Math Unit

Addition
1-20
Math Unit
Plan
ED 330
Kristie Najdek
Intel® Teach Program
Essentials Course
Unit Plan Template

Unit Author
First and Last Name Kristie Najdek
Unit Overview
Unit Title
Addition 1-20
Unit Summary
In this unit students will learn three different strategies to assist them in solving for the solution of addition
problems within the number 20. Students will practice every day different strategies to gain knowledge
and fluency on addition. Strategies including: using manipulative, drawing circles, and using given
pictures will all help students solve for the solution of an addition problem. Students will also be able to
solve word problems by being able to identify need information to form an equation to solve. Students will
learn how to work together whether in partners in group to build teamwork and collaboration. Finally
students will be able to take a unit exam on the last day to show their knowledge and fluency on addition
within the number 20.
Subject Area
Math
Grade Level
1st Grade
Approximate Time Needed
2 weeks – 8 days
Unit Foundation
Targeted Content Standards and Benchmarks
• CCSS.MATH.CONTENT.1.OA.C.5: Relate counting to addition and subtraction (e.g., by counting
on 2 to add 2).
• CCSS.MATH.CONTENT.1.OA.A.1: 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, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.1
• CCSS.ELA-LITERACY.RL.1.7: Use illustrations and details in a story to describe its characters,
setting, or events.
• CCSS.MATH.CONTENT.1.OA.C.6: Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8
+ 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 =
9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one
knows 12 - 8 = 4); and creating equivalent but easier or known sums.
• CCSS.MATH.CONTENT.1.OA.A.1: Use addition and subtraction within 20 to solve word
comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.1
© 2000-2007 Intel Corporation. All Rights Reserved. Page 1 of 6

Essentials Course
Student Objectives/Learning Outcomes

Students will be able to:
• use strategies to solve for the solution in an addition problem.
• apply their counting skills to visually see the concepts of addition.
• apply the Additive Identity Property for Addition when adding a number and zero.
• work together as a team to solve for the solution, and collaborate in order to agree on a solution.
• use learning centers as a learning strategy to practice fluency skill on addition within 20.
• use manipulatives as a tool in solving solutions.
• use technology as an opportunity to practice addition fluency.
Curriculum-Framing Questions
Essential
Question
What is addition?
Unit • What strategies can we use to solve addition problems?

Questions • How can we build fluency in addition?
• What is the Additive Property of Addition?
Content • What is a plus and equal sign?
Questions • What is a manipulative?
• How can we solve this equations?
Assessment Plan
Assessment Timeline
Before Students work on projects and complete After project work is

project work tasks completed
begins
• Read The • Picture addition • Adding zero: Good • KWL

Mission of building clues, bad clues • Homework
Addition • Dinosaur addition activity
• Review
• KWL Addition activity • Activity centers: sheet
• PowerPoint of • Addition 1-15 ice cream addition,
puppy addition, • Exam
different using pictures
strategies activity sailor sums
• Introduce each • Addition 1-20
of the three drawing circles
strategies classwork
• Addition 1-20 word
problems activity

Essentials Course
Assessment Summary
Throughout the unit there is several types of assessment going on. Informal assessments are done
throughout the lessons to check for understanding of the students as individuals and as a group. Some of
these assessments include a KWL chart, boards up activities, learning centers, and interactive classwork
having students showing thumbs up and down. There is discussions and closing activities to increase
student participation and engagement throughout the unit. The students will have the opportunity to choose
different strategies to gain different options to solve addition problems. Students have to opportunity to
work with partners and groups to collaborate on answers to explain why they agree or disagree. As well as
their homework assignments providing the teacher with information on what students understand and don’t
understand. Before the exam, there is a review sheet that will assess students' knowledge before the exam.
The final part of the unit end with an exam for students' to take and the teacher to assess the students'
overall knowledge on the unit.
Unit Details
Prerequisite Skills
• Basic kindergarten knowledge addition
• Basic smartboard use
• Responsibility with materials
• Counting and writing numbers 1-20
• Working in groups
Instructional Procedures
Week #1
Introducing and gaining knowledge on addition 1-20
Introduce the unit by posing the essential question to students', What is addition? Have a class discussion
while introducing the book The Mission of Addition. Start by doing a read aloud on the book. Then pose
questions throughout the book and then allow students' to complete a picture addition activity by using
images from the story in order to see what students' know about addition. The teacher will then see what
students' know and want to know about addition by posing a KWL chart. Followed by an introduction to
addition with a YouTube video and PowerPoint on different types of strategies that could be used.
Students' will then have individual lessons on each of three different strategies, adding zero, and word
problems all within the number 20 to build fluency. During each of these lessons students' will be fully
engaged in discussion, interactive classwork, or hands on activities by working as a whole class or in small
groups.
Week #2
Building Fluency on addition 1-20
In order to gain a better understanding and build fluency in addition from 1-20 students' will now
participate in different types of activities to practice their skills and strategies learned. Students' will have
the opportunity to work in small groups to use learning centers. These learning centers allow the students'
to practice their addition and build fluency to prepare for the exam. Students' will participate in three
different centers and having the opportunity to work with the teacher at one. After completing the centers
the teacher will have a review sheet for students' to complete in order to prepare for exam. The students'
will be able to ask any questions for the exam. The teacher will then end the unit by assessing students' by
administering a unit exam students' will take individuality.

