Ashley Jordan

LBS 400
November 4, 2015
Lesson Plan Form
CSUDH - Teacher Education Department
Candidate:
Subject(s):
Math
Ashley Jordan
Standard(s):
Operations and Algebraic Thinking
Add and subtract within 20.

Grade Level(s): 1st

1. OA

Date: November 20, 2015

Single/Multi-Day Lesson:
Single

5. Relate counting to addition and subtraction (e.g., by counting on 2 to add

2).

Writing Standards K 2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will use a number line to demonstrate the concept of counting back. (Concept)
II. LEARNING OUTCOME (Objective):
Students will use a number line to model counting back to subtract.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
In a previous lesson, students learned to develop the understanding of addition, subtraction, and strategies
for addition and subtraction within 20. In the following lessons, students will continue to learn other
subtraction strategies.
Connected to the following standards: K.OA.2, 1.OA.6, 1.OA.7, 2.OA.2.
IV. INSTRUCTION
A ENGAGEMENT (Motivational Activities): Number and tape together sheets of paper to create a
large walk-on number line with numbers 0-20. Give each student a number line from 0-20 and one
connecting cube. Have a volunteer stand at the number 7 of the walk-on number line and take three
steps back. Count back with students. Have students model counting back three from seven at their
seats using their number line and cube.
What subtraction number sentence shows what happened? 7-3=4
Repeat with other number combinations and volunteers.
B INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C Step #1: Vocabulary Review
a. Students will review the appropriate vocabulary used for subtraction. (Difference, number

line, number sentence, counting back, subtraction).

b. The teacher will listen for the correct usage of these terms to check comprehension.
Step #2: Intro to the Number Line
a Working with their elbow partners, students will create subtraction number sentences using
their number lines.
b The teacher will walk around the class listening for understanding and assisting those who
need help. Also, the teacher will encourage the use of new vocabulary, such as difference.
Step #2: Talk Math Conversation
a Can you only use the number line to help you subtract numbers? How else can you use a
number line? Who can demonstrate this for me? Encourage a conversation in which students
see that a number line can be used for addition as well.
b The teacher will listen to the student responses for understanding of the concept and assist
those who need more practice.
Step #3: Number Line Foldable
a Students will complete a number line foldable focusing on subtraction using a foldable
template that the teacher will demonstrate and hand out.
b The teacher will walk around the class. Once finished, ask students to share some number
sentences using the large number line in front of the room.
Step #4: Practice and Apply
a Students will complete pages 289-290 from their math workbook, My Math Workbook by
McGraw-Hill.
b The teacher will check for understanding by walking around the classroom observing the
work students are completing and assisting those who need it.
Step #5: Wrap It Up
a Students will meet on the rug and have a review group talk on number lines. Who can tell
me what we did today? What are some vocabulary words we used? Why do you move to the
left on a number line when you are subtracting? What is another way we can use number
lines?
b The teacher will encourage the group conversation by asking thoughtful questions to check
for understanding.
D APPLICATION ACTIVITY (Practice and/or Reflection):
E MATERIALS & RESOURCES:
Large Walk-On Number Line
Plastic sleeves
25 Individual Number Lines
25 Erasable Markers
Tissues or Felt material (to erase)
Number Line foldable template
Tape
McGraw-Hill My Math Workbook (students were provided this at the beginning of school year)
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning): (Formative and
Summative)
Formative: Students will use pages 289-290, 291-292 from their math workbook as evidence of learning.

Summative: The students will write in their math journals using the new vocabulary to explain their
understanding of the use of a number line as a strategy for subtraction.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Use visuals in the form of a large walk-on number line and vocabulary cards
For hyperactive students, give them a specific task (helper).
Working in pairs
Use Manipulatives in the form of individual number lines.
Hands-on Activities (large walk-on number line)
1-on-1 assistance
VII. HOMEWORK (IF APPROPRIATE): McGraw-Hill Student My Math Workbook pages 291-292