Bluefield State College

Daily Lesson Plan

Name: Brittany Gremore

Date: 9/19/14

Subject: Mathematics
Topic: Operations and Algebraic
Grade: 1st
Length of Lesson: 1 hour
Introduction (Essential Question): Does 6+2=4+4?

Standard: Operations & Algebraic Thinking (OA)

Objectives
General: M.1.OA.7; understand the meaning of the equal sign, and
determine if equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are false? 6 = 6, 7 =
8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Specific: Students will master 80% in understanding the meaning of

the equal sign, and students will master 80% of determining if equations
involving addition and subtraction are true or false.

Methods: At the beginning of the class, I will go over the EQ (6+2=4+4). I

will demonstrate on the board how 6+2 does equal 4+4 by using circles.
Then I will ask students how two different sets of number can equal the same
thing. This will lead us into a group discussion on how to determine if an
equation is true or false. After having the discussion in a group, I will go over
simple addition and subtraction problems on the white board. For example,
what is 6+2, 8+4, and 9-5? I will call on random students to answer these
problems. When finishing reviewing addition and subtraction problems, as a
group, the students will play a learning game on the smart board.
1

(http://www.ixl.com/math/grade-1/addition-sentences-true-or-false) This
website lets students practice answering true and false questions based on
addition and subtraction. This will allows students to learn how to determine
if an answer is true or false based on addition and subtraction. I will let each
student have three tries in answering questions. If a student answers a
question incorrect, I will explain why the chosen answer is not correct. Then
we will play another learning game on the smart board
(http://www.ixl.com/math/grade-1/which-sign-makes-the-number-sentencetrue) where students determine which sign makes the sentence true rather it
be a plus or minus sign. After students have answered questions on the
smart board, I will have them return to their seats. I will write five equation
problems on the board where students will determine if the sentences are
true or false. For example, 5+5=8+2, 6-1=10-5, 1+1=2+0, 5-5=6-2, and
4+4=2+6. I will go over the first two problems myself demonstrating how to
solve them. After going over the first two problems, I will call on three
random students to come up to the board and solve the equation and state
rather it is true or false.

Materials: (including technology, internet sites): Marker Board,

Markers, Internet, Smart Board, worksheets, and pencils

Direct Instruction: I will introduce my lesson by going over the EQ. I will
demonstrate how the answer is true, and how two different sets of numbers
can equal the same thing. I will teach students how to determine if an
addition or subtraction problem is true or false by showing them how to solve
both parts of the equation. When playing the leaning games on the smart
board, if a students answer is incorrect, I will explain to them why the
answer is not right. After the leaning games, I will go back over how to solve
addition and subtraction equations. I will go over two problems
demonstrating how to get the answer to determine if it is true or false.

Guided Practice: As a group, we will answer the EQ. This will lead us into a
group discussion on how two sets of different numbers can equal the same
thing. Students will take turns answering questions on the smart board. Then
2

students will come up to the board solving equations and determining if the
equation is true or false.

Differentiation:
Tier 1: Students will be working on a lower grade level worksheet dealing
with adding and subtracting equations.
Tier 2: Students will be working on 1st grade level worksheet where they are
to solve the equations and determine if the equation is true or false.
Tier 3: Students will be working on a higher grade level worksheet where
students are solving equations, determining if the equation is true, and if the
equation is not true they are to state why it is not.

Closure (Remember to have closure when ending a lesson, review

what the
objective(s) were for the lesson, key points of the lesson, etc.)

Independent Practice: I will pass the students worksheets out. The

students are to complete their worksheet based on their tier individually. This
will allow me to observe the classroom to see which students are having
trouble completing the worksheet. If I see a student struggling, I will go over
and help them.

Assessment: Evaluation of Lesson (objectives met?) After everyone

has completed their worksheet, I will call on students to see if they had any
questions about the worksheet. I will answer any questions the students
have about the worksheet. When everyone is done asking questions, I will
write one problem on the board. (8+8=15+1) I will ask students to raise their
hand if the equation is true then ask the students to raise their hand if it is
false. This will allow me to see which students understand how to determine
if an equation is true or false. If more than three students answer the
question incorrect, I will write several more problems on the board showing
them how to solve them.
3

How I would teach this lesson differently next time. (Reflection)

1. I could use a different EQ to start off my lesson plan.
2. I could use different worksheets for my lesson plan.
3. I could use different learning games on the smart board, or
incorporate more or less time playing the games on the smart
board.