Essentials Course
Accommodations for Differentiated Instruction
• Allow students' to work with partners or small groups

Resource • Allow students' to have access to manipulatives
Student • Allow students' to use any appropriate materials to solve for solution
• Use different types of classwork: interactive and hands-on
Nonnative • Allow students' to work with partners or small groups
English • Allow students' to use hands-on manipulatives
Speaker
• Allow students' to have challenging work throughout activities

Gifted
Student
• Next level learning centers
• Next level color by number
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other
Internet Connection Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Other PowerPoint
Encyclopedia on CD-ROM
• Cleary, B. P., & Gable, B. (2007). The mission of addition. Minneapolis:
Millbrook Press.
• Self-made activity
Printed Materials • Self-made PowerPoint
• Self-made worksheet
• Self-made homework sheet
• Self-made review sheet
• Self-made exam
Scissors, counters, expo markers, erasers, paper clips, pencils, dinosaur
Supplies manipulatives, smartboard, whiteboard, paper towel, loose-leaf paper, dice, and
privacy folders

Essentials Course
• YouTube Video: (n.d.). Retrieved from

https://www.youtube.com/watch?v=k5wC5krH8xo.
• Dinosaur addition: Teaching Resources & Lesson Plans. (n.d.). Retrieved
from https://www.teacherspayteachers.com/.
• Penguin addition homework : Teaching Resources & Lesson Plans. (n.d.).
Retrieved from https://www.teacherspayteachers.com/.
• Coloring sheet: Crayola. (n.d.). Retrieved from
https://www.crayola.com/free-coloring-pages/print/disney-toy-story-4-
coloring-page/
• Good clues, bad clues:
https://www.teacherspayteachers.com/FreeDownload/Go-Math-First-Grade-
Internet Resources
Chapter-1-FREEBIE-Good-Clues-Bad-Clues-3310721
• Color by number: Retrieved (n.d.).
https://www.teacherspayteachers.com/FreeDownload/Free-Color-by-Code-
Math-Color-by-Number-Addition-Subtraction-4330994
• Review Sheet: Retrieved (n.d.).
https://www.teacherspayteachers.com/Product/Harcourt-Go-Math-Common-
Core-Daily-Spiral-Review-for-1st-Grade-Chapter-1-749676
• Review game: IXL: Addition-sums up to 20: 1st grade math (n.d.). Retrieved
from https://www.ixl.com/math/grade-1/addition-facts-sums-up-to-20
• Coloring worksheet: https://www.crayola.com/free-coloring-
pages/print/disney-mickey-mouse-and-friends-coloring-page/
• Word Problem activity: Teaching Resources & Lesson Plans. (n.d.).
Retrieved from https://www.teacherspayteachers.com/.
Other Resources • Learning center bins
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Essentials Course
1. What do you like best about your unit? Why? What do you feel students would like best
about the unit? Why?
The best part about my unit is the variation of learning. There is everything from including a
piece of literature, worksheets, hands-on activities, PowerPoints, homework, learning centers,
and differentiation. This allows students' to learn in all different ways and have different
opportunities to take away something. I feel my students will like all the activities rather than just
focusing on worksheets. It will allow them to work with partners or groups and get up moving
out of their seats.
2. What was most challenging in the creation of this math unit? Be specific and provide
examples with explanation why you feel this way.
The most challenging in the creation of this math unit was creating all the worksheets and
activities. I found that trying to find them on teachers' pay teachers or something was not good. I
rather create what I want! It was super time consuming, but I was much happier with the final
product. Students' deserve to have meaningful activities and worksheets to solve and participate
in. I also felt the unit plan itself was challenging since I felt like I was never taught the proper
way to write one.
3. Provide information about what previous knowledge and/or environmental supports you
feel would be necessary if you were to implement this unit. Provide information about
where you would project this unit to continue or develop into after the 2-3 week time period
- what would happen after the last lesson?
With my unit plan, I would expect students' would have a basic understanding of addition back
from kindergarten. Especially like what a plus and equal sign is and how to right an addition
sentence. That way my introduction of the unit is similar to a review of what was learned in
kindergarten and we will build upon it. Environmental supports I feel would be necessary is the
students' want to learn and participate in activities, as well as, support at home to assist students'
with homework. Also including all the supplies I would need, hoping the school is able to supply
them. If this unit were to continue it could go two ways, one going into subtraction or it could go
into double digit addition. After the last lesson students' would take a whole unit exam to apply
all strategies learned to solve problems. If students' succeed the teacher would be able to move on
to higher level math skills.

