Name: Abbi Swearingen

Content Area(s): Math

Topic: Ways to Make 6 and 7
Standards:

Date: 9/16/15
Grade Level: 1st

Time: 35 min

MAFS.1.OA.3.6

Addandsubtractwithin20,demonstratingfluencyforadditionand
subtractionwithin10.Usestrategiessuchascountingon;makingten
(e.g.,8+6=8+2+4=10+4=14);decomposinganumberleadingto
aten(e.g.,134=1331=101=9);usingtherelationship
betweenadditionandsubtraction(e.g.,knowingthat8+4=12,one
knows128=4);andcreatingequivalentbuteasierorknownsums
(e.g.,adding6+7bycreatingtheknownequivalent6+6+1=12+1=
13).
Instructional
Objectives/Learner
Outcomes:
Assessment:
Materials:
Vocabulary:
Instructional
Procedures:
Hook
Introduction

Step-By-Step
Procedures

Closure

Students will be able to show different ways to make a sum of 6 and 7 with 80%
accuracy.
Check My Progress test
Counters, pencil, math page from book

1. Introduce the concept of adding numbers to make a sum of 6 and 7

during calendar.
2. Begin by watching the video of the day
3. Instruct the captain of each group to get out counters for everyone in
their group.
4. Complete the problem of the day.
5. Follow smartboard review pages.
6. On the front of the first math page, model what students should do.
7. Place 3 red counters on above the tent next place 3 yellow counters
above the tent.
8. Model how to write a number sentence to show a sum of 6.
9. Instruct students to now use their counters to make a sum of 7 and write
a number sentence.
10.Instruct students to draw circles that look like counters to show their
number sentence. (draw a picture to represent their problem)
11.Now begin working through the back page.
12.Go through the see and show section, showing students different ways
that they can have a sum of 6 and 7.
13.Work through ways to make 6 numbers 1-4. Show this with the
counters on the smartboard.

14.Talk about the talk math

15.Ask students Is 5+1 the same as 4+2? Explain.
16.Write the answer on the board and have students copy it on their page.
17.Give students 2 minutes to copy down on their own paper.
18.Now work on the back of page 57 (58).
19.Read the word problems and model how to complete them.
20.Read through the HOT question and call on students to share what they
think.
21.If students are correct write down what they said, ask other students to
write down what I wrote on the board.
22.Give students time to complete the On My Own page on the front.
23.Walk around observing students, making sure they are on task.
24.As students are working walk around and check the pages, giving a star
if they are correct and can be put away.
25.Students who are finished early can begin completing the My
Homework page.
Accommodations:
ELL 1 or 2

ELL 3 or 4

ESE

Vocabulary
Instructiona
l
Grouping

N/A
N/A

Vocabulary

N/A

Instructiona
l
Grouping

N/A

Vocabulary
Instructiona
l
Grouping

N/A

N/A
During the lesson, teacher will observe students in low groups and
redirect any confusion or any distraction.
Students are grouped based on level

Extensions or
Alternate Activities
Name: Abbi Swearingen
Content Area(s): Math
Topic: Ways to Make 8
Standards:

Date: 9/16/15
Grade Level: 1st

Time: 35 min until 9:25

MAFS.1.OA.3.6

Addandsubtractwithin20,demonstratingfluencyforadditionand
subtractionwithin10.Usestrategiessuchascountingon;makingten

(e.g.,8+6=8+2+4=10+4=14);decomposinganumberleadingto
aten(e.g.,134=1331=101=9);usingtherelationship
betweenadditionandsubtraction(e.g.,knowingthat8+4=12,one
knows128=4);andcreatingequivalentbuteasierorknownsums
(e.g.,adding6+7bycreatingtheknownequivalent6+6+1=12+1=
13).
Instructional
Students will be able to show different ways to make a sum of 8 with 80% accuracy.
Objectives/Learner
Outcomes:
Assessment:
Check My Progress test FRIDAY
Materials:
Counters, pencil, math page from book
Vocabulary:
Instructional
Procedures:
Hook
Introduction

