Lesson Plan 1 Duration: 30 minutes Grade level: One (1) Topic: Whole Number Concepts Sub-topic: Subtraction Specific Objectives: Students should be able to: 1. Define the term subtraction 2. Solve worded problems involving subtraction- 80 percent of the time. 3. Show that they have understood the concept by playing the board game while they sing together “ten green bottles” Pre-requisites: Content: Counting from 1- 20 Subtraction is taking one number away from another or an amount away from another. For example: 5-2=3 When using subtraction, we use words like take away and subtract. (1) Fish fish in a dish, how many fishes would you like to wish… (2) Ten green bottles standing on a wall, then one green bottle accidently falls. Now there are nine green bottles standing on a wall, then one green bottle accidently falls… Teaching Resource: chalk, chalk board, real life objects, cards, a dice, 4 pegs, math board game, subtraction worksheet. Teaching Approach and Strategies: questioning, group work, Process skills: calculating, comparing, representing, counting Instructional Activities Introduction Teachers starts lesson by making students create a large circle around the class and they play the game fish fish in a dish with numbers up to 20. But before they start, teacher stands in the center of the circle and counts the name of students who are playing the game. At the end of the game she does the same routine and counts the number of students who are still standing. Developmental Step 1 Teacher then tells students that she began the game with (20) students and at the end of the teacher asks if they notice that there are less students left standing. She then asks “what does that mean? “Then she says that means you take away or you have less or you subtract or minus. Step 2 She shows them what the sign for subtraction is and does it on the board and makes them practice it on their notebooks. Step 3 She does a few examples of subtracting using real life things and objects then calls some students up to demonstrate and try it out. Culminating Activity Each student is given a worksheet to do some practice subtraction on their own so teacher can see who has understood the concept. Evaluation/ Assessment Teacher places students in groups of four. Each group will be given a board game along with cards, a dice and 4 pegs. They all sing “the ten green bottles” each group has one student who has understood the subtraction concept, in order to help the other members of the group who have not clearly understood the concept. Each child has a chance to roll and answer questions while teacher walks around to monitor and ensure that they are working together. Lesson plan 2 Duration: 30 minutes Grade level: One (1) Topic: Whole Number Concepts Sub-topic: Subtraction Specific Objectives: Students should be able to: 1. recall the definition for subtraction 2. subtract one digit numbers from numbers up to 20 using objects and pictures 90% of the time 3. demonstrate willingness to participate in the lesson by showing interest Pre-requisites: Students should already know: 1. Terms associated with subtraction. 2. How to create and solve problems using subtraction. Content: Subtraction is taking one number away from another or an amount away from another. 16 – 3 = 13 Teaching Resource: Sticks, Stones, Building Blocks Teaching Approach and Strategies: questioning, group work, Process skills: calculating, comparing, representing, counting Instructional Activities Introduction Teacher will use questioning to refresh student’s memory on the definition as well as the terms associated with subtraction. Developmental Step 1 Teacher will take students outside to gather some stones and small pieces of wood. Upon return, teacher will give students a worded problem and they are supposed to use the stones and sticks to represent the problem. Thereafter, teacher will write the number sentence on the board and will ask students to solve the problem to complete the number sentence. Step 2 Teacher will then provide students with building blocks in order to build the number sentence. Step 3 students are then asked to write 5 number sentences on their notebook and exchange so that the person next to them solves their number sentences. Teacher calls on a few students to do / read theirs and the others use their stones to depict and solve it Culminating Activity Students are placed in groups of four, with each group given 20 blocks and a blank sheet of paper. Each group asked to create 10 number sentences and solve them and return to teacher. Evaluation/ Assessment Teacher will provide each child with subtraction worksheet to be completed and graded. Lesson plan 3 Duration: 30 minutes Grade level: One (1) Topic: Whole Number Concepts Sub-topic: Subtraction Specific Objectives: Students should be able to: Knowledge 1. Revisit what they already know about addition and subtraction Psychomotor 2. Use pictures provided to create a pictorial description of the relationship between addition and subtraction Affective 3. Show the relationship between addition and subtraction using a skit. Pre-requisites: Students should already know: 1. How to solve worded problems using subtraction. 2. Terms associated with subtraction. 3. Subtracting one digit numbers from numbers up to 20. 4. Writing number sentences using subtraction Content: We use addition to find more. The terms for addition are total, sum, join together, and all together can be used. We use subtraction to find out what is left/ the remainder. Terms associated with subtraction are: “take away” and “subtract”. 7 + 4=11 therefore 11 – 7= 4 Teaching Resource: Sticks, Stones, Building Blocks Teaching Approach and Strategies: questioning, group work, Process skills: calculating, comparing, representing, counting Instructional Activities Introduction Teacher will ask students to form a semi-circle around the class and draws two big circles in the center of the class with the addition sign between them. Teacher will then put 9 marbles in one circle and place 4 marbles in the other. Together as a class ,students will complete the number sentence and come up with the answer 13. Then teacher will remove the 9 marbles in the first set and ask students how they would go about finding the missing number. Students will say that they take away 4 from 13 to give 9. Developmental Step 1 Teacher will use another example this time leaving out the first number. Teacher will then explain to students that addition and subtraction are families. The opposite of addition is subtraction. They will then be given pictures which they will use to show the relationship between addition and subtraction. Step 2 Teacher will then pair students and provide each pair with dice. They are to roll the dice and with the two numbers shown on the dice they are to write as many number sentences they can. Team to come up with the most correct number sentences win the available prize. Culminating Activity Teacher will provide students with a worksheet where the operation sign is missing. For example: 9 ____ 4 = 13 15 ____ 7 = 8 Students are supposed to use counters to come up with the correct operation sign Evaluation/ Assessment Throughout the lesson the teacher was using formative assessment to evaluate students. Students will be placed in groups of 3 and asked to create a short skit showing the relationship they have understood between addition and subtraction.