Teacher Education Program
Lesson Plan
Teacher Education Candidate: Kristie Najdek Date: Day 1
Subject: Math Grade Level: 1st Grade
Topic: Introduction to Addition
1.Goal
The purpose of this lesson is for students to use literature and prior knowledge of counting to
introduce addition concepts.
2. Student Learning Objectives and Standards
1. Students will be able to apply their counting skills to visually see the concepts of addition.
CCSS.MATH.CONTENT.1.OA.C.5: Relate counting to addition and subtraction (e.g., by
counting on 2 to add 2).
2. Students will be able to apply the use of pictures to add and find sums.
CCSS.MATH.CONTENT.1.OA.A.1: Use addition and subtraction within 20 to solve word
comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the problem.1
3. Students will be able to use the book The Mission of Addition to introduce addition concepts.
CCSS.ELA-LITERACY.RL.1.7: Use illustrations and details in a story to describe its
characters, setting, or events.
3. Assessment of Student Learning
Pre-assessment The teacher will see what students know about addition by introducing
the title of the book The Mission of Addition to students.
Formative assessment The teacher will complete a read aloud of The Mission of
Addition. While asking questions throughout the book.
Summative assessment The teacher will put students in groups to complete a picture
addition activity by using images from the story.
4. Books, Materials, Resources, Websites, Technology
Books
Cleary, B. P., & Gable, B. (2007). The mission of addition. Minneapolis: Millbrook Press.
Materials
Scissors
Counters
Expo markers and erasers
Resources
Self-made activity
5. Teaching Strategies
Differentiation
Discussion
Read Aloud
Modeling
6. Sequence of Instructional Delivery and Classroom Management
Introduction—Engage, Motivate, Explore

The teacher will introduce the lesson by having students all come to the carpet for a read aloud.
The teacher will call students by groups and remind them to come to the carpet quietly. Once all
students are seated on the carpet, the teacher will introduce the book The Mission of Addition.
The teacher will show all students the cover of the book and ask them a few questions including:
-What do you think this story will be about?
-What does the word addition mean?
-Does anyone recognize any signs on the front cover?
The teacher will receive several answers from students. Then discuss with students that this week
we will be focusing on addition. We will be reading this book to give a brief introduction on
what addition is.
Body—Explain, Extend, Make Connections

The teacher will begin reading the book. The book will provide several concepts throughout the
book. The teacher will stop throughout the book and demonstrate with students. This will enforce
that addition is combining two or more numbers to come up with their total. The teacher will
have students stand up and demonstrate in a different way how two number equal the total. The
teacher will stop on pages:
-8-9: The teacher will have six students stand up and then add three more to represent how many
there are total.
-12:The teacher will ask: What does it mean to add?
-21: The teacher will have six students stand up and then eight more to represent how many
there are total.
-32: The teacher will ask: What is addition?
After completing the read aloud the teacher will have students return to their seats to begin
explaining the group activity. Students will be completing an activity to have a basic
understanding of addition. The teacher will put students into groups of four and spread them out
in different spaces of the classroom. The teacher will explain the directions of the activity clearly
to all students to understand.
-In groups students will be solving addition problems using the visual pictures from the book.
-Each group will receive an addition placemat.
-The goal of the activity is for students to find the correct sum by adding the two pictures.
-There will be zip lock baggies that contain the picture cards.
-Students will take two of the same picture and Velcro one in each empty box.
-Then they will count the total number in order to find the sum.
-Followed by writing the answer in the box with an expo marker after the equal sign.
-Once all students in the group agree they will record their addition sentence on the recording
sheet.
The teacher will provide students with physical manipulative counters in order to assist the
students who are struggling in math.
Closure—Evaluate Summarize, Review

Once all the directions are verbally explained to the students, the teacher will allow students to
begin their activity. The teacher will walk around to different groups in order to assist students
who are struggling. The teacher should be sure after the students complete each addition problem
they record the numbers onto the recording sheet. This recording sheet will be handed into the
teacher as a way for the teacher to check for understanding. Once students complete the basic
picture card sentences allow students investigate building addition sentences using numbers. The
teacher will allow them to record their answers on the sheet in order to see their overall
knowledge on addition back form kindergarten.
Lesson Plan
Topic: Addition 1-10 with manipulatives
1.Goal
The purpose of this lesson is for students to be able to build fluency through the use of strategies
for addition within the number 10.
2. Students will be able to use manipulatives to represent numbers in the problem to solve for the
sum.
CCSS.MATH.CONTENT.1.OA.C.6: Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6
= 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 =
10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 =
12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 +
7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Pre-assessment The teacher will complete a KWL chart on addition with students. Then
presenting a YouTube video on addition to reinforce the concepts learned from yesterday.
Formative assessment The teacher will present an interactive PowerPoint to teach

students strategies to build fluency for addition within the number 10.
Summative assessment The teacher will allow students to work with a partner to
participate in a dinosaur math game.
Materials
Paper clips
Pencils
Markers
Dinosaur manipulatives
Internet Resources
YouTube Video: (n.d.). Retrieved from https://www.youtube.com/watch?v=k5wC5krH8xo.
Dinosaur addition: Teaching Resources & Lesson Plans. (n.d.). Retrieved from
https://www.teacherspayteachers.com/.
Printed Resources
Self-made PowerPoint
Differentiation
Discussion
Modeling
Cooperative groupwork
Hands on activity

The teacher will introduce the lesson doing a class KWL chart to assess what students remember
and know from yesterday about addition, as well as, back from what they learned last year in
kindergarten. Including what they want to learn when it comes to addition. The teacher will then
present a YouTube video om the addition song. The teacher should remind students to remain
seated and use an indoor singing voice if they want to sing along to the sing. After showing the
YouTube video the teacher will move into the interactive PowerPoint presentation on the
smartboard.

