Lesson Plan: Draw Numbers Using 5-Groups

C. C. & State Standards:

Understand addition as putting together and adding to, and understand subtraction as taking apart and
taking from.

5. Fluently add and subtract within 5.

Know number names and the count sequence.

2. Count forward beginning from a given number within the known sequence (instead of having to begin
at 1).

Objective: Students will be able to identify groups of five (5-group). Students will be able to circle the 5-
group, and count on from 5 to see how many circles there are. When given a total, students will be able
to count on from 5 and draw extra circles to make the total. (If the total were 9 and there was a 5-group
already in the box, the students would draw 4 more circles to make the total of 9). Students will be able
to add and subtract within 5.

Student Friendly Objective: I can use 5-groups to help me solve math problems.

Assessment: As the students work on their worksheet, I will walk around the room and see if they are
using the 5 groups to help them solve the math problem. I will listen as they count the number of
circles, and I will listen for them to start at 5- because they know there are 5 groups. As they work on
addition and subtraction within 5 on the worksheet, students will be able to demonstrate their ability to
add and subtract.

Vocabulary: 5- group: a group of 5 objects.

Anticipatory Set/ Activate Prior Knowledge: In order to activate the students’ knowledge about 5-
groups, I will do a group activity with the students at the front of the room. Before I begin the activity, I
will clearly state my expectations for the lesson, which include listening to the teacher while she is
talking, and following directions during the group activity. If the expectations are not met, I will ask the
students to sit back down at their desks and show me they are ready to do the group activity.

I will explain to the students that we will be doing an activity as a class to help us see 5- groups. I will
explain that I will invite a group of 5 students to come up and stand next to me- they will be our 5-group.
I will then invite additional students to come and stand next to the 5-group. The students who are
remaining in their seats will have the opportunity to answer how many students are at the front of the
classroom. I will do this activity three times, inviting different students to come up, and showing
different numbers with the students (6, 9, 8).

If there is time, I will invite 5 students to come up and form a 5-group. I will then ask the class how
many more students need to come up to make 10? I will look for students who are raising their hands
to answer the question.

Input: “Boys and girls, today we are learning about 5 groups, and how 5 groups can help us solve math
problems. You all just participated in an activity where we used a group of students to represent our 5
group. There were 5 students in our 5 group. When we added more students, we were able to start
counting at 5 (because we had our 5 group) and we counted on to see how many students we had. I am
going to write a number on the board, and I will draw a 5-group using circles. I want you to think about
how many more circles I need to draw under the 5-group to get to the number I have written.”

I will write the number 9 on the board. Above the number, I will draw 5 circles in a row to represent the
5-group.

“Boys and girls, to show my 5-group, I drew 5 circles in a row. Let’s count them together to make sure I
have 5- 1,2,3,4,5. How many more circles do I need to draw to make 9? That’s right! I need to draw 4
more circles to make 9. I will draw them under my 5-group. Let’s count our circles. We’re going to start
with 5, because we know there are 5 in our 5-group. 5,6,7,8,9.

Guided Practice/Independent Practice: I will use Mrs. Gee’s computer to project the worksheet the
students will be working on. The paper passer will pass out the worksheet and the students will write
their name at the top. I will make sure the student’s eyes are on the board before I begin to explain
what they will be doing. I will point to the beginning of the worksheet and explain that the students will
be drawing circles on the number parade to make the number. They will first draw 5 circles to show
their 5 group (just like I showed them on the board). They will then draw additional circles to make the
number (for example, if they were on the number 7, they would draw their 5-group, and draw two
circles under their 5 group to show 7).

On part 2 of the worksheet, the students will use the 5 group and draw additional circles to make the
total. For example, the first problem has 9 = with a 5 group. Students will draw 4 more circles under the
five group to make 9.

“Boys and girls, on this next part, our 5 group has already been drawn. What do we need to draw? ( the
extra circles to make the total number).

On part 3 of the worksheet, the students will need to count the total number of circles and write the
total in the box. I will remind the students that they know there are 5 circles in their 5 group, so don’t
have to count each circle individually to find the total.

As the students are working on the worksheet, I will be walking around the room and assisting as
needed. I will make sure to keep an eye on Klinton, Jason, Aria, and Paisley D.

On the back side of the worksheet the students will learn how to write 11 and 12. I will have the
students put their pencils down and have their eyes on the board so they can learn how to write 11 and
12.

“We write 11 the same way that we write number 1. We start at the top line and come straight down to
the bottom line. 11 has two straight lines straight down side by side.”

I will teach how to write 12, and then we will practice writing the numbers in the air with our sky
writers. Students will then trace 11 and 12 on their papers.

The last part of the worksheet allows the students to practice adding and subtracting within 5. Once
again I will have the students put their pencils down and have them put their eyes on me and the
whiteboard. I will show them that they will first be adding the two numbers together. On the second
section, they are subtracting. We will do a few problems together on the board, so the students can
see/review how to add and subtract numbers. As the students are working on the addition and
subtraction part of the worksheet, I will walk around the room and assist as needed.

Closure: “Boys and girls, today we learned more about 5-groups. We also learned how to write teen
numbers 11 and 12. You did a fantastic job at adding and subtracting numbers.”

Differentiated Instruction: For the beginning of the lesson, I will invite students to come up to the front
of the room and participate in a group activity. This will allow students to move around and see groups
of 5 using different objects-their peers. I will show the students on the board how to draw 5 groups by
drawing 5 circles in a row, and they can refer back to this example as they do their worksheet. I will use
Mrs. Gee’s computer to project the worksheet on the board and we will do parts of the worksheet
together allowing the students to see and hear what they need to do before I ask them to work on it by
themselves.