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Math Lesson Plan- Topic 9.

1- 1 more, 1 less; 10 more, 10 less:

Teacher____Aja Harvey_____________ Grade Level_______1st__________

Date to be taught: 2/22/18

I. Content and Standards:


a. 1.NBT.C.5- Given a two-digit number, mentally find 10 more or 10 less
than the number, without having to count; explain the reasoning used.

b. 1.NBT.B.3- Compare two two-digit numbers based on meaning of the tens


and ones digits, recording the results of comparisons with the symbols >, =,
and <.

c. MP.2- Reason abstractly and quantitatively.

d. MP.5- Use appropriate tools strategically.

e. MP.6- Attend to precision.

f. MP.8- Look for and express regularity in repeated reasoning.

II. Prerequisites:

a. 1.OA.A- Represent and solve problems involving addition and subtraction

b. 1.OA.B.4- Understand subtraction as an unknown-addend problem.

c. 1.OA.C.5- Relate counting to addition and subtraction.

d. 1.NBT.B.2- Understand that the two digits of a two-digit number represent


amounts of tens and ones.

III. Essential Questions (provide a framework)

a. If I have 1 more, 1 less, 10 more or 10 less, than a number what is the


relationship? Comparison?
IV. Instructional Objective:

a. Students will be able to find numbers that are more or less than a given
number

V. Instructional Procedures:

a. Interactive Math story

i. “What is the problem?”

ii. “Why can’t we put a lid on every jar?”

iii. Continue through each page, emphasizing the comparison of the


number of each item and that there is not enough/too many of one
item.

b. Solve and Share- at smart board

i. Use place value blocks to demonstrate the number after and


number before 12.

1. Cut space in half and draw images to show the comparison.

c. Guided Practice- at smart board

i. Continue to use place-value blocks

1. “How do I show 1 more than __? 1 less?

2. “How many is 10 more? 10 less?”

ii. Do you understand?

1. “We know that 10 changes which digit in a number?”


d. Independent Practice- work with math partner

i. Continue with questions 3-8 in partners.

ii. #9 to be done at smartboard as whole group.

e. Math Practices-at smart board

i. “How do you find 10 more than any number?”

ii. “If I redraw this a little, what does this picture remind you of?”

iii. Write template, but let students fill in their own numbers for riddle.

1. Students talk with math partner and share their answer.

f. Exit ticket- to transition out of math.

i. Students will have to say what number comes +/-1 and +/- 10 from
a given number using a number grid to help.

VI. Materials and Equipment:

Smart Board, Envision Math Interactive Digital Book, Interactive Math story
booklet, student math journals, number grid.

VII. Assessment/Evaluation:
a. Journal work

b. Exit ticket

VIII. VII. Differentiation: Individualized Activities:

a. High-level students

i. Students will be pulled by teacher for extension work.


b. lower level students

i. Students will be worked with in small group or individually during


independent work.

IX. Technology:

Smart Board, Envision Math Interactive Digital Book

X. Self-Assessment:

Student engagement, student responses to questions, student work in math


journal, and exit tickets will serve as an immediate evaluation of the specific
lesson and previous lessons.