The teacher will present the PowerPoint along with strategies to solve addition sentences. The
teacher will explain that today they will focusing on numbers within 10. For each slide the
teacher will read the problem, followed by solving it along with students. The teacher can have
students to come up to the board to participate. The teacher will explain how there are three
different strategies when it comes to assisting in finding the sum. On slide 4 the teacher will
explain that students can use the pictures given to help solve the sum or the student themselves
can draw pictures. The teacher will ask students how many apples do they see first? The teacher
will choose a student to come up to the board and fill in the number. Then the teacher will ask
students how many apples do they see after the addition sign? Choosing a different student to
come up to the board and writing the number into the equation. The teacher will then have
students count with her to find the total number of apples there are together. The teacher will
then move to drawing hats/circles as a different strategy to solve addition sentences. The teacher
will ask students to read the addition sentence with using blank as the answer. The teacher will
explain to students how important it is to focus on keeping your circles neat and organized. Then
have a student come up to the board and drag the circles to the correct number and then solve the
equation to find the sum of 5 + 3 = 8. The teacher will then explain the last strategy which is to
use hands on manipulatives. This can be two colored counters, unfix cubes, or even toys. The
teacher will ask a student to read the equation. Then have visual examples to show the students
that they may use them as a tool to help solve the equation. The teacher will call two students to
come up to the front of the classroom to demonstrate using manipulatives. The teacher will ask
one student to pick up two unfix blocks and another student to pick up eight. Then together they
should count the total to solve the equation 2 + 8 = 10. The student will fill in the answer on the
line.
After completing the three different strategies the teacher will present slide 7 and ask students to
talk with their elbow partners to discuss what strategy they like the best and would use to assist
them in solving an addition problem. The teacher will give students time to discuss. Lastly, the
teacher will explain they will be practicing the use of manipulatives today through a dinosaur
activity. The teacher will pair students with a partner and have them sit next one another. The
teacher will then explain the directions for the activity. Directions include:
• One partner spins the spinner and puts that many dinosaurs in the according box
• Then write the first number in the equation sentence and spin the spinner again
• Pull that many dinosaurs and place in the box and write the number in the equation
• Then solve the equation by counting the total number of dinosaurs and record the equation on
worksheet. Then your partner will go and repeat the steps.

The teacher will then pass out the materials for the activity. The teacher will have the helpers
pass out a paper clip to each group along with a pencil and a bag full of dinosaurs. While the
teacher passes out one activity paper per group and recording sheet for each student the students
should remain seated quietly. Once all materials are received the students may begin working.
The teacher should keep the directions posted on the smartboard to refer back to. The students
will complete this activity until their entire recording sheet is filled out completing 10 equations
each. Students will then place their worksheets in the hand-in bin and grab a math coloring sheet
until all groups are finished. Once all groups are finished the teacher should go back to the KWL
chart to see what students have learned about addition throughout these past two days.
Lesson Plan
Topic: Addition 1-15 with pictures
1.Goal
The purpose of this lesson is for students to be able to use pictures to solve for addition problems
within the number 15.
2. Students will be able to use provided pictures as a tool to represent numbers in the problem to
solve for the sum of the addition problem.
Pre-assessment The teacher will present review problems within the number 10 on the
smartboard using manipulatives. Followed by introducing a different strategy to use to
solve today.
Formative assessment The teacher will present an interactive worksheet on the

smartboard to model how to solve addition problems using pictures as a resource.
Summative assessment The teacher will allow students to work individually on the
worksheet to assess students learning. The teacher will assign students homework.
Materials
Pencils
Smartboard
Printed Resources
Self-made worksheet
Self-made homework sheet
Coloring worksheet: https://www.crayola.com/free-coloring-pages/print/disney-mickey-mouse-
and-friends-coloring-page/
Differentiation
Modeling
Independent practice

The teacher will introduce the lesson by reviewing material from yesterday. The teacher will
present three review problems on the smartboard for students to come up and interact with. The
teacher will start with the first problem by having the class reading it aloud. The teacher will then
choose two students to come up to the front of the classroom. One will be holding manipulatives
to represent the first add-in and the second student will represent the second add-in. These two
students will model the problems with the use of manipulatives to solve each of three problems.
After reviewing the three problems, the teacher will explain to students they will be solving
addition problems using the strategy of pictures as a tool to find the correct sum today .

The teacher will pass out the math worksheet for the days lesson. The teacher will have students
write their name on top and place their finger on the word directions. The teacher will have
students read the directions with her. Then the teacher will model how to solve an addition
problem with the use of pictures as a resource.
ü Starting with number one, the teacher will explain to students they need to look at the pictures
to determine how many there objects in order to solve for the sum.
ü The teacher will ask students how many fish do we see first? How many fish do we see
second?
ü The teacher will then ask students where do we begin in solving our addition sentence?
ü The teacher will take answers from students, and then choose a student to come in and write
the equation.
ü In order to do a self-check the teacher will ask students to show a thumbs up or down whether
they agree or disagree. For the students who disagree, the teacher can have them explain how
they solved to get their answer. Followed by using tangible manipulatives as a different visual
for them to see the correct answer.
ü Then the teacher will have students count aloud with her the total number of fish. The teacher
will repeat these steps for the following two model problems.
The teacher will then instruct students to flip their paper like a pancake. The teacher will
instruct students to complete numbers 4-11 on their own just like we completed on the
previous page.

