TCNJ Lesson Plan

Addition Strategies Review

Student Name: Divya Chohan
Grade Level: 1

School Name: Lawrenceville Elementary

Host Teachers Name: Ms. Pileggi

Guiding and/or Essential Questions:

What strategies can we use to add two single-digit numbers?
How do we solve addition problems with or without concrete objects?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Prior to this lesson, students have worked on learning how to solve addition problems
using many different strategies. These strategies include using counters, drawing out objects, and
counting up from the first number. This lesson is a pull out review for some students who are
struggling with the concept.
Standards:
CCSS.MATH.CONTENT.1.OA.A.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, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.1.OA.B.3 Apply properties of operations as strategies to add and
subtract.
CCSS.MATH.CONTENT.1.OA.D.7 Understand the meaning of the equal sign, and determine if
equations involving addition and subtraction are true or false.
Learning Objectives and Assessments:
Learning Objectives

Assessment

Students will solve addition problems using

the counting up strategy

Teacher will assess students for the correct

use of counting up strategies to find the
answers.

Students will apply the meaning of the equal

sign.

Teachers will assess for students

observations of the counter chips on both
sides of the addition problem.

Students will apply the commutative

property.

Teachers will assess students for correct

explanation. They should include that the
numbers will stay the same and only the order
is switched in their answers.

Materials/Resources: (List materials, include any online or book references and resources)
Counters box
Dice (2)
Roll-a-Number Worksheet (6)
Pencils (6)
Dry-Erase markers (6)
Plan for set-up/distribution/cleanup of materials:
Teacher will already have worksheets, pencils, and dice at the small instruction table ready to
pass out to each student once the directions are given out. Students will stay at the table for the
rest of the review. Then, the teacher will collect all the materials at the end of the instruction at
the table.
Step by Step plan (numbered):
1. Lesson beginning: Teacher will introduce the lesson by saying Hi friends, I heard you
have been practicing learning how to add recently. Today we will be playing a fun
addition game.
2. Then, the teacher will give instructions We will be playing the Roll-a-Number game.
Teacher will show students the worksheet and explain that we will take turns rolling the
dice for each problem
3. Teacher will explain the first problem. You will put the two numbers down on these two
lines and use counters for the numbers rolled in these two boxes. Once we are done with
that, we will count out the number of counters in total for both of the dice and put that in
the line over here and show it using the counters. We will fill the boxes in together.
Teacher will ask, how did you find the answer?
4. Teacher will explain the second problem. The second time, were not going to use the
counters, but we are going to just draw the dice. We will put the numbers on the line and
draw out the dice in the boxes on top of it. Then we will write the total and count it out
again. Who wants to take a chance rolling the dice next? We work on the problem.
What was your answer? Students respond. How did you get that? Students respond.
5. Third problem using counting up strategy.Now we will do the same thing, however,
instead of counting all the dots together, we will count up. Lets roll the dice first.
Anyone who hasnt gotten a chance to roll the dice yet? We roll the dice and draw the
problem out. I model how to count up and we use that strategy. To use the count up
strategy, you will pick the bigger number of the two. And then start with that number and
add count up to the second number of objects. For example, if the numbers are 5 and 3, I
start with five and continue to count the three as six, seven, and eight. Which brings me
to the answer. Lets try that! Students will do a problem as a group. Teacher will ask
so what number did you pick to count up from? Students respond. Why do you use the
bigger number? Students respond.
6. Teacher will move onto the commutative property problem.Using the same numbers
from the problem before, what happens if I switch the dice between ______ and _____.
What will happen to our answer? Students respond. Why will our answer be the same
when we switch both of the numbers? Students respond.

7. Adding zero.Now what happens if I take away one dice? Students respond. Why do
you think that happens? Students respond. So what happens if we add zero to any
number? Students respond. You are right! The number stays the same!
8. Closure: Divya Chohan: Through this game, what are the different ways you learned
how to solve addition problems? Students respond.
Key Questions (that you will ask):
Why do you use the bigger number to count up from?
Why will our answer be the same when we switch the order of the numbers?
What happens when you add zero to any number?
Timing:
Total time: 15 minutes
Lesson beginning, introduction and distribution of materials: 3 minutes
Addition review of strategies: 10 minutes
Closing discussion: 2 minutes
.
Transitions:
Students will be called on when Ms. Pileggi announces that they will work on centers as she calls
them up for a pre-test on the next topic. While this is happening, Ms. Chohan will call on the five
students to come over to the small group instruction table. She will get them ready for the lesson
and once it is done, she will let them know that they can head out to their centers to practice the
addition strategies we reviewed together.
Classroom Management:
This lesson is a small group lesson with five students. She will make sure to keep them all
focused by asking them questions and keeping them engaged in their work, which will leave less
room for them to be distracted. She will also use her hands around the table to get her students to
keep looking at their work and refocus their attention incase she sees their eyes wandering
around.
Differentiation:
The students in this group are approximately the same level as they all need some extra practice
in reviewing the material before moving onto the next topic. However, the teacher will clarify
the explanations on how and why the strategies work by showing them using visual and concrete
models for the students to understand the problem.