ELE / MAT Lesson Plan Template

Name or Lesson Number: Unit 2 Lesson 4 Relate Addition and Subtraction Date: Thursday 10/15/15 Time Frame: 35 min
Content Area: Mathematics Central Focus: Study the concepts of addition and subtraction and how they relate to one another. To
have students understand this relationship to be able to use addition to solve subtraction problems and to use subtraction to solve
addition problems.
Lesson Overview
Common Core (or other appropriate) State Standard(s)
1.0A.B.4
Domain: Math Traditional
Standard: Operations and Algebraic Thinking
Cluster Item: Understand and apply properties of operations and the relationship between addition and subtraction
Cluster Sub-Item: Understand subtraction as an unknown-addend problem
1.0A.A.1
Domain: Math Integrated
Standard: Operations and Algebraic Thinking
Cluster Item: Represent and solve problems involving addition and subtraction
Cluster Sub-Item: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing with unknowns in all positions
1.0A.C.6
Domain: Math Integrated
Standard: Operations and Algebraic Thinking
Cluster Item: Add and subtract within 20
Cluster Sub-Item: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such
as counting on; decomposing a number leading to a ten; use the relationship between addition and subtraction; and creating
equivalent but easier or known sums
Rationale/Purpose
Students need to understand this concept to become more efficient when adding and subtracting which will make more difficult
math operations easier to complete. Addition and subtraction within 20 is part of daily routines, schedules and activities. Such as
telling time, knowing how much more of an item is needed, attendance, and completing reading assignments.
Objective/SWBAT
To predict the answer of a subtraction problem based on the relationship between addition and subtraction. The students will be
able to write the answer of a subtraction equation without circle diagrams when given the related addition equation.
Summative Assessment of Lesson Objective(s)
When the students raise and show their individual white
boards to the teacher during the guided practice
The homework assignment sheet to be turned in on the
following day, as directed by the cooperative teacher
Thumb up on heart to acknowledge they understand the
concept, or a thumb to the side acknowledging that they
want more practice.

Evaluation Criteria
The teacher will be able to see who and what percentage
of students has the correct answers on display on their
white boards. The teacher can then help the child on the
next problem while walking around, and keep track on a
chart of who does not get the correct answers.
Students who have shown the correct answers and
demonstrate that they understand can be called to the
board to walk through the problem step by step to help to
explain to his or her classmates. This may provide a new
perspective or way of understanding to other children.
There is a class worksheet that will either be sent home
as homework, as directed by the cooperative teacher that
will be collected and reviewed by the teacher and marked
which ones are incorrect and need to be reviewed by the
student with the teacher.
o Based on the current cooperative teachers
grading of the returned homework assignment: a

ELE / MAT Lesson Plan Template

star for 0-2 wrong and a smiley for 3-5 wrong
Academic Language: Vocabulary
Addition
Relationship
Subtraction
Vertical
Equals

Academic Language: Function

Predict
Explain

Instructional Materials/Technology
Smart Board
Dominoes
White boards
Markers
Erasers
Prior Academic Learning/ Related Skills
The students should have the prior ability to count to 20 and complete addition up to 10.
Key Lesson Elements
Opening (5-7 minutes)
Complete an all class activity where all the girls sit together and all the boys sit together. Have one girl count the girls and have
one boy count the boys. The teacher will count the entire class. Write on the board #G + #B = Class Total on the board. Next
write: Class total - #B = ? on the board and have the boys move to the back of the room. Ask the girls to solve. Then write: Class
total - #G= ? on the board and have the girls move to the back of the room. Ask the boys to solve. Then bring the entire class
together to have a discussion of the equations written on the board.

Modeling/Inquiry/Review (8-10 minutes)

SAY: Remember when we learned how addition could help us subtract? Today we are going to have more practice and a new
activity with addition and subtraction.
On the board write the problem:
12+8 = 20 and 20-8= 12 and 20-12= ?
ASK: What do you think the answer is? Why? (Talk to talking partner)
Call on students
Once the answer is written ASK: What do all three equations have in common?
What number is missing in the last equation?
On the board write the problem:
11+9= 20 and 20-9= ?
ASK: What do you think the answer is? How can you tell by the numbers in the equations? (talk to talking partner)
Call on students
ASK: What then is the answer to: 20-11= ?
On the board write the problem:
356+644 = 1,000 and 1,00- 644= ?
SAY: Raise your hand if you think the answer is 644. Raise your hand if you think your answer is 356.
ASK: What number is missing?
SAY: That is the answer, so if you raised your hand to 356, you were correct.
Demonstrate Domino Activity:
Put Domino with 4 | 5 dots on it onto the overhead.
Write: 4 + 5 = ? ASK for the answer then fill it in so the equation reads 4 + 5= 9
Write: 9 4= ? ASK for the answer and fill it in
ASK: What is another subtraction equation we can create with these three numbers?
Guided Practice (10 minutes)
Dismiss children by rows to go pick up whiteboards, erasers and markers.

Call on a child to come pull out a domino from the bag.

Formative Assessment(s)/Questions
Are children making the connection
that the missing number from the
addition problem is the answer to

ELE / MAT Lesson Plan Template

Have student write the addition equation on the board

And the teacher writes one subtraction equation with = ?
ASK children to solve on their white boards. SAY write the whole equation

Repeat process 5 to 6 times.

After 2 or 3 times, ASK what the answer is to both subtraction equations.

the subtraction equation?

Are addition and subtraction
problems within 20 too difficult?
Go back to within 10.

Independent Practice/Support
Homework, as instructed by the cooperative teacher. On the projector review the homework assignment and complete one to two
examples in each section. After each section ask if there are any questions that the students may have.
Closing (1-2 minutes)
Ask the children to put their hand on their hearts and give a thumb up if they confident with relating addition and subtraction or a
thumb to the side if they want more practice. The teacher takes note of who has a thumb to the side. (This is a system established
already by the cooperating teacher).
Planned Supports: Accommodations/ Modifications
Differentiation of the Process: the concept is reviewed as a group, practiced individually and reviewed immediately and then
practiced individually by completing a worksheet.
If the children are confused with the concept, then do not complete examples within 20, stay within 10.
Students that are behind in addition within 10 or 20, show with circle diagrams that the numbers they need are already
provided in the equations on the board.

ELE / MAT Lesson Plan Template