The teacher will have student complete the try it on your section. The teacher will remind
students if they have any questions to raise their hand. The students may then grab a coloring
sheet to color in order to give time for all students to finish. After all students complete their
classwork the teacher will instruct students to put their coloring sheets away in order to self-
correct their work. The teacher will go over each problem with the entire class in order to check
for understanding. In order to make it as interactive as possible the teacher will have students
come up to the board and write the equation they completed for each number. After the student
write the equation the teacher will read the equation and ask students to give a thumbs up or
down whether they think it is correct. After getting the students answers the teacher will have
students mark a check if they got it write or circle the number and self-correct their work. Once
going over all the problems the teacher will have students put their worksheets in their folder and
clear their desks. The teacher will then pass out the homework to go into the students take-home
folder. The teacher will explain to complete the entire worksheet because it is just like what we
did in class today.
Lesson Plan
Topic: Addition 1-20 with circle drawing
1.Goal
The purpose of this lesson is for students to be able to use their circle drawing to solve for
addition problems within the number 20.
1. Students will be able to apply their counting skills to solve for the sum.
2. Students will be able to draw circles as a tool to represent numbers in the problem to solve for
the sum of the addition problem.
Pre-assessment The teacher will review homework from yesterday with students, and
then introduce the strategy of drawing to visually see the numbers to solve for the sum.
Formative assessment The teacher will present a worksheet to students to model the
new strategy. Then students will complete classwork.
Summative assessment The teacher will present a whiteboard activity to assess students
knowledge on the strategy and assign the homework.
Materials
Pencils
Smartboard
Whiteboard
Whiteboard markers
Paper towel
Printed Resources
Self-made worksheet
Self-made homework sheet
Differentiation
Modeling
Hands on activity
Think pair share

The teacher will begin the lesson by reviewing last night’s homework with students. This will
give the teacher a sense of the students understanding of the strategy. The teacher will pull up the
homework sheet answer key on the smartboard. This will allow students to self-correct their
work. After giving students enough time to check their work the teacher will have the class read
the correct equation for each problem to reinforce the answers. Once all equations are read the
students will place their homework in their take home folder and take out a pencil quietly. The
teacher will then display the problem of the day. The equations reads 5 + 9 = ____. The teacher
will explain today we will be working on a different strategy of drawing circles to help us
visually see the correct answer. The teacher will ask students if the number 5 is our first number,
how many circles can we draw? What about for 9? The teacher needs to explain when drawing
circles they need to be neat, organized, and small. The teacher will model using the problem of
the day how the circles will properly be draw in a vertical position above the number (like a hat).
The teacher will then have students count with her to find the total number.

The teacher will then pass out today’s classwork. The teacher will instruct students to write their
name on top and place their finger on the word directions. The teacher will read the directions
with students. Followed by completing the let’s try it section together. The teacher will have
students read the equation for number 1. Followed by explaining how they drew the circles for us
for 4. The students need to trace the circles and draw the circles for the next number 8. The
teacher will call one student up to the board to model the correct answer. Then as a class the
teacher and the students will count aloud all the circles to find the correct sum for the equation.
After filling the correct answer the teacher will ask the class to read the final correct answer
together. The teacher will repeat these same steps for number 2. After completing the let’s try it
section allow students to flip the paper over and complete the back on their own. Be sure to
remind students it is super important to keep your circles neat, small, and organized in order to
get the correct answer. Students who may seem to not be able to draw the circles in a neat matter
may be given manipulatives in order to solve for the correct answer. Once all students complete
the classwork the teacher will allow students to pair up with each other to check their answers.
The teacher will explain to students they will place a check mark if both their answers are the
same and circle the problem if they are not. After students compare their work the teacher will
ask students to share the problems they did not agree on in order to check for overall
understanding. Once all the work is checked the will instruct students to place their classwork in
their take home folder and to clear their desks.

The teacher will now explain to students we will be doing a white board activity to reinforce our
math fluency skills. The teacher will have each group go one at a time to get a white board, paper
towel, and marker. After all students have all the materials, the teacher will explain the
directions.
-On the board, I will display an addition problem.
-The students will write the equation at the bottom of their board.
-Then they will draw the appropriate number of circles to correspond with the problem.
-Followed by writing the correct answer on the line.
-The teacher will then say boards up.
-The teacher will glance at all students boards.
-Then show the correct answer on the board.
-The students will then erase their boards and be ready for the next problem.
Students may be offered manipulatives if they prefer that strategy when solving the problem.
After the activity is over the teacher will have students, one group at a time, place their white
boards and markers in the cabinet and throw out their paper towel. Once all students return back
to their seats, the teacher will pass out tonight’s homework. The teacher will explain to use the
same strategy of drawing circles above the numbers to solve for the problem.
Lesson Plan
Topic: Addition 1-20 word problems
1.Goal
The purpose of this lesson is for students to be able to use a strategy they learned this week to
solve for addition word problems within the number 20.
1. Students will be able to relate their counting skills to addition word problems.
2. Students will be able to use a learned strategy to represent numbers in the word problem to
solve for the sum.
3. Students will be able to solve word problems within 20 by using strategies learned earlier this
week.
CCSS.MATH.CONTENT.1.OA.A.1: Use addition and subtraction within 20 to solve word
comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the problem.1
Pre-assessment The teacher will review homework from yesterday with students, and
then ask students what is a word problem?
Formative assessment The teacher will present different word problems to work along
with students.
Summative assessment The teacher will assess students ability on solving word
problems through a group activity.

