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1st Grade Math: Word Problems Lesson

This lesson plan is for a 1st grade math lesson on adding and subtracting word problems. The lesson will have students solve comparison problems where the smaller amount is unknown using addition, subtraction, bar diagrams, and equations. The lesson aligns with previous lessons on comparison problems. Students will use objects, drawings, diagrams, and equations to solve addition and subtraction word problems up to 20. Assessments will include an informal leveled assessment. Differentiation strategies include modifying problems, using visual aids, choosing specific problems for different levels, and allowing movement.

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166 views8 pages

1st Grade Math: Word Problems Lesson

This lesson plan is for a 1st grade math lesson on adding and subtracting word problems. The lesson will have students solve comparison problems where the smaller amount is unknown using addition, subtraction, bar diagrams, and equations. The lesson aligns with previous lessons on comparison problems. Students will use objects, drawings, diagrams, and equations to solve addition and subtraction word problems up to 20. Assessments will include an informal leveled assessment. Differentiation strategies include modifying problems, using visual aids, choosing specific problems for different levels, and allowing movement.

Uploaded by

api-708897945
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

CEP Lesson Plan Form

Teacher: Amber Dodds Date: 11/27/2023

School: Eyestone Elementary Grade Level/Age Range: 1st grade

Content Area: math

Title: Adding and Subtrac ng Word Problems Lesson #:_2_ of _2_

CRT & DAP

Lesson Idea/Topic and In this lesson, students solve comparison problems in which the smaller
Ra onal/Relevance: amount is unknown. They use addi on and subtrac on equa ons and bar
diagrams in order to solve these problems. The lesson links back to Lessons
1-5 and 1-6 where students solved comparison problems in which the
di erence is unknown. It also links back to Lesson 3-9 where students solved
di erent types of comparison problems in which the larger amount is
unknown.
Student Pro le: Most students on target for grade level, 2 students who have a para who
works with them. Overall, rela vely similar demographics and ages.

Stage One:

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

[Link].A.1 - use addi on and subtrac on within 20 to solve word problems involving situa ons of adding to, taking from, pu ng together, taking apart, and
comparing, with unknowns in all posi ons, e.g., by using objects, drawings, and equa ons with a symbol for the unknown number to represent the problem.

Language Goal:

Listening - demonstrate listening comprehension by responding to ques ons

Understandings: (Big Ideas)

Objects, drawings, diagrams, and equa ons can help to solve di erent types of word problems

Colorado State University College of Health and Human Sciences Page 1


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CEP Lesson Plan Form

Inquiry Ques ons: (Essen al ques ons rela ng knowledge at end of the unit of instruc on, select applicable ques ons from standard)

How can students use objects, drawings, diagrams, and equa ons to solve addi on and subtrac on word problems up to 20?

Stage Two:

Evidence Outcomes: (Learning Targets) See unpacking standards worksheet.

Every student will be able to: use addi on and subtrac on within 20 to solve word problems

I can: solve word problems using objects, drawings, diagrams, and equa ons

This means: applying prior knowledge of addi on and subtrac on to solve word problems up to 20

List of Assessments: (Write the number of the learning targets associated with each assessment)

Informal leveled assessment in EnVision textbook: 5-6

Colorado State University College of Health and Human Sciences Page 2


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CEP Lesson Plan Form

Stage Three:

Planned Lesson Ac vi es

Name and Purpose of Lesson *See appendix

Co-Teaching Which model(s) will be used?


Will co-teaching models be
u lized in this lesson? No Why did you choose this model(s) and what are the teachers’ roles?

See co-teaching PowerPoint.


