LG2+Mello


 * Learning Goal:** Students will demonstrate an understanding of menatlly adding and subtracting whole numbers under 10. (Grade 1)


 * Objective 1.1:** Students will demonstrate the ability to mentally add and subtract number from 1-10.
 * Objective 1.2:** Students will demonstrate the ability to mentally fill in the missing number to an addition/subtraction equation.
 * Objective 1.3:** Students will demonstrate the ability to create their own addition and subtration problems using numbers 1-10.

Addition/Subtraction 40 minutes
 * Lesson Plan:** Grade 1


 * Materials:**
 * White Board/Markers
 * What’s the Missing Number Worksheet
 * White Board Markers


 * Introduction**:
 * 1) Students will complete a questionar dealing with their feelings towards adding and subtracting. ([[file:Affective assessment- math.doc]])
 * 2) To start off the lesson, students will be asked to complete 5 math problems that I have written on the board without using their number lines (students will cover the number lines before the lesson begins). (a. 3+5, b. 7-5, c. 6+4, d. 9-6, e. 3+4).
 * 3) I will ask students, who are willing to volunteer their answers, to come to the board and complete the problems I have already written. **Lesson Development:**
 * 4) [[image:file:clip_image001.gif width="16" height="15"]]Once students all have the correct answers, I will erase the problems except for the last problem, 3+4. I will erase just the answer and replace it with a (TRIANGLE)
 * 5) I will explain to the students that the triangle represents the missing number to the math sentence. I will go on to explain that it is still the same equations, and will still have the same answer. The only difference is that’s instead of a blank where the missing number is, is a shape.
 * 6) I will explain that the triangle represents the missing number in the problem, but it needs to be replaced with the correct number.
 * 7) [[image:file:clip_image001.gif width="14" height="14"]]I will then write 2 + (SQUARE) = 7. I will remind the students that the square represents the missing number in the equation.
 * 8) I will then ask students what number we can put into the sentence to make it true.
 * 9) [[image:file:clip_image001.gif width="14" height="14"]]I will put one more question on the board to be solved as a class. 10 = 2 + (CIRCLE)
 * 10) I will write five new equations on the board and have five new students, again who are willing, come and solve them on the board.
 * Closure:**
 * 1) Students will work with the other members of their group to create their own equation placing a shape in the place of an answer. One group membwer will write their groups equation on the board.
 * 2) The class will write these equations on the bottom of their paper and complete the problems.


 * Assessment**

__Objective 1.1__: After the lesson, students will play in partners with addiction/subtraction flashcards. I will walk around observing each pair to check for how the students come to the answer (verbally or using a counting line) and how easily they get to the answer. I will write my observations on a chart listed with two columns. One for the students name and the other for the observation.

Observation Chart

__Objective 1.2 & 1.3__: Students will complete a multiple choice, fill in the blank, and "short answer" worksheet.



3. Students who excel in this activity will be given the opportunity to complete bonus equations that I will write on the board while they complete the worksheets.
 * Learner Factors**
 * 1) Students who seem to be experiencing difficulty with the worksheet will receive extra help from the teacher as she walks around the room.
 * 2) Students with learning difficulties will be asked to complete only a certain number of the problems and they will be assessed on only these problems.

2. All students will be able to clearly see the white board and outside distractions will be kept at a minimum.
 * Environmental Factors**
 * 1) Students will be seated in their groups (of 4 or 5).