Materials
Pencils
Smartboard
Whiteboard markers
Erasers
Paper towel
Printed Resources
Self-made worksheet
Word Problem activity: Teaching Resources & Lesson Plans. (n.d.). Retrieved from
Differentiation
Modeling
Hands on activity
Discussion
Group work

The teacher will begin the lesson by reviewing last night’s homework with students. This will
give the teacher a sense of the students understanding of the strategy. The teacher will go over
each problem individually. The teacher will have students give a thumbs up or thumbs down
depending on if they agree with the answer. If a student disagrees the teacher will explain how to
get the correct answer. Reminding students they need to check their work twice and take their
time. After checking the homework the teacher will ask students what is a word problem? The
teacher should get several answers frim students. Then explain that a word problem is a situation
that needs to be solved in three easy steps. The teacher will then pass out the classwork for the
day.

The teacher will instruct students to write their name on top and place their finger on the word
directions. The teacher will read the directions with students. The teacher will chose a student to
read the first word problem. Then explain in order to solve this we need to focus on three steps.
The teacher will ask students what they think the first step is followed by the second and third.
The teacher will then write the answers on the given lines for students to copy in order to remind
them the steps. Students who need to be reminded of these step will receive a small post it note
on their desk of the three steps to look back to. Then the teacher will go back up to the problem
and ask what should be the first thing we do after reading the problem? Receive answers from
students, and then circle the information. Then write the equation on the provided lines. In order
to solve the teacher will pick on a student to choose which strategy they want to use to find the
total amount of bottles in the grocery store. Once completing the first problem the teacher will
have students flip over their paper and try the second problem together. This should be done in
the three step procedure. The teacher will complete this problem just like the previous one. Then
the teacher will allow students to work with a partner to solve number 3. The teacher will then go
over the problem to be sure students understand and got the correct answer. Following allowing
the students to work individually on the last problem. The teacher will then go over the last
problem to check for understanding. The teacher will have students place their classwork in their
take home folder and clear their desk quietly.

The teacher will now explain to students we will be doing a group activity to practice our
solving for word problem skills. The teacher will split the class up into five groups about four
students in each group. The teacher will explain the directions:
-in each group there will be several word problem boards.
-being in your group you will work together to solve the word problem.
-each group member will take turns: one will read, one will draw, one will write the given and
one will write the equation and answer (these roles will switch for each problem)
-after solving the problem you may flip over the board to see the correct answer
-if the answer is correct you may erase and move to the next problem
-if the answer is incorrect self-correct your work
The teacher will float around the classroom moving from group to group to check for
understanding of word problems. If the teacher sees a student struggling, she will pull those few
students in a group with her at the back table to work on understanding. The teacher will allow
students to work for about 15 minutes in their groups to solve the problems. The teacher will
then ask students to place all materials back in their bin and return to their seats quietly and get
ready fro science.
Lesson Plan
Topic: Adding zero
1.Goal
The purpose of this lesson is for students to apply the Additive Identity Property for Addition
when adding a number and zero.
1. Students will be able to apply and understand the Additive Identity Property for Addition.
CCSS.MATH.CONTENT.1.OA.B.3: Understand and apply properties of operations and the
relationship between addition and subtraction.
2. Students will be able to apply pictures to add to find the sum.

Pre-assessment The teacher will use guided practice to introduce the concept of adding
zero to a number. By students drawing a picture to represent a given problem.
Formative assessment The teacher will instruct students to complete the try it on your
section. The teacher will then go over the solutions.
Summative assessment The teacher will assess students understanding of the Additive
Identity Property for Addition by completing an adding zero activity and assigning
homework.
Materials
Pencil
Loose-leaf paper
Internet Resources
Penguin addition homework : Teaching Resources & Lesson Plans. (n.d.). Retrieved from
Coloring sheet: Crayola. (n.d.). Retrieved from https://www.crayola.com/free-coloring-
pages/print/disney-toy-story-4-coloring-page/
Good clues, bad clues: https://www.teacherspayteachers.com/FreeDownload/Go-Math-First-
Grade-Chapter-1-FREEBIE-Good-Clues-Bad-Clues-3310721
Printed Resources
Self-made classwork worksheet
Differentiation
Guided practice
Hands on activity

The teacher will introduce the lesson by asking students what is the additive identity property?
The teacher will allow several answers from students. Then the teacher will explain that when we
add zero to a number the result is the number itself. The teacher will then pass out the classwork.
The students should have their finger on the directions. Once all students are on task, read the
directions together reminding students to track the print with their finger. The teacher will read
the problem aloud to students Scott has 4 marbles. Jennifer has no marbles. How many marbles
do they have? Students should show their work to model the problem. Students who need further
assistance remind them they can draw a picture to help them solve the problem. Have students
draw neat circles to show their work. Teachers will ask guided questions to help them solve the
problem.
-What do need to find?
-What information do you need to use?
-What will you do first to solve the problem?
-Why do you not show any marbles for Jennifer?
-What can you do to show a part that is zero?
-How do you find the whole when one part is zero?
Once the problem is solved have students say the solution all together: Scott and Jennifer have 4
marbles.
The teacher will then instruct students to flip their paper like a pancake to the try it on your
section. The teacher will instruct students to complete this entire page on their own. If they have
any questions raise their hand. The teacher will remind students to be sure to show your work to
help you. As students are completing the work the teacher will check for students who are
struggling and allow them to use visual and physical manipulatives to solve the problems.
After students complete their work they should have their pencil on their name tag in order for
the teacher to know who is done. They may take a coloring sheet to complete until the entire
class is finished. The teacher will then go over each problem by allowing students to come up to
the board and draw their circles and write their number sentence.

