Lesson Plan Format:

Teacher___Mrs. Fruchtman____
I.

Grade Level___1st__

Content and Standards:

CCSS.MATH.PRACTOCE.MP2: Reason abstractly and quantitatively
CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the
reasoning of others
CCSS.MATH.PRACTICE.MP7: Look for and make use of structure
CCSS.MATH.PRACTICE.MP8: Look for and express regularity in repeated reasoning
1.0A.C.6 Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten; decomposing
a number leading to a ten; using the relationship between addition and subtraction;
and creating equivalent but easier or known sums
1.0A.D.7 Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false

II.

Prerequisites:
Counting objects up to ten (Chapter 1)
Number Bonds

III.

Essential Questions (provide a framework)

How do addition stories help us?
When you see this picture, how could we explain it using math?

IV.

Instructional Objective: The students will write and tell addition stories about
pictures using number bonds and addition sentences.

V.

Instructional Procedures:
Before: Teacher should have copies of laminated number bond boards (enough for
each students, dry erase markers out on students desk with erasers, pencils
available, a tree worksheet for each students, and a worksheet of apples) Laminated
number bond boards, markers, and erasers can be taken out by the students and left
on their desk before the students are called to the rug to hear their read aloud story.
(If you would like them to cut the apples prior to the story you may do so)

I will read them Apple Countdown by Joan Holub. This book has an apple theme to
go along with our lesson. It explains numbers and ways they were created using a
story. The story is about a field trip to the apple farm, where they count 20 name tags,
19 kids on the bus, 18 miles to the farm, 14 cows, 13 ducks (10 white and 3 blackcan relate to number bonds here very well), 12 rows of apple trees, etc. They show
pictures, telling stories, while also relating the specific object they are counting to
addition sentences by explaining how many of each are seen in the picture. It is a
great way to open the lesson and a wonderful introduction. Throughout the book,
relate pictures on page to lesson by telling stories using the numbers to the children,
ask questions regarding part part whole by saying If one part is 10 white ducks and
the other part is 3 black ducks, how many ducks do we have altogether as a whole?
Be sure to keep language consistent*

During- Call students back to desk and explain instructions first. Say Think about
how we found ways to make 5 and show the addition sentence using a number bond.
Remind them where they have seen number bonds before. Tell them they will be
receiving a worksheet with apples on it, their job is to cut out the apples so each
apple is by itself. (Hint: demonstrate what a good cut looks like, using scissors is new
in first grade and you can show them how when you cut these objects, we do not
have to cut exactly on the line, we cut slightly around the apples outline so that the
outline of the apple is still seen--- and you can still tell that it is an apple) Take a
minute to cut the apples. Music can be played in the background to keep focus and
management of classroom in line.
Once all apples are cut, hand out the tree worksheet (example below).
Concrete: Have the number bond laminate board in front of each student and draw a
large one on the board for yourself (Hint: position number bond laminated board on
the side of the students desk of the hand they write on!! Otherwise they will erase
board with their arms as they move around pieces on their tree!)
Start by giving the children a scenario
4 yellow apples are in the tree (move 4 laminated apples onto your tree on the
board) and 2 green are on the ground.
Give students a minute to set up their tree, now ask Are we starting with parts or a
whole? Ask How many apples are there all together? Demonstrate on your number

bond board what the number bond would look like for these apples.
Walk around and assist those that may need extra help.
Tell them to clear their trees of their apples. Give another scenario
5 red apples are in the tree and 3 green are in the bucket . tell the children to
situate their apples to match your picture. What are our parts? What is our whole?
Say This is our number sentence to match and MODEL this number sentence for
this example, Can you make a number bond to match our picture and our number
sentence? Do another example with the apples in the tree, on the ground or in the
bucket. For this example have THEM create the number sentence and number bond
to match. Be sure to ask various questions and use consistent language about partpart-whole.
For this lesson, you should really take your time on the concrete part of this lesson, it
is so important for the student to master the concrete part of the lesson BEFORE
moving on. I will see readiness through observation when using the manipulatives.
Common Errors: Some children may correctly identify the numbers to use in the
story problems, but incorrectly add,. Review how to use objects or count on to add.
Remind them to check their answers.
Common Misconception: If you show 3 yellow apples in the tree, and 0 on the
ground, be sure to verbally talk about the 0 apples on the ground. Representing 0
with NO apples is an important concept to practice. These problems can be
confusing. Especially when starting with a whole. If the whole is 3, and there are 3 in
the tree and 0 on the ground, creating the number bond can be confusing for the
children. If the students relate each PART to certain PARTS of the picture, it could
clear this understanding.

