Lesson 2

Grade/Class: First Grade

Subject Area(s): Mathematics

Lesson Topic: Addition Strategies

Day: 1

Desired Learning Outcome(s): Students will be able to demonstrate at least two

different strategies (counting all, counting on, making ten) for adding two numbers up to
20.
Essential Question(s) From Learning Objective: How many different strategies can
you use to add two numbers? Which strategy makes it easiest to solve the problem?
Which strategy helps you solve the problem faster?
Common Core/North Carolina Essential Standard(s):
Common Core or Essential Standards for Grade 1
Grade 1: Mathematics
1.OA.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.
Learner Prior Knowledge/Learner Background Experiences:
Solve addition and subtraction word problems, and add and subtract within 10

For any number from 1 to 9, find the number that makes 10 when added to the
given number (for example, by using objects or drawings) and record the answer
with a drawing or equation

Solve addition and subtraction word problems, and add and subtract within 10 by
using objects or drawings to represent the problem

Materials and Resources Needed:

White board

LEGO pieces (20 for each pair of students)

Pencils and copies of attached handouts

Teaching Strategies:
Anticipatory Strategies (Background Knowledge): I will begin by standing at the white
board and asking the class (sitting in their seats): Can anyone add these two numbers?

When at least one of the students raises a hand, I will call on one of them and ask for the
student to share the strategy used to get the answer (I will be looking for both counting
all and counting on). Then I will ask if anyone used a different strategy to solve the
problem, and I will ask him or her to share the strategy. If no student shares the making
10 strategy, I will ask the class: What if I put one of these blocks over here with the 9?
How does that change the problem? Is the answer different?

I will then ask the class to help me solve one more problem in the same way (such as 8 +
7), calling on three different students to share three different solving strategies.
Developmental Strategies: I will ask students to pair up with one of the students already
at their table, and I will distribute small Ziploc bags containing 20 LEGO pieces to each
pair. I will tell the students to take turns and give each other addition problems to solve. I
will tell the students to encourage their partner to demonstrate at least two strategies in
solving each problem. The students will use the attached tally sheet during this activity,
and check in the appropriate columns when their partner shows two strategies. I will
circulate while the students are working together.
Concluding Strategies: I will wrap up this lesson by collecting the LEGO pieces and tally
sheets and then asking students to return to their own seats. I will then call on a few
students and ask them to share some of the strategies they noticed their partners using. As
before, I will try to get the students to explain at least three strategies for solving the
problems. I will then distribute the attached handout containing three problems and ask
students to work independently on these, and to demonstrate at least two solving
strategies for each problem by drawing diagrams to explain their thinking.
Assessment:
Informal assessment conducted during the discussion and hands-on parts of the lesson
Tally sheets to serve as a form of formative assessment
Handout with three addition problems to be collected at the end of the lesson
EC accommodations/modifications to strategies or assessments:
The teacher may choose student pairs if students have difficulty staying on task.
Students who exhibit a full understanding of all three strategies will be asked to stretch
and start thinking about even more strategies (working from other benchmark facts like
doubles, etc.).
Resources Used in Creating This Lesson Plan:
North Carolina Department of Public Instruction (n.d.) NC common core instructional
support tools. Retrieved from http://www.ncpublicschools.org/acre/standards/commoncore-tools/ on November 25, 2013.

Name __________________________ Date __________________

Addition Strategies: Tally Sheet

Problem

Strategy A

Strategy B

Name __________________________ Date __________________

Addition Strategies: Practice

Solve the problem. Show your work, and two different strategies used
to solve the problem.
1.

7+6=
Strategy A

2.

9+7=
Strategy A

3.

Strategy B

Strategy B

8+4=
Strategy A

Strategy B