The teacher will then explain to students they will be participating in a group activity. The
activity is called Good Clues vs Bad Clues. The teacher will split students up into groups of four.
Then the teacher will explain the directions. The teacher will be sure the students are setting up
the activity step by step as the directions are being explained.
-Place the good clues and bad clues cards next to each other.
-Shuffle the small addition cards and stack them in a pile.
-Choose one card at a time.
-If it is true, place it under “good clues”.
-If it is false, place it under “bad clues”.
Each student in the group will take turns. After the student decide whether it is true of false, the
group members should check the answer on the back of the card. There will be a small t or f on
the back corner to show the correct answer. Students who get the concept extremely quickly,
give them a sheet of loose-leaf paper and if the answer is false have them write the equation and
the correct answer. After all the cards are sorted shuffle them again and play again! After doing
this activity for about 10- 15 minutes have all students place the materials away and return back
to their seats. The teacher will then pass out the penguin adding zero homework sheet. Instruct
students to complete the entire worksheet and bring it back tomorrow to be checked.
Lesson Plan
Topic: Addition 1-20: Building fluency
1.Goal
The purpose of this lesson is for students to build fluency to solve for addition problems within
the number 20 and prepare for exam.
1. Students will be able to apply their counting skills to learning center activities.
2. Students will be able to use strategies learned to solve for the sum of the addition problem
within students learning centers.
Pre-assessment The teacher will allow students to complete a color number by activity
while setting up groups and materials for learning centers.
Formative assessment The teacher will work with each small group to assess students
understanding and work on individualized skills with students.
Summative assessment The teacher will present students with a review sheet to prepare
for exam tomorrow. The review sheet will be started in class and finished for homework.
Materials
Pencils
Dice
Expo markers
Paper towels
Learning center bins
Printed Resources
Self-made review sheet
Internet resources
Color by number: Retrieved (n.d.). https://www.teacherspayteachers.com/FreeDownload/Free-
Color-by-Code-Math-Color-by-Number-Addition-Subtraction-4330994
Review Sheet: Retrieved (n.d.). https://www.teacherspayteachers.com/Product/Harcourt-Go-
Math-Common-Core-Daily-Spiral-Review-for-1st-Grade-Chapter-1-749676
Differentiation
Hands on activity
Learning centers
Cooperative group work

The teacher will begin the lesson by collecting the previous night’s homework to be graded. The
teacher will then pass out a color by number worksheet. For students who struggle with addition
above 10, the teacher will provide students with a color by number within 10. As the students are
completing the color by number, the teacher will be setting up the groups and materials for the
learning centers. The teacher will display the group names and numbers up on the board. After
giving students about 10 minutes to complete the color by number worksheet have them put
them away and clear their desk. Students will then separate themselves into the correct groups
corresponding on the board and the designated area.

The teacher will working with small groups throughout this time period. Each station will be 10-
15 minutes long. The teacher will stay at the most difficult center to assist each group and check
for understanding. There will be three different centers including: ice cream addition, puppy
addition, and sailor sums. The teacher should explain to students that each center has directions
on the inside cover. The group members should read all directions before staring. The teacher
will give an overview of each center before beginning.
Sailor sums
1.Roll the dice to see who goes first. The person with the smallest number goes first.
2 Roll the dice. Move your game piece that many spaces.
3.Then draw a card from the top of the pile, read the problem, write the problem on the recording
sheet, and solve.
4.Your partner or other group member will check you answer on the back of the card.
5.If you got it right, you remain on that spot.
6.If you get it wrong you move back three spaces.
7.Take turns the person who reaches the winner box first wins!
Ice cream addition
1.Have enough students in the group in order to have groups of three.
2.One student should receive a cone, while two others receive ice cream scoops.
3.Students need to discuss with other member of the group in order to find the two addends that
equal the sum.
4.Once the group is found the students should Velcro the scoops in the correct order to form the
addition sentence.
5.After creating the sentence un-Velcro the scoops and mix them up to get a different number.
6.These steps should repeated for 10 minutes to form all different addition sentences.
Puppy Addition
1. The first students should spin spinner A and record their answer on the recording sheet on the
line.
2.Then the same student should spin spinner B and record the number of dots in the square on
the recording sheet.
3.The student will then solve the addition problem. Once solved the partner should check his/her
answer on the answer sheet.
4.If the answer is correct the student will circle the dog bone with their answer in their color
marker.
5.The partner should repeat the same step until all addition sentences are filled out on the
recording worksheet.
6.The student with the most bones to feed their puppy wins .
The teacher will then allow students begin on each activity. The teacher will set a timer on the
smartboard for 10 minutes and when the timer goes off all the materials must go back into the
bin and you recording sheets with a name on it placed in the classwork bin. Then the students
will move to the next center. The teacher will be sitting at the puppy addition center monitoring
progress with all groups. After all the centers are complete the students will move back to their
sears and the teacher will take feedback from students.