Approx. Time and Materials 8:10 - 8:20 - warm up
8:20 - 8:40 - lesson
8:40-9:10 - individual work me
An cipatory Set The strategy I intend to use is: warm up
I am using this strategy here because: it allows students to wake up their brains and get prepared to do math
Procedures The strategy I intend to use is: video
I am using this strategy here because: the video in the EnVision online program is a great way to help get the kids moving
mid lesson and is a interac ve/fun way to show the procedure used in math lesson
Teacher Ac ons Culturally Responsive Student Ac ons Data Collected
Teaching Ac ons

Teaching Strategy See TQS 2 and/or Verbs, Performance Tasks Data collected during lesson.
relevant program
content.
Closure The strategy I intend to use is: independent prac ce
I am using this strategy here because: it will help to close out the lesson and allow me to gain informal assessment data to
improve future lessons

Colorado State University College of Health and Human Sciences Page 3


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CEP Lesson Plan Form

Di eren a on Content ELL Process Product Environment SEL


For which students are you Modi ca ons: Doing certain Bring in visual aids Reading word Choosing speci c Allowing Allow
di eren a ng (refer to student problems within to help bridge problems for problems for low- movement use of
pro le as well as assessment students level of language gap students who level students and free cozy
data to determine individualized understanding need it sea ng (if corner
student learning need): students can when
handle it) needed
*See COELDG standard and
Extensions: Extension word Have student read Having students U lizing “higher Free sea ng Working
indicators
problems individually read word level learning” in pairs
*See SIOP for Language
problems aloud sec on of on
to class EnVision textbook indepen
dent
work
sec on
Assessment The assessment I plan to use is a leveled-informal assessment from the EnVision textbook

Write a descrip on of what you


were looking for in each
assessment. How do you
an cipate assessment data will
inform your instruc on?

Colorado State University College of Health and Human Sciences Page 4


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CEP Lesson Plan Form

Post Lesson Re ec on

1. To what extent were lesson objec ves achieved? (U lize assessment data to jus fy your level of achievement)

I believe that the lesson objec ves were achieved as many students quickly and easily completed the EnVision informal assessment
sec on. The students were engaged for the en rety of the lesson and I even had a few students read the word problems aloud for
the class. I felt much more con dent with this lesson and I received really great feedback from Ms. Dachel and my cohort members.

2. What changes, omissions, or addi ons to the lesson would you make if you were to teach again?

I would be more careful when explaining the use of the words “fewer or subtrac on” and “more or addi on” because some mes the
word problems are meant the “trick” the students. I would also try to move quicker through the word problems and not focus so
much on the students who are not understanding (especially when most of the class is understanding).

3. What do you envision for the next lesson? (Con nued prac ce, reteach content, etc.)

I would con nue on with the next lesson, I don’t think they need con nued prac ce or reteaching content because the content was
well received.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were
there addi onal co-teaching strategies used during the lesson not planned for ini ally? Please explain.

I did not use co-teaching in either lesson because we felt that the lesson would’ve been too jumbled and confusing with two
teachers.

Colorado State University College of Health and Human Sciences Page 5


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CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences Page 6


CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Ra onal/Relevance: What are you going to teach and why is this lesson of importance to your students? How is it
relevant to students of this age and background?

Student Pro le: Write a narra ve about your learners. What are their special needs? Excep onali es? Gi edness? Alterna ve ways of learning?
Maturity? Engagement? Mo va on?

Name and Purpose of Lesson: Should be a crea ve tle for you and the students to associate with the ac vity. Think of the purpose as the mini-
ra onale for what you are trying to accomplish through this lesson.

Students Learning English – What teaching component (prepara on, building background, comprehensible input, sca olding/ques oning,
student grouping/wait me, prac ce applica on, lesson delivery, and review/assessment) and language domain (listening, speaking, reading,
wri ng) will you use to support and/or enhance content for students learning English? Provide a ra onale.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Sta on teaching, Parallel teaching, Alterna ve/Di eren ated/
Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the ac vity to last and what materials will you need?

