Jordan Kennedy

TEAC 297A
28 October 2014 at 8:30 a.m.
Numbers 1 Through 10: the +1 Pattern
Lesson Title: The + 1 relationship between numbers 1 through 10, and spatial
concepts.
Purpose: The purpose of this lesson is to learn how to make numbers 1 through 10
on a 1-10 board. Explore the +1 relationship between numbers, and develop spatial
concepts. The students will be able to write +1 addition equations by exploring the
+ 1 relationship between numbers.
Materials:
1-10 board
Play money
Nickel strips
Projector
Introduction: I will gain the students attention by notifying the students of the
agenda, which is learning about relationships between numbers 1 through 10 and
how to add 1 to those numbers using our 1-10 board. For this lesson we will also be
using money. I will grasp their attention using their prior knowledge in regards to
money by asking the students who can tell me why it would be important to know
about money? What do we use money for? I will explain that if we know how to
count and add money we will be able to use it to buy important necessities such as
food, clothes, and shelter. However we can sometimes use money to buy fun things
such as toys. I will tell the students that after the lesson we will have a chance to buy
a new toy. So it is important to listen because this is the first time we have worked
with money and we want to give the cashier the right amount of money for our new
toy.
Procedure:
1. Have students grab their math trays and their pennies and nickel strips
from their math boxes. They will need to share their nickel strips with
their table partners.
2. Have children organize their money on their 1-10 boards using their
nickel strips and pennies. Demonstrate for the children on the projector
how this should look on their math trays, and that they should use their
nickel strips on every number after and including the number 5.
3. Once children start to finish ask the students to start thinking about the
patterns they see in their pennies and nickel strips.
4. Ask children about the patterns that they saw. May have to guide students
by asking questions such as, how is this column different from the last
one? Or, look at the columns before and after you used your first nickel
strip, do you see a similar pattern in these columns? How is the 8 column

the same as the 3 column? Have students think about their answers and
then raise their hand if they think they know one of them, have that
student come to the projector to point it out to the rest of the class.
Patterns:
a. Each new column has one more in it.
b. Numbers 1,2,3,4 repeats in 6,7,8,9 because after the 5 group, 6
through 10 have 5 and some more, 1,2,3,4 added and then the 5
group again.
5. Now we are going to find out how to add our money, which will allow us
to buy a new toy. First, I will focus the students attention on the 1 penny
and 2 pennies on their 1-10 boards. Ask the students, how many more
pennies are under the 2 than under the 1? -1 more
6. Ask: how many pennies do we need to add to the 1 penny to make 2
pennies? -1 penny
7. Use the students prior knowledge by demonstrating that this looks like 1
and 1 are partners of 2 on the projector. Write the 1+1=2 equation and
project for the class to see, discuss the plus sign and equals sign. Help
students understand:
a. The plus sign shows that you are putting two numbers together. It
is made with two marks. (Make these two marks while stating that
one mark goes down and the other mark goes across.)
Plus means to put together
b. The equals sign shows that the numbers on one side are equal to
the numbers on the other side. (Make these two marks while
demonstrating that the equals sign is made with two little marks
that go across and are exactly the same.)
Equals means the same as.
8. Have students show addition equations with their fingers starting with 1.
(1 + 1 = 2) remind them that it is just like partners of 2. As the students
show me with their fingers I will write what it looks like on the projector.
1+1=2, 2+1=3, 3+1=4, 4+1=5 5+1=6
6+1=7 7+1=8 8+1=9
9+1=10
9. Do the +1 rhyme, and have students show me the last sentence of the
rhyme with their hands. First say the rhyme aloud for students and then
demonstrate what I want them to do 1 + 1= 2 on the last line, then have
students say it with me.
10. Ms. Metzler and I will pass out in class worksheet, and I will project the
worksheet for the class to see.
11. Briefly talk about the balls that are pictured on the page. Ask the
students:
a. What designs do you see on the balls? stars; stripes
b. Are all the balls the same? No; each one is different.
12. Tell the children:
a. Mio wants to buy a ball. She wants a ball with stars and stripes on
it. Which ball should she buy?

13. Explain that there are different ways to find the answer. Have the
students circle the ball they think Mio would choose, and then pick a
student to come to the projector to show the class the ball they chose, and
discuss to the class why they chose that ball.
14. Tell the children:
a. Brad likes balls with stripes. He does not like balls with stars.
Which ball would you select for Brad? Why did you select that
ball?
Closure and Evaluation: Was everyone able to put his or her money in the correct
order? How much guidance was needed in order for each student to complete this
task? Were the students able to recognize the patterns the money chart made?
Check their understanding:
Tell the students that this is now their chance to buy a prize. I am going to
ask each table an addition problem, (using money) they are going to think about it
while my hand is up, when I put my hand down they can whisper it to their table
partners, and then I will call on one student to give me their tables answer, then
they can come pick out a prize. All the other tables must remain silent, because I am
only asking tables that are quietly and patiently waiting.
- Remind students that they will have homework for tonight on what we have
learned today. Ask the students if they have any questions in regards to the lesson.