Step-By-Step
Procedures

Closure

1. Introduce the concept of adding numbers to make a sum of 8 during

calendar.
2. Begin by watching the video of the day.
3. Explain to students that this is the same concept as making 4,5,6, and 7.
But now the sum is 8.
4. Instruct the captain of each group to get out counters for everyone in
their group.
5. Complete the problem of the day.
6. Follow smartboard review pages.
7. On the front of the first math page, model what students should do.
Draw 4 people swimming; now draw 4 more people swimming how
many are swimming in all?
8. REVIEW definition of sum mirrors and words.
9. Write a number sentence on the smartboard.
10.Now instruct students to draw 5 people swimming.
11.Now say 3 more joined them.
12.Instruct students to write a number sentence in the space provided.
13.Talk about why we draw pictures to represent our math problems.
(visualizing.)
14.Now begin working through the back page.
15.Go through the see and show section, showing students different ways
that they can have a sum of 8.
16.Call on students to give a number sentence to fill in 1-6 with sentences
that add to 8. Make sure all are different.
17.Model counting on for 7-10. put it in your head, count up.
18.Work through ways to make 6 numbers 1-4. Show this with the
counters on the smartboard.
19.Now work on the back of page 63 (64).

20.Read the word problems and model how to complete them.

21.Remind students to underline the information and circle the problem.
22.Remind students to draw a picture to represent the number sentence.
23.Read through the HOT question and call on students to share what they
think.
24.Tell students they get to be the teacher to solve this problem. They get
to figure out the question.
25.Give students time to complete the On My Own page on the front.
26.Walk around observing students, making sure they are on task.
27.As students are working walk around and check the pages, giving a star
if they are correct and can be put away.
28.Students who are finished early can begin completing the My
Homework page.
Accommodations:
ELL 1 or 2

ELL 3 or 4

ESE

Vocabulary
Instructiona
l
Grouping

N/A
N/A

Vocabulary

N/A

Instructiona
l
Grouping

N/A

Vocabulary
Instructiona
l
Grouping

N/A

N/A
During the lesson, teacher will observe students in low groups and
redirect any confusion or any distraction.
Students are grouped based on level

Extensions or
Alternate Activities
Name: Abbi Swearingen
Content Area(s): Math
Topic: Ways to Make 9
Standards:

Date: 9/16/15
Grade Level: 1st

Time: 35 min until 9:25

MAFS.1.OA.3.6

Addandsubtractwithin20,demonstratingfluencyforadditionand
subtractionwithin10.Usestrategiessuchascountingon;makingten
(e.g.,8+6=8+2+4=10+4=14);decomposinganumberleadingto
aten(e.g.,134=1331=101=9);usingtherelationship
betweenadditionandsubtraction(e.g.,knowingthat8+4=12,one

knows128=4);andcreatingequivalentbuteasierorknownsums
(e.g.,adding6+7bycreatingtheknownequivalent6+6+1=12+1=
13).
Instructional
Students will be able to show different ways to make a sum of 9 with 80% accuracy.
Objectives/Learner
Outcomes:
Assessment:
Check My Progress test FRIDAY
Materials:
Counters, pencil, math page from book
Vocabulary:
Instructional
Procedures:
Hook
Introduction

Step-By-Step
Procedures

Closure

29.Introduce the concept of adding numbers to make a sum of 9 during

calendar.
30.Begin by watching the video of the day.
31.Explain to students that this is the same concept as making 4,5,6,7 and
8. But now the sum is 9.
32.Complete the problem of the day.
33.Follow smartboard review pages.
34.REVIEW definition of sum mirrors and words.
35.On the front of the first math page tell students to use two different
colored crayons to color the stars.
36.Now tell students to write a number sentence representing the stars.
Count all of the stars.
37.Now begin working through the back page.
38.Talk with students how there are many ways to make a sum of 9.
39.Discuss how each time we have found the sum our ways to make the
sum get larger because the sum is larger.
40.Go through the see and show section, showing students different ways
that they can have a sum of 9.
41.Call on students to give a number sentence to fill in 1-8 with sentences
that add to 9. Make sure all are different.
42.Discuss the talk math section at the bottom of the page.
43.Now work on the back of page 71 (72).
44.Read the word problems and model how to complete them.
45.Remind students to underline the information and circle the problem.
46.Remind students to draw a picture to represent the number sentence.
47.Read through the write math and discuss HOW we know there are
more than one way to make 9.
48.Give students time to complete the On My Own page on the front.
49.Walk around observing students, making sure they are on task.
50.As students are working walk around and check the pages, giving a star
if they are correct and can be put away.

51.Students who are finished early can begin completing the My

Homework page.

Accommodations:
ELL 1 or 2

ELL 3 or 4

ESE

Extensions or
Alternate Activities

Vocabulary
Instructiona
l
Grouping

N/A
N/A

Vocabulary

N/A

Instructiona
l
Grouping

N/A

Vocabulary
Instructiona
l
Grouping

N/A

N/A
During the lesson, teacher will observe students in low groups and
redirect any confusion or any distraction.
Students are grouped based on level