Basic Math Facts Lesson Plan

MATH LESSON PLAN TEMPLATE OVERVIEW Lesson Title: Basic Math Facts Presentation

Unit Title: Math

Lesson #:

Class Level Young Elementary

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CCRS/SPL Range:

Length of Lesson in # of Hours: 4 # of Classes: 2 Teacher(s): Tori Labbe, Rachel Kuzma, Rachel Sutton How does this lesson connect to previous or future work as exemplified by the Standards in your scope and sequence?*

LESSON OBJECTIVES

At the end of this lesson, students will be able to:

Add basic math facts using the 10-frame strategy Understand numbers that add up to 10 to help solve basic math facts.

STANDARDS

What Standard(s) am I targeting in this lesson?*

Citation

K.OA.2

Solve addition and subtraction problems and add/subtract within 10 by using objects or drawings to represent the problem.

K.OA.3

Decompose numbers and record compositions for numbers less than/equal to 10 into pairs in more than one way.

1 -3 MATHEMATICAL PRACTICE(S) ADDRESSED IN THIS LESSON Grouping numbers to add to 10 to help understand math problems.

ELEMENTS OF RIGOR Which aspect(s) of Rigor do the targeted Standard(s) require?* Conceptual understanding of key concepts

ESSENTIAL QUESTIONS How can we use our knowledge of numbers adding up to 10 to solve bigger

Procedural skill and fluency Rigorous application of mathematics in real-world contexts

number problems?

EVIDENCE OF LEARNING

Ways I and my students will know the extent to which the objectives have been met.

Sharing of strategies and discussion at the end of the activities.

Massachusetts Department of Elementary Education, Adult and Community Learning Services, 2016

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LEARNING PLAN Vocabulary

Introduction  How will students make connections between the content and their goals? 

How will students know the purpose for this lesson?

BODY OF THE LESSON 

What explanations, representations, and/or examples will I share/elicit to make the mathematics of this lesson clear?*

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What challenging nonroutine problem(s) will I ask the whole class to solve?*

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What strategies and opportunities will I use to check for understanding throughout the lesson?*

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What questions will I ask to allow students to share their thinking and when will this happen in the lesson?*

10-frame, Addition

We are going to work with adding numbers together today! You might notice that there are some similarities between these numbers that we are working with today, so my goal for you all is to try and find the thing that is the same. You can also try and think about how the numbers are different. You are going to work with some small groups, and with me, to solve basic math facts and figure out how we can use these numbers to help us understand more challenging math facts as well.

MATERIALS

TIME

10-frame, manipulatives, 2-different colored writing utensils

5 mins 15 mins

5 mins 30 mins

I will begin by sharing with my students a couple of problems that add up to Spring 10-frame addition work sheet, 10 (i.e. 4+6 or 5+5) and giving students a 10-frame with 2 different color 1 hour 2-different color writing utensils markers. I will ask them first to try and solve these problems on their own in their small groups and explore the numbers. We will then, go through 2 problems that also add up to 10 together as a class using different strategies presented by students in the small groups. We will discuss and figure out that all of these numbers add up to a total of 10 and that is what they all have in common. The next day, students will be given task cards with single numbers that add up to a number greater than 10. They will be given 2 larger 10-frames along with manipulatives of 2 different colors and they will work with their small group to try and solve these problems as well. Then, we will go over the strategies used and notice how we can relate it to the addition problems we solved previously that added up to 10. If no students used a strategy involving the equations we solved the day before, the teacher will address how we can use numbers that add up to 10 to help us solve these more challenging math problems.

Larger 10-frames, 2-different colored manipulatives and writing utensils, 1 1/2 task cards with problems such as (7+ hours 9, 5+6)

We will discuss at length after each activity and share example strategies with the whole class and between small groups and the teacher. The teacher will be walking around the class during the activities and checking in with the small groups to listen to their discussions and ideas.

Massachusetts Department of Elementary Education, Adult and Community Learning Services, 2016

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LEARNING PLAN, continued 

How will I bring closure and provide opportunities for reflection on and transfer of knowledge/skills?

MATERIALS

TIME

I will remind the students how we transferred knowledge from our first lesson to our second part of the lesson. I will ask students to think of other ways in math class that they might be able to use their new knowledge of numbers that add up to 10. I will challenge them throughout the rest of the year to remember the work that we did with 10's and realize how numbers all connect within math class.

45 mins

*Please see the accompanying Companion Document for more detail and explanation of this component. This lesson plan has been adapted from Achieve the Core’s Lesson Planning Tool by Student Achievement Partners and from the work of William Schaffer, Professional Development Specialist, Northampton Community College, Tannersville PA.

Massachusetts Department of Elementary Education, Adult and Community Learning Services, 2016

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