BDA Template
TEACHERS:
Lauri Lonon
Lesson Plan Template-(Inquiry)
SUBJECT:
Math-First Grade
STANDARD:

1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
OBJECTIVE (EXPLICIT):

Add on to a given number using dominoes and counters
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):

KEY VOCABULARY:
Counting on
MATERIALS:
Counters
Dominoes
Number Cards
Cups
White Board (individual) or paper
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST)
TEACHER WILL:
Say: If I have 5 counters in my hand and I have 3 counters in another hand. What can I do to find the sum?
Ask:

Is there a way to count them instead of counting each counter? How?

Could I start with a number and count on?
How?

What number should be first? Why?

What number should you count on? Why?

In our problem, what number is the
STUDENT WILL:

Orally answer the questions.

Guide teacher through models using counters. largest?
Put 5 counters in a cup

What number is the smallest?
Lay the counters one at a time in
a line, Ex.

Say: Let’s put 5 in our head and count on using the counters.
As the students count on aloud,
put the number card under each
counter. Ex.
6 7 8
Ask: How many counters do we have altogether?
Say: Let’s prove our answer by counting the counters.
Ask: How would I write the equation to match?
5+3=8
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
Explain activity: With a partner, one student will pick a domino and identify the largest number.
That student will put the largest number of counters in a cup. Your partner will pick the smallest number and lay the counters down in a line. Together you count on aloud and lay the number cards down under the counter. To prove your answer, count the counters altogether. Last, write the equation to match your domino.
STUDENT WILL:

Pick a domino and identify the largest and smallest number

Put the largest number of counters into a cup and lay the smallest number of counters in a line.

Count on and lay down the number card to go with the numbers they say

Count all counters to prove their answer

Write an equation on a white board/paper to match domino

Continue for desired amount of time
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
Ask:

What does it mean to count on?

What number should we start with?

How would we prove our answer?
Say: Write a sentence telling how you count on by starting with the largest number. Draw a picture of an example of how to do this.
Example:
6 7 8 9
CO-TEACHING STRATEGY IF APPLICABLE
STUDENT WILL:
Partner Share:

Counting on means counting up from a number

Start with the largest number

To prove our answer, we count all the counters
Math Journals:
Write: To count on you put the largest number in your head and count up.
Draw a picture to show this.