Missing Numbers Math Lesson gr1

1. Lesson Plan Information 1.
Lesson Plan Information

Subject/Course: Math Name: Emma Fenton
Grade Level: Grade 1 Date: December 2, 2013 Time: TBA
Topic: Missing Numbers (addition) Length of Period: 1 Hour (approx)
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
Number Sense and Numeration: Operational Sense.
-solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental
strategies (e.g. one more than, one less than, counting on, counting back, doubles);
Learning Skills (Where applicable):
-Logical thinking skills
-Independent working skills
-Communication skills (participation in discussion)
3. Content
What do I want the learners to know and/or be able to do?
-Be able to think backwards when adding in order to complete different sections of an equation
-Think more critically about the components of an equation
-Able to manipulate aspects of an equation to be able to discover other sections (e.g. 6+__=11)

Today learners will:
-Listen to and participate in collaborative points of the Quack and Count story book as we break apart the
addends of a total amount.
-Discuss the ways in which one can count something (e.g. 7=6+1, which is the same as 7=4+3
-Complete a worksheet about stating how many ways they can count how many ducks are all together/completing
a domino piece with the correct amount of dots.
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
-Assessment of the students will come primarily from the results of their worksheet
-However, I will also keep an eye on who is participating and pass on this information to my AT
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
-Counting whole numbers to ten
-Adding numbers to ten
-Communicating in mathematical terms (add/subtract, equals etc)
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
-On the worksheet, I have given different methods of communicating missing numbers (e.g. number line, picture)
-In addition, I will provide one-on-one help during independent work for struggling students
-For high-energy children, I will try to involve them in the lesson (setting up the math blocks or pointing to a specific
part of an equation.
-For children unable to focus on the carpet without disrupting other students, allow them to sit on a chair on the
outside to the carpet so they are less tempted to disrupt their peers.
Lesson Plan
Template
B. Learning Environment
-Carpet for story and discussion
-Desks for worksheet!
C. Resources/Materials
-Book Quack and Count By Keith Baker
-Original and Photocopies of Worksheet
-Pencils (to finish worksheet)
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
To ease into the lesson, Ill read the title of the book Quack and Count, show the cover and ask
Does anyone have an idea of what this book might be about?
After predicting, I will begin the story.
The first page will talk about a total amount of ducks. I will emphasize this and I will have the class count how
many ducks are on the page.
The book continues to illustrate different amounts of ducks on either page; however, they always lead up to the
same total (7 ducks). Each time I will have them count and ask volunteers how many are on each page. After
asking them to find the numbers, I will write an equation on chart paper. Example: 5+2=7.
The chart paper will end up looking a little something like this:
7 = 6 + 1
7 = 2 + 5
7 = 5 + 2
7 = 1 + 6
7 = 4 + 3
7 = 2 + 3 + 2
7 = 3 + 4
7 = 2 + 2 + 2 + 1
**The story is the lessons hook*
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
After finishing the story, I will engage the students in a discussion Can anyone tell me what they thought the story
was about? and then
What was different about each of the pages? If they are having difficulty with this concept, ask other questions
such as Well, how many ducks were there in total on each page? (Always 7 total)
So the answer or total wasnt different, but what was different? (The WAY of getting the total)
-Then, I will bring out 7 blocks, demonstrate the physical difference between 6+1 and 2+5. Point out that it always
equals seven, but there are different ways of achieving this total.
-I will then start only putting out a portion of the total and have the class find how many more are needed to
complete the total. I will then write a blank in the equation so the students can begin to find the missing number.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
To consolidate learning:
-Ask the students what they will do What is the first thing you might do when filling in this blank! ...second, third.
They should touch on:
1. Find how many is the total (=__)
2. Find what number is already given
3. Find how many more need to be added in order to make the total!
-Once they are comfortable with this concept, I will introduce the worksheet to them and briefly explain it.
-Ask if there are any questions!
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded
practice, and gradual release of responsibility.)
-I will dismiss those who are being patient and quiet to go back to their seats where they will complete their
worksheet.
-This is where there is a release of responsibility in the form of this worksheet where they will demonstrate what
they have learned from my lesson!
CONCLUSION: How will I conclude the lesson?
-Conclude the lesson by telling the students how impressed I am with their progress!
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?

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1. Lesson Plan Information 1.

Lesson Plan Information

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