To close the lesson the teacher will pass out the review sheet for the exam tomorrow. The teacher
will instruct students to complete the review sheet for homework in order to have a review and
understanding for the exam tomorrow. The teacher will explain that the exam will look similar to
the review sheet and to give it your best shot. The teacher may allow students to start review
sheet independently if time allow. Student who need manipulatives may borrow them to
complete the review sheet.
Lesson Plan
Topic: Addition 1-20: Exam
1.Goal
The purpose of this lesson is for students to review addition strategies to be able to use them to
solve for solutions on the exam.
1. Students will be able to apply their counting skills to participate in the online review game
and answer solutions on exam.
2. Students will be able to use strategies learned to solve for the sum of the addition problem for
the review game and perform on the exam.
3. Students will be able to apply their knowledge of addition to answer questions in review game
making responsible choices when using the smartboard.
Standard - 15.4.2.B: Demonstrate responsible use of technology and equipment.
Pre-assessment The teacher will review the review sheet with the class that was
completed for homework.
Formative assessment The teacher will explain as a class we will be playing an online
review game to review for the exam.
Summative assessment The teacher will present students with the addition 1-20 exam to
be taken individually to assess students’ knowledge on the subject.
Materials
Pencils
Smartboard
Whiteboards
Markers
Erasers
Privacy folders
Printed Resources
Self-made review sheet
Self-made exam
Internet resources
Review Sheet: Retrieved (n.d.). https://www.teacherspayteachers.com/Product/Harcourt-Go-
Math-Common-Core-Daily-Spiral-Review-for-1st-Grade-Chapter-1-749676
Review game: IXL: Addition-sums up to 20: 1st grade math (n.d.). Retrieved from
https://www.ixl.com/math/grade-1/addition-facts-sums-up-to-20
Differentiation
Technology

The teacher will begin the lesson by asking students to take out their review sheets. The teacher
will then explain we are going to review each problem in order to make sure we got the correct
answer. The teacher will encourage students to ask questions for any misunderstandings. The
teacher will display only one problem at a time on the board, it will be the answer key portion.
The teacher will ask students to give a thumbs up or thumbs down whether they agree or
disagree with the answer. If a student does not agree the teacher will demonstrate using
manipulatives to give the student a better understanding of the answer. The teacher will review
the entire review sheet numbers 1-12. The teacher will then instruct students to put their review
sheets inside their desks.

The teacher will then explain to students we will be playing an online review game, as one more
review before we take out test. We will be playing as individuals and groups. The teacher will
allow students to all get a whiteboard and marker. The teacher will explain the directions of the
game.
-each students will have their own whiteboard
-each student will solve the equation on the board using any strategy they learned over the past
two weeks.
-once each group member solved the problem you will have two minutes to discuss as a group
the correct answer.
-then as a group choose one student to show their board, when the teacher says boards up.
- if all the answers are the same the teacher will fill in the number into the problem on the game
-if there is different answers the teacher will solve together with students the solution on the
board before placing the answer on the game.
The teacher will repeat these steps for each question. The teacher will allow student to use any
materials needed to solve their problems. The teacher will be sure to remind students to show
responsible behavior when participating in the game or we will no longer be able to play. Once
the game is completed (around 10 minutes), the teacher will have students put all the materials
away by group. The teacher will remind students to have a clear desk with nothing but a pencil
and a privacy folder.

To close the lesson the teacher will administer the exams to each students. The teacher will
explain to students to write their names on top and place their finger on the directions. The
teacher will remind students to ask for any materials they would like to use as manipulatives on
the exam. The teacher will read the directions with the students. The teacher will read through
each problem with students and allow time to answer it. The teacher will walk around the
classroom and make sure all students are on task. The teacher will do this for all problems 1-14.
Once the exam is complete the teacher will ask students to raised their tests up to be collected.
Once the students exam is collected the teacher will allow them to put their privacy folders away
and finish any unfinished coloring sheets they may have.

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Addition

Unit Plan Template

© 2000-2007 Intel Corporation. All Rights Reserved. Page 1 of 6

Student Objectives/Learning Outcomes

Unit • What strategies can we use to solve addition problems?

Before Students work on projects and complete After project work is

• Read The • Picture addition • Adding zero: Good • KWL

© 2000-2007 Intel Corporation. All Rights Reserved. Page 2 of 6

© 2000-2007 Intel Corporation. All Rights Reserved. Page 3 of 6

Accommodations for Differentiated Instruction

• Allow students' to work with partners or small groups

• Allow students' to have challenging work throughout activities

© 2000-2007 Intel Corporation. All Rights Reserved. Page 4 of 6

• YouTube Video: (n.d.). Retrieved from

© 2000-2007 Intel Corporation. All Rights Reserved. Page 5 of 6

© 2000-2007 Intel Corporation. All Rights Reserved. Page 6 of 6

Teacher Education Candidate: Kristie Najdek Date: Day 1

Subject: Math Grade Level: 1st Grade

Topic: Introduction to Addition

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Kristie Najdek Date: Day 2

Subject: Math Grade Level: 1st Grade

Topic: Addition 1-10 with manipulatives

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

Formative assessment The teacher will present an interactive PowerPoint to teach

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Kristie Najdek Date: Day 3

Subject: Math Grade Level: 1st Grade

Topic: Addition 1-15 with pictures

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

Formative assessment The teacher will present an interactive worksheet on the

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Kristie Najdek Date: Day 4

Subject: Math Grade Level: 1st Grade

Topic: Addition 1-20 with circle drawing

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Kristie Najdek Date: Day 5

Subject: Math Grade Level: 1st Grade

Topic: Addition 1-20 word problems

2. Student Learning Objectives and Standards

3. Assessment of Student Learning