Brianne McGlone Individual Lesson Plan Problem-Based Interactive Learning Grade: 1 Rationale: This lesson will be taught in order

r for the students to figure out how a number is changed when its ones digit is changed by 1 or its tens digit is changed by 1 CORE Standards: 1.OA.5 Relate counting to addition and subtraction 1.OA.7 Work with addition and subtraction equations 1.NBT.2 Understand place value 1.NBT.5 Use place value understanding and properties of operations to add and subtract Objective: Students will be able to find 1 more or less or 10 more or less than a given number

Materials: Connecting Cubes (25 per student) Index Cards (4 per pair of students, with a 1-digit number less than 50 written on each) Number cubes (1 per pair, with a 1 or a 10 on each side) enVision Math worksheet

Lesson Progression: Introduce the lesson by telling the students that they have learned how to count and how to skip count by 10s. Tell them that today they will find 1 more than, 1 less than, 10 more than, and 10 less than a given number.

Begin by having the students skip count by 10s from multiples of ten, like 20 and 30. Then have the students count on and back by ones from a two-digit number, like 35. Give each student 25 connecting cubes and ask them to show 12. Ask the students how they can use the cubes to find 1 more than 12. Ask them how they can use them to find 1 less than 12. Call on a volunteer to show their resulting cube trains and tell the class what numbers they found.

Have another volunteer hold up their train of 12 cubes, and ask them to add one more to it. Ask the student how many cubes there are now (13) and state that 13 is 1 more than 12. Have the student remove the added cube so that he or she has the 12 original cubes. Ask the student to take away 1 cube and tell the class how many cubes are left. Ask the student how they know 11 cubes are left. State that 11 is 1 less than 12. Repeat this procedure with connecting cubes 10 more and 10 less than 12.

Pass out the enVision Math worksheet Have students work in pairs and ask each pair to show 36 using connecting cubes in trains of tens and ones. Ask them how they showed 36 using the tens and ones. Ask the students to show 1 more than 36 and then asking what the number is. Ask the students how 36 and 37 are related (37 is 1 more than 36, 36 is 1 less than 37). Have the students record their answers in the first item on the enVision worksheet. Repeat this process with 10 more and 10 less than 36, but do not have the students write their answer on the worksheet.

After the guided instruction, pass out number cards and a number cube to each pair. Tell each pair to keep their number cards face down. Explain to the students that one of the partners will toss the number cube and write the number on the first line of the worksheet (item 2). The other partner will then choose a card and write the number on the next line of item 2. The partners will then work together to solve the problem (the item should read: [1 or 10] more than [number from number card] is [blank] or [1 or 10] less than [number from number card] is [blank]). For the first time the students do this, tell the students who are tossing the cube to toss the cube, and record their number. Then tell the other students to choose a number card. Then have the students work together to solve. Have the students repeat these steps twice more on their own to complete items 3 and 4.

Have the students then open the worksheet and compete the practice problems on their own. Circulate the room as they work on the problems individually and assist if necessary. When some students are finishing up, have the ones who completed the worksheet bring their worksheet to the teacher at the table and check each students answers. If the answers are correct, give the students a star and have them work on the more challenging questions on the back of the worksheet. If there is a wrong answer, ask guiding questions such as How did you get this answer? and Can you show me how you figured that out? or Can you use your connecting cubes to show me how you got that answer? Have the student return to their seat to fix any mistakes and return to the teacher when they complete it again.

Repeat this process for the back of the worksheet that has the more challenging problems. As the students complete the entire worksheet, allow the students to choose a partner and again practice with the number cards and number cubes (make sure they have different number cards than before).

The students can then create their own number cards using their own numbers and practice using them with their partners. The lesson will be closed by choosing a pair or two to volunteer and demonstrate using the number cube and one of their number cards.

Other Considerations: The whiteboard can be used at the beginning of the lesson to go over some of the problems. The source of this lesson is enVision Math, Grade 1, Lesson 12-1. The words less than and fewer will be interchanged to show that both words can be used and mean the same thing. For classroom management, partners will be assigned prior to the start of the lesson. It is expected that the lesson will go well, because the students will be able to use manipulatives to help them understand the problems. If the students are having difficulty understanding the problems, have them practice with the connecting cubes more and do more guided problems with them on the whiteboard.

Differentiation: Pair the students together by ability, so that a lower-ability student is paired with a higher-ability student. Allow the students to use the connecting cubes or any other method that helps them solve the problems and understand how to do them. For students that need an extra challenge, have them do their own number cards with numbers above 50. Read the problems to students that have difficulty reading. If the students are struggling, they will be allowed to work with a partner for the worksheet. Assessment: The assessment will be linked to the objective because the completion of the worksheets will demonstrate that the students learned how to figure out 1 more, 1 less, 10 more and 10 less. Assessment will also be on-going throughout the lesson by seeing which students are understanding how to do the problems during the beginning of the lesson and while circulating the room, as well as when the students bring up their completed work to be checked.