An cipatory Set: The “hook” to grab students’ a en on. These are ac ons and statements by the teacher to relate the experiences of the
students to the objec ves of the lesson, to put students into a recep ve frame of mind.
• To focus student a en on on the lesson.
• To create an organizing framework for the ideas, principles, or informa on that is to follow (advanced organizers)
An an cipatory set is used any me a di erent ac vity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your
classroom. Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
• teacher input
• modeling
• ques oning strategies
• guided/unguided:
o whole-class prac ce
Colorado State University College of Health and Human Sciences Page 7
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CEP Lesson Plan Form

o group prac ce
o individual prac ce
• check for understanding
• other

DEISJ: add de ni on
Closure: Those ac ons or statements by a teacher that are designed to bring a lesson presenta on to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of what has just been taught. “Any Ques ons? No. OK, let’s move on” is not
closure. Closure is used:
• To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
• To help organize student learning
• To help form a coherent picture and to consolidate.

Di eren a on: To modify: If the ac vity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the
ac vity is too easy for a child, how will you extend it to develop their emerging skills? What observa onal assessment data did you collect to
support di eren ated instruc on?

Assessment (data analysis): How will you know if students met the learning targets? Write a descrip on of what you were looking for in each
assessment. How do you an cipate assessment data will inform your instruc on?

Colorado State University College of Health and Human Sciences Page 8


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Common questions

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Closure activities help students summarize and synthesize the lesson content, reinforcing key concepts and ensuring retention. By prompting reflection and organizing their thoughts, these activities solidify understanding and aid in forming a coherent picture of the day’s learning. This final step helps bridge the transition to independent practice and future lessons .

Differentiation strategies play a crucial role by tailoring instruction to meet individual student needs. For students who require additional support, these strategies include using visual aids for English language learners and modifying content to suit their understanding level. For advanced students, the teacher might extend activities to develop their skills further. Such adaptations ensure all students can engage meaningfully with the material, regardless of their starting point .

The lesson plan aligns with content standard 1.OA.A.1 by focusing on using addition and subtraction within 20 to solve word problems. It involves situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions. The use of objects, drawings, and equations aligns with the requirement to represent problems symbolically, thus maintaining fidelity to the standard .

The lesson plan employs informal leveled assessments from the EnVision textbook to evaluate student understanding. The teacher uses these assessments to determine the extent to which lesson objectives are achieved, adjusting future instruction accordingly to address gaps or reinforce learning as needed. This approach ensures responsive teaching that meets students' ongoing learning needs .

Based on the post-lesson reflection, the teacher might modify explanations related to keywords like 'fewer or subtraction' and 'more or addition' to avoid confusing students. Additionally, they could balance pacing by focusing less on students who face difficulties when the majority understand, thereby maintaining lesson momentum and engagement .

Culturally responsive teaching actions enhance engagement by acknowledging and valuing students’ cultural backgrounds, integrating them into learning processes. This approach increases relevance, fosters inclusivity, and builds a supportive environment that encourages active participation. Consequently, it can positively impact learning outcomes by making content more accessible and relatable, thus promoting deeper understanding .

The teacher might opt against co-teaching models to maintain a clear, singular teaching direction and avoid potential confusion arising from multiple instructional styles. This decision ensures streamlined communication and focus on the lesson's objectives but may limit opportunities for varied instructional approaches that co-teaching can provide, such as differentiated support during instruction .

Potential challenges include distractions caused by the video's visual and auditory content and varying levels of students' focus on interactive elements. To mitigate these, teachers can clearly link video content to lesson objectives, guide viewing with focused questions, and actively engage students through discussion and follow-up activities to reinforce the video's learning points .

Warm-up activities engage students’ cognitive processes, activating their prior knowledge and preparing them for new learning experiences. In this lesson, the warm-up serves to 'wake up students' brains,' creating an anticipatory mindset conducive to learning. This facilitates smoother transitions into the main part of the lesson and helps maintain focus and engagement throughout .

Visual aids and interactive tools can enhance understanding by providing concrete representations of abstract mathematical concepts. In the lesson, students use objects, drawings, diagrams, and equations, which help them contextualize and solve word problems involving addition and subtraction up to 20. This multisensory approach caters to diverse learning styles, making abstract problems more tangible and approachable for young learners .

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