Savannah Bakker

1st Grade – Converse Elementary School

Indiana Wesleyan University

Elementary Education Lesson Plan

LESSON RATIONALE
First grade is the year where students truly begin to learn the basic, fundamental math
concepts. Addition and subtraction are strategies that students will need to be fluent in, for every
area of mathematics. Additionally, addition and subtraction problems will appear in real-world
scenarios, so students should be given opportunities to work through these problems.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
-Students will be able to successfully add and subtract numbers within 20 (partners of 8 and 9).
-Students will review/use multiple strategies to add and subtract to solve real-world problems.

B. Objective(s)—
-After reviewing addition/subtraction strategies, the students will demonstrate an understanding
of the strategies by solving problems and participating in solving a class riddle.
-After the mini-lesson/activity, students will be able to use math strategies to successfully
complete addition and subtraction facts (using partners of 8 and 9) independently.

C. Standard(s):

1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts
of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem).

1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts within
20. Use strategies such as counting on; making ten; decomposing a number leading to a ten;
using the relationship between addition and subtraction; and creating equivalent but easier or
known sums. Understand the role of 0 in addition and subtraction.

II. Management Plan-

• Time:
Anticipatory set and purpose statement – 3 minutes
Mini-Lesson/Review – 5 minutes
Full-group activity – 10 minutes
Individual worksheet – 10-15 minutes
Closure – 1 minute

• Space: Students will be at their desks for the majority of the lesson. I will be utilizing
the front board and overhead for the full-group activity.
 • Materials: “Finding Nemo” video, Nemo picture, Anchor chart reviewing
addition/subtraction strategies, full-class (Finding Nemo code) worksheet, white
board/marker for each student, counters, independent worksheet

• Expectations: I expect students to be engaged and actively participating as we go

through the group activity. When students start the independent work, I expect them
to stay focused and complete their work to the best of their ability (with help if
necessary). Students should be respectful of those around them when working. I will
use management/other strategies that students are already familiar with (“learning-
mode,” “you’ve got 5 to….” , work at their desks, etc).

III. Anticipatory Set

• I will explain to the students that I need their help with something.
• I will play the video clip from “Finding Nemo” to introduce what our problem is
that needs to be solved.
• https://youtu.be/9RhX3lRJQMg (1:45ish)
• “The FBI has challenged us with a mission, we need to use our addition and
subtraction skills to help them decipher a code that will help lead them to where
Nemo is.”

Purpose: “Today we will be reviewing your addition and subtraction strategies and working
through the partners of 8 and 9. This is important because these basic skills make up
almost ALL math, so it is necessary to become comfortable with them now. Also, these
skills are going to help us solve our mission!”

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners—
• There is a wide range of math abilities in this class, so we will be doing full-group and
individual activities in order to scaffold the students through the lesson.
• The mini-lesson will review addition/subtraction strategies that students are familiar with
and they will be able to use whichever strategy they are most comfortable with in order to
solve the problems.
• Students will have manipulatives/counters available to use throughout the lesson, so they
can visualize the problems.
• I will allow students to go get the counters if they want to use them appropriately. This
will help avoid the distraction of everyone having them.
• Multiple students struggle with staying on-task and focusing, so I will be monitoring
these students more closely during the individual activity.
• I have observed these students during prior math lessons, so I am able to recognize which
students I may need to be available to help more frequently.
• Since some students are more advanced with these strategies, early finishers will have the
opportunity to go on “Clever” when they finish their task.
• I am trying to utilize pieces of the students’ routines for math that they are already
familiar with, so they will already have an idea of what is expected of them.
V. Lesson Presentation (Input/Output)
• After the anticipatory set, students will now be aware of their mission to “find Nemo” so
I will explain what we are going to do first and ask the students to take out their white
boards and markers.
• “In order to complete our mission and find Nemo, we have to successfully solve some
addition and subtraction problems. We are going to review some of our strategies so that
we are prepared for our mission.”
• I will use a pre-made anchor chart to explain/review the different addition/subtraction
strategies that the students are familiar with (including telling them that they can grab a
bag of counters if they want to use them to solve the problems).
• “Now that we have reviewed our strategies, it is time to find Nemo. On the screen, you
see that I have this worksheet of addition/subtraction problems. We are going to work
through these problems as a class. The problems are all using partners of 8 or 9, which
you have been learning about. You are going to solve each problem on your own and
write your answer on your whiteboard (big enough that I can read it). After everybody
has the chance to answer, I will have a volunteer explain how they got their answer.
Once we find our answer, the number will lead us to a letter in our code (I will point to
the worksheet as I explain). By the end, the code will allow us to spell out the location
where Nemo is.”
• As a class, we will work through the process of completing the mission. Throughout the
process, I will be observing students and watching to make sure they’re participating. I
will call on some students to explain which strategy they used/how they found their
answer. Additionally, I will model some problems up on the board, so students can hear
my think-aloud and visualize/ use mine as a reference.
• Once we have worked through the worksheet, the code will spell out “By Mocha.”
Mocha is a stuffed animal dog that the students use in their daily math routine, but is
sitting on a shelf (so students will not be able to see Nemo from their seats).
• I will get Nemo and congratulate the students on working hard to find him.
• “Now that we have found Nemo and have him safe, the FBI have asked for your help to
find the person responsible for stealing Nemo. Each of you is going to get a worksheet,
and will work through the problems because your answers are going to help lead the FBI
to the person responsible for this crime. You can use whichever strategies help you the
most in order to answer the questions. Once you are finished, make sure you write your
name on top and turn your paper into the black tray. When you finish you can go on
Clever. I will be walking around to help if you have any questions.”
• I will walk around and monitor students (especially the ones that I know struggle to stay
on-task) and I will help/reteach if students are having a hard time.
• If particular students are having a difficult time, I will pull them to the side table where I
can monitor/assist them more easily (their teacher often does this).