Pictorial- Now, we are going to get out our glue sticks. You choose how many apple
you want in the tree, and how many apples you want on the ground. Fill in the
number bond to match YOUR tree. Then create your number sentence below in the
spaces. (The spaces below the Tree worksheet look something like this
Be sure to explain to your students that the SYMBOLS, such as + and =
go in the square boxes and our numbers go in the circle boxes. Have the student
glue their apples the way that they chose to complete their tree PICTURE.

Abstract: After, if time permits for this lesson, and if children show readiness to move
on to abstract, have children exchange laminated number bond boards for dry erase

boards. Verbally explain situations (or have the writing explain), such as There are 3
ducks in the pond, and 2 ducks on the land, how many ducks are there in all? Show
the number bond for this Do various situations and problems and be creative! If you
would like explain the WHOLE first, and have them create their own parts for the
number bond, that is an option as well.
After: Wrap up lesson by restating the goal. Instruct students to clean up the
materials. Have a post it note, note card, or piece of paper for each student on their
desk. Have an exit ticket problem for the students. This exit ticket will be used as an
assessment. Throughout this process it is important to note those who may need
extra help and those who are on target.
VI.

Materials and Equipment:

Apple Countdown by Joan Holub for your lesson opener
Sheet of cut out apples- to cut out and use as a manipulative on tree worksheet (hard
stock works best, one yellow, one green, one red, 10 apples per color/student)
Tree worksheet ( I personally drew a tree on a piece of paper)
Laminated Number Bond Worksheet (example below)- so students can write and
erase various number bonds
Large tree worksheet for yourself to hang on board along with magnetic apples to
move around with class
Glue sticks
Exit ticket materials

VII.

Assessment/Evaluation:
I will be evaluating the understanding of my students by being sure to walk around
the room while doing all parts of our lesson for individualized attention. The Exit
Ticket will be collected and serve as an individual evaluation. Homework for the
evening will be able to show me accurate understanding of concepts. Those who
need extra help, are given manipulatives to do so. Those who need extended thing
have extended thinking problems on their homework that I have provided them.

. I will also be able to measure their understanding through their written work,
on a scale of 4,3,2,1, This would be decided based on whether they included
the accurate number of apples on their worksheet to support their number
sentence, that their number sentence is accurate, and that their number bond
represents and supports the picture as well. For every one of the three

components that are not there, the students score will decrease by one. 4 is
advanced, 3 being proficient, 2 is reaching proficiency, 1 is limited evidence
of concepts taught, or below proficiency. These are also tested with our
homework for the day as well.

VIII.

VII. Differentiation: Individualized Activities:

2 Hard of hearing students: One student will be accommodated by wearing a special
microphone around my neck that flows directly into hearing aid of the student. I will
check in with this student throughout the lesson with a symbol thumbs up for being
able to hear me clearly (previously discussed with student). For my other hard of
hearing student, we use a classroom microphone that I will be wearing as well.
For gifted students: As I walk around throughout lesson, I will first check for
understanding, and if need be, can challenge that student with a more advanced
question privately, possibly extending it to numbers up to 20.
For students who need extra reinforcement: continued use of manipulatives such as
snap cubes, apples, etc, throughout pictorial and abstract stages of learning.

IX.

Technology: N/A ( A projector may be used to project your tree worksheet if

necessary, and still use laminated apples on projected surface.

X.

Self-Assessment: In order to collect information that will be useful for planning

lesson I will analyze the difference between what I wanted to occur versus what was
attained. I will check their glued picture worksheet for understanding. I will also be
sure that I walk around during all parts of my lesson and check in with students for
understanding and clarification if necessary. I will be collecting their apple trees with
their number sentences and number bond drawings and checking their work. I will
also take note throughout the lesson on those students who may need extra help so
that I can plan for further instruction. Once I implement the lesson I will be able to
truly understand how I can analyze the difference between what I wanted and what
was attained.

Tree Worksheet

Cut out apples, split into 3 colors, green, yellow and red. 10 of each color per student. 30 total.

Rubric to test understanding

Teachers laminated magnetic apples to use on projected Tree

Possible worksheets for homework.