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Lesson Plan Template

  • Grade

  • Subject

  • Section

First

Math

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  • Competency

Understand addition (1)

  • Aligned Standards

Operations and Algebraic Thinking

  • Strand

1.OA.C.5

  • Vocabulary

  • Addition: Combining two or more numbers to get a total.
  • Plus: Another word for addition; means to add.
  • Equals: Shows the result of an addition problem.

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Turn Words into Addition (sums up to 10)

Prerequisite Skill

Write Numbers in Words (word to digit)

Materials and Preparation

  • Whiteboard and markers
  • Number cards (1-10)
  • Addition flashcards
  • Worksheet Pack (guided practice, independent practice, exit tickets, homework, and assessment)

Learning Objectives

  • Students will understand how to translate word problems into addition sentences.
  • Students will solve basic addition problems using the translated sentences.
  • Students will improve their ability to recognize and use mathematical vocabulary.

Introduction

Begin by discussing addition in everyday language. For example, "If you have two apples and I give you eight more apples, how many apples do you have in total?" Write "two plus eight make ten" on the board and explain how we can turn this into an addition sentence: "2 + 8 = 10."

Explicit Instruction/Teacher modeling

Explain to students that addition sentences help us quickly see the total amount by using symbols. Show them how to take the words "two plus eight make ten" and turn it into the addition sentence "2 + 8 = 10." Use several examples, such as "three plus four make seven" becoming "3 + 4 = 7."

Guided Practice

Give each student a set of number cards. Read word problem addition flashcards. Work through several word problems together, asking students to hold up the cards to form the correct addition sentence. For example, read out "five plus three make eight," and guide them to display "5 + 3 = 8" with their cards.

Independent Practice

Hand out a worksheet with various word problems that need to be turned into addition sentences. For example:

  • "One plus six make seven."
  • "Four plus two make six." Students will read the problem, write the corresponding addition sentence, and solve it.

Differentiation

Support

  • Provide additional one-on-one or small group practice for students struggling with the concept.
  • Use visual aids and number lines to help students understand addition.

Extension

  • Create addition stories using drawings and sentences.
  • Use manipulatives like counters or blocks to visually represent addition problems.

Assessment

Use an assessment worksheet from the worksheet pack, where students must translate and solve a series of word problems. Check for accuracy in both translation and computation.

Review and closing

Review common misconceptions, such as confusing the order of numbers or misunderstanding the word "plus." Address these by re-explaining and providing additional examples. Allow students to ask any final questions or share observations. Ensure they feel confident in turning word problems into addition sentences.

Misconceptions

  1. Thinking "plus" means to subtract.
  2. Confusing the order of numbers in addition sentences.
  3. Not understanding that "equals" shows the result of the addition.
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