VI. Check for understanding.

• Having students complete the full-group problems on their whiteboards will be an
informal way for me to assess them. I will have a class list with me so I can mark if there
are specific students struggling.
 • The individual worksheet is a more formal method of assessment. The students do a basic
math facts worksheet every day during math, so they know what is expected of them. I
will be able to assess their understanding through that.
• As I walk around and assist students, I will bring my list and try to gauge the student’s
understanding in the process.
• If students are struggling, I will pull them to the side table in a group, or try to assist them
individually. I can recommend other strategies if the one(s) they are using do not seem to
be working for them.
• If students seem to be understanding the material, I will ask them some deeper thinking
questions about how they think they could use these strategies in the real world.

VIII. Review learning outcomes / Closure

• To close the lesson, I will have students look up from their worksheet (or Clever) and
briefly remind them that addition and subtraction can be used in their day-to-day lives. I
will also ask a question…
• Where do you think you could use these strategies in your life (in or out of school)?
• I will allow a few volunteers to answer
• “I agree with all of your ideas! Math is all around us, so be on the look out for ways you
can use it during your day.”
• If students have not finished their worksheet yet, I will encourage them to finish up and
do the best that they can.

PLAN FOR ASSESSMENT

• I will be informally assessing students during the full-group activity (observing their
answers/methods of answering, taking notes on a class list).
• I will also informally assess students while I walk around to help during the individual
portion of the lesson.
• The closure will allow me to informally gauge if students can connect the topics to real-
world situations.
• To formally assess student understanding, I will be collecting their individual worksheets
and reviewing their responses/answers to the problems.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why
not?
Since my lesson was primarily reviewing concepts that the students already
knew, I think most of the students grasped what was expected of them and most met
the objective. There were a few students who struggle most of the time during math,
that I tried to help when I could, but I think that they need some more individualized
instruction. However, I do think that having multiple strategies to use was helpful to
the students who tend to have a harder time with it.
2. What were my strengths and weaknesses?
I think that I did a good job of keeping students engaged and "hooking" them with
my anticipatory set. The students in my class tend to be extremely chatty, but I think
that keeping them more actively involved helped to keep that to a minimum. I also felt
like my use of multiple learning styles and approaches was a good review for the
students and it seemed to help them complete their work easier. I would say one of my
weaknesses was talking too fast, because I was nervous. I need to work on talking
slower so students have time to process everything. I also felt like I could have been
better about managing student behaviors, but I think I will gain more ideas for this as I
continue to observe in the class.
3. How should I alter this lesson?
If I had the opportunity to do this lesson again, I might consider making it a little bit
longer, so their individual worksheets could relate more to the "Finding Nemo" theme,
and be more engaging than just sitting down and solving the problems. If there was
more space in the room, I might also consider adding more active elements and
opportunities for movement.
4. How would I pace it differently?
I think slowing down would be the only change I would make to the pacing. I need to
be careful and make sure each student truly has time to process the problems.
5. Were all students actively participating? If not, why not?
For the most part, the students seemed to be participating actively and engaging
when I asked them questions. There are a few students who struggle to focus
sometimes, so I tried to encourage them throughout the lesson. However, I would say
that overall they did a good job of staying involved.
6. What adjustments did I make to reach varied learning styles and ability levels?
By reviewing addition and subtraction strategies the students already were familiar
with, I enhanced their understanding and provided them many ways to learn. I
discussed around 8 methods for adding and subtracting so that students could choose
the ones that worked the best for them.
7. Did the students seem to be engaged with the “Finding Nemo” theme, did it help
them stay more engaged?
Yes, I think by connecting to this movie, it allowed them to engage and make
connections because it was something they were familiar with. I think this lesson would
not have gone as well, had I not hooked them with the movie clip at the beginning.
8. Which addition/subtraction strategy seemed to help students the most?
I think that adding/subtracting on their fingers and counting up/down still seem to
be the most popular strategy. Many students utilize that method during their math
problems, and it is a quick, convenient way to help them solve the problems.
9. Should I have allowed more opportunities for students to be up and active, or did
they work well using their more familiar routine/sitting at their desks?
I think that since this was my first lesson I've taught them, having them do more of
their "normal" routine benefited them. I would have loved to have the students up and
active, but I think this particular lesson went better with them at their seats. For the
most part, the students were able to stay focused and engaged when they were at their
desks.
 10. Should I have created a more advanced worksheet for the students that are stronger
in math?
This is something that I definitely could consider for the future, but again, I think it
was okay that the worksheet was simpler since the students are still getting used to the
idea of me being a teacher and were doing activities that were a little bit out of their
normal routine.











Additional Lesson Resources Below:
 FINDING NEMO

A Y M C B H F O Q R
6 4 1 0 5 2 8 9 3 7

4 + ____ = 9 8-4 = ____

7 + ____ = 8 0 + 9 = ____

8-8 = ____ 10-8 = ____

3 + ____ = 9
YOUR CODE WILL BE SPELLED OUT BELOW

____ ____ ____ ____ ____ ____ ____

NAME: _____________________________

Find the missing part…

9
6 + _______ = 9
6

8
4 + _______ = 8
4

Solve.

Nemo had 8 fish flakes. He dropped 7 of them. How many does

Nemo have left?

8 – 7 = ________ 7 + ________
=8
Complete the number bond. Write two addition sentences.

9 = ______ + ______ ______ + ______ = 9

Solve.

There are 9 Fish. 2 are big. The rest are small. How many fish
are small?

9 – 2 = ________ 2 + ________ = 9