask the students one more time why the two equations have the same answer
to solidify the reason in their mind that they are the same numbers, so they will always
equal the same things when they are added together.
3. To help them understand more, use objects to visualize it. Have 8 students come to the
front of the classroom. Split the students into two groups. One group with 3 students and
the other group with 5 students. Ask the students what two numbers we are adding in
this equation (3+5=?) Some students might say 3+5 and others might say 5+3. Both
are correct. Ask them why it is correct.
4. Have 2 more students come up, so now there is 10 students. Split them into group again
to show another example. Choose what size group you want (i.e 3 and 7, 4 and 6, etc)
Repeat the process and ask the students to tell you the numbers that are being added
and if it matters which one comes first.
 5. The students will now get the chance to work on this by themselves. Give the students a
sheet of paper with 5 different groups of numbers. Also give them manipulatives to use
to solve the equations. You can use blocks, marbles, candy, etc. Make sure each
student has enough to show both ways to make the equation. Have the students go
through each number group. After each group, have them show what they came up with
a partner to see if they all the got the same answers.
6. When students are done with that, write a new number sequence on the board that has
3 numbers in it. Again keeping it below 10. Do something like 4+3+7=? Have all the
students solve the problem. Ask them how they solved it. Have at least 3 different
students give their process.
7. Bring up what you talked about previously how it doesnt matter the order that you add
them. It will be the same answer every time. Show them how adding 3 and 7 to make 10
makes it easier because now it is 4+10=? Ask students for 3 numbers to add together
and work through the problem as a class. Find easy numbers to add. Do this at least
twice. Then put up another equation and have the class use their manipulatives to solve
the problem. Walk around the room to see all the different ways that it is being solved.
Have students share what they came up with.
8. Just like before, have a sheet with 5 groups of different numbers, this time each group
will have 3 different numbers. Have the students work in pairs to solve the problems.

Natasha Marie Rivas

Math Lessons Plan
ENGL313

Solving the mystery

Grade: 1st
Standard:
Standard 1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions. For example, use objects,
drawings, and equations with a symbol for the unknown number to represent the problem.

Steps:
1. Play mysterious music softly and instruct students to gather in a circle, grabbing a whiteboard and marker
before they sit down
2. Begin walking around the circle explain that there is a mystery to solve:
a. I have a certain number of heart candies in my brown paper bag and we are going to figure out
this number using our mathematical detective skills..I am looking around the rug and I notice
(insert student name) is sitting very quietly and listening intently (or if a student has a birthday
that month you could give the candy to them to be fair...gage the classroom environment) so I
am going to give her one heart candy. I now have 12 candies in my brown paper bag. Now we
have to figure out how many candies I started with!
3. Explain that there are times when we may not know all of the numbers in a problem and, sometimes we
dont know the starting number.
4. Put candy bag down and move to the front of the circle and have something large to write on
(whiteboard, easel paper) and ask the kids what happened first, next, and last in the story: I had a bag of
candy, I gave one away, I was left with 12. As they retell the story, I chart it.
5. What part of the story do we not know? Which part of the story doesnt have a number? What happened
at that part of the story? The beginning of the story when I had a bag of heart candy but we didnt know
many were in the bag.
6. I am going to use a heart with a question mark inside for this part of the story and draw that on your large
board for the students to see.
7. What number sentence* can you write for this story? Write the sentence on the board: -1=12
8. Work with your partner to come up with a strategy to find the mystery number of heart candies that I
started with Will the mystery number be greater or smaller than the ending number?
a. Go around the circle to check in with students.maybe suggest they draw pictures of some sort or
use the knowledge they have from the previous lessons of the unit.
9. Once most of the students have solved the problem, ask them to share with a partner how they solved it.
Invite one student to come to the front with their whiteboard and share their strategy. Write down the final
number sentence on the big board.
10. Ask students Why was the mystery number greater than the ending number?
11. What would happen if instead of giving one heart candy away, the principal walked in and gave me a
heart candy? Would the end number be bigger or smaller than the beginning number Explain the
difference between adding to and taking away.
12. Explain that we will now try to practice solving these mysteries on our own and transition the kids back to
their desks, handing them a worksheet as they pass you.
a. Worksheets may look something like this
 b.
13. Keep the mysterious music on as students work through these problems. Remind them that if they need
some clues in their detective work, that they can ask you for help.
14. Go around to desks and check in. If you notice a student who has a strategy using a number line or
something of a higher level (higher than just drawing picture) invite them to share with the class. If student
is too nervous, ask if you can share it for them.
15. Wrap up lesson

Materials:
Music Speakers
Brown paper bag of 13 heart candies
Whiteboards and markers for students
Some type of large poster board or whiteboard to write on
Worksheets

Notes:
*Number Sentences can also be referred to as equations
You may need to remind students of the signs (+,-,=) and what they represent and maybe even present a sample
equations to spark their memory
Some students will be able to solve these problems very quickly so encourage them to help the students who may be
having a little more difficulty

Where we go from here:

Next lesson will focus on understanding different ways to solve these types of problems..using worksheets and
strategies like this:
Assessment: The assessment will be done through mini conferences at the end of the semester where they will bring
all of their worksheets theyve done and choose a few problems to explain to me. At this time they will choose
which worksheets they would like to include in the match section of their portfolio.