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Lesson Plan Template

  • Grade

  • Subject

  • Section

First

Math

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  • Competency

Addition up to 10 (1)

  • Aligned Standards

Operations and Algebraic Thinking

  • Strand

1.OA.C.6

  • Vocabulary

  • Addition: Combining two or more numbers to get a total.
  • Sum: The result of adding two or more numbers.
  • Number Line: A line with numbers placed in their correct position.
  • Vertical Addition: An arrangement of addition problems where numbers are stacked one on top of the other for adding.

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Complete Addition Facts (sums up to 10)

Prerequisite Skill

Count On to Add (sums up to 10)

Materials and Preparation

  • Number lines (one per student)
  • Counters or small manipulatives
  • Addition flashcards (sums up to 10)
  • Whiteboard and markers
  • Worksheet Pack (Guided Practice, Independent Practice, Exit Ticket, Homework, Assessment)

Learning Objectives

  • Students will be able to complete addition facts with sums up to 10.
  • Students will understand how to use a number line to find sums.
  • Students will practice counting on from the larger number to add.

Introduction

Begin the lesson by explaining that today we will be learning how to complete addition facts where the sum is 10 or less. Show examples of vertical addition problems with a larger number on top: "Let's solve 3 + 6. One way to do this is by using a number line." Draw a number line and demonstrate starting at 6 and counting on 3 times to reach 9. Explain that it's often easier to start with the larger number and count on.

Explicit Instruction/Teacher modeling

Explain to the students that addition means putting numbers together to find out how many there are in total. When we add numbers like 3 + 6, it can be helpful to start with the larger number. Use the number line to demonstrate again, showing that starting at 6 and counting on 3 steps (7, 8, 9) leads to the sum of 9. Reinforce that 3 + 6 equals 9.

Guided Practice

Hand out number lines and counters to the students. Work through several addition problems as a class, such as 9 + 1, 7 + 2, 3 + 2, and 2 + 8. Guide the students to start with the larger number and count on using their number lines and counters. Provide support as needed, ensuring that each student is correctly counting on to find the sum.

Independent Practice

Distribute the Independent Practice worksheet from the Worksheet Pack. Instruct students to complete the addition problems on their own, using their number lines and counters if necessary. Circulate around the room to offer assistance and observe their progress.

Differentiation

Support

  • Provide extra practice with number lines.
  • Pair students who need additional help with a peer tutor.
  • Use visual aids and manipulatives to support understanding.

Extension

  • Challenge advanced students with addition problems that have sums greater than 10.
  • Introduce simple word problems that require addition to solve.

Assessment

Evaluate student understanding through the Assessment worksheet included in the Worksheet Pack. This assessment will include a series of addition problems up to 10 to ensure students can accurately complete them.

Review and closing

Review the key points of the lesson, emphasizing the strategy of starting with the larger number and counting on. Address any common misconceptions, such as counting incorrectly or starting with the smaller number. Allow students to ask any final questions, share their observations, or express any curiosities they have about addition.

Misconceptions

  1. Students may think they always have to start with the first number in the addition sentence, even if it’s smaller.
  2. Students might count the starting number as one of the steps instead of starting the count from the next number.
  3. Students could mix up the direction they count on the number line, counting backward instead of forward.
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