Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Lesson Plan: Worms (This lesson should be adapted, including instructional time, to meet the needs of your students.)
Background Information
Content/Grade Level
Mathematics/ Grade 1
Domain: 1.OA – Operations and Algebraic Thinking
Cluster: 1.OA.D – Work with addition and subtraction equations.
Unit
Work with addition and subtraction equations.
Essential Questions/Enduring
Understandings Addressed in the
Lesson
Standards Addressed in This
Lesson
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Why do I need mathematical operations?
How do mathematical operations relate to each other?
How do I decide which representation to use when solving problems (concrete manipulatives,
pictures, words, or equations)?
How do I decide which operation to use in solving a problem?
What is meant by equality in mathematics?
How do I know when a result is reasonable?
What questions can be answered using addition and/or subtraction?
What are the different models of and models for addition and subtraction?
What are efficient methods for finding sums and differences?
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Operations create relationships between numbers.
The relationship among the operations and their properties promote computational fluency.
Real world situations can be represented symbolically and graphically.
Computation involves taking apart and combining numbers using a variety of approaches.
Flexible methods of computation involve grouping numbers in strategic ways.
Proficiency wit basic facts aids estimation and computation of larger and smaller numbers.
1. OA.D.8 – Determine the unknown whole number in an addition or subtraction equation relating three
whole numbers. For example, determine the unknown number that makes the equation true in each of
the equations 8+? = 11, 5 = ___ - 3, 6 + 6 = ___.
It is critical that the Standards for Mathematical Practice are incorporated in ALL lesson activities
throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practice will be
evident in every lesson. The Standards for Mathematical Practice make an excellent framework on which
to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.
July 2, 2013
Page 1 of 13
Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Lesson Topic
Solving story problems by determining the unknown number in an addition or subtraction problem.
Relevance/Connections
Connects to 1.OA.B.4 – Understand subtraction as an unknown addend.
Connections to the following Standards of Mathematical Practice:
 SMP 1 - Make sense of problems and persevere in solving them
 SMP 4 - Model with Mathematic
 SMP 7 - Look for and make use of structure
Student Outcomes
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Prior Knowledge Needed to
Support This Learning
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Method for determining student
readiness for the lesson
Determine the unknown whole number in an addition or subtraction equation relating to three
whole numbers.
Write an addition or subtraction equation for a given problem.
1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8
by finding the number that makes 10 when added to 8.
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).
1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition
and subtraction are true or false. For example, which of the following equations are true and which
are false? 6 = 6, 7 = 8 – 1,5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Teacher observations and assessments of student’s success in solving addition and subtraction
problems. Teacher observation in student’s success in writing equations to represent story problems.
July 2, 2013
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Learning Experience
Component
Warm Up / Motivation
Details
Materials Needed:
 Diary of a Worm by D. Cronin (2003)
 Resource Sheet 1: Finding Worms
 Snap Cubes (one set per student)
Read, Diary of a Worm by D. Cronin (2003).
Distribute snap cubes to students.
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Display Resource Sheet 1: Finding Worms using a
Whiteboard or projector. Share the problem with the
students. (“Alex found 21 worms on the playground.
Jose found 12 in the grass. How many worms did
they find altogether?”)
Allow students time to work with a partner to solve
this problem.
Have students share how they solve the problem.
Which Standards for Mathematical Practice(s)
does this address? How is the Practice used to
help students develop proficiency?
SMP 1: Make sense of problems and persevere
in solving them –Students use the snap cubes to
make sense of and model the problem.
SMP 6: Attend to precision – students verify that
they are using the number of snap cubes that
match the problem and lead to a correct
solution.
(SMP 1 and SMP 6 will be evident throughout
the lesson.)
SMP 3: Construct viable arguments and critique
the reasoning of others – students explain how
they solved the problem and why their snap
cube model matches the problem and shows a
correct solution.
Ask: “What if we had worms at our school?”
Activity 1
UDL Components
 Multiple Means of
Representation
 Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
UDL Components
 Engagement is present in the activity through
providing a task that allows active participation and
exploration.
 Representation is present in the activity through
having students draw pictures, use manipulatives and
write equations.
 Expression is present in the activity by asking guided
questions and encouraging students to explain their
thinking to partners.
Comparing Worms—Whole group activity
July 2, 2013
SMP 2: Reason abstractly and quantitatively –
students use their snap cubes to model and
explain why their equation is correct.
SMP 3: Construct viable arguments and critique
the reasoning of others students explain how
they solved the problem and why their snap
cube model matches the problem and shows a
correct solution.
SMP 4: Model with mathematics – students use
snap cubes to model the problem.
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Learning Experience
Formative Assessment
Summary
Materials Needed:
 Resource Sheets 2A&B: Worms of Assorted Lengths
(one worm per student – lengths should vary from
student to student)
 Resource Sheets 3A&B: Worm Recording Sheet
 Snap Cubes
SMP 5: Use appropriate tools strategically –
students use equations and snap cubes to solve
the problem.
SMP 7: Look for and make use of structure –
students use knowledge of the structure of our
counting system to make sense of the problem.
1. Distribute individual paper worms to students.
2. Students will construct a snap cube train to represent
the length of their paper worm. How long is your
worm?
3. Students will then work with a shoulder partner (child
sitting next to them) to compare the length of the
snap cube trains.
4. Discuss with students: Who has more? Who has
less? How do you know? How many more do you
have than your partner? Show me how you know?
How many less does your partner have? Show me
how you know?
5. Challenge students to record the difference between
their lengths using a picture or an equation on the
Resource Sheet 3: Worm Recording Sheet.
6. Focus on the question: How can you represent the
difference between your lengths using an equation?
Teacher Note: Encourage students to represent the
difference using an equation if they are able or use
more than one equation to represent the problem. Use
a variety of worm lengths.
7. Choose students to show and explain their
responses. Teacher can record their responses. For
example: John has 12 cubes and Aaron has 7
cubes.
July 2, 2013
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Learning Experience
12 – 7 = ?
7 + ? = 12
12 - ? = 7
12 = 7 + ?
7 = 12 - ?
8. Have students model how they compared their cubes
to determine the difference and how their
comparisons relate to an equation or equations. How
do you know your equation is correct?
Teacher Note: Teacher asks higher level thinking
questions. Examples: How did you solve this problem?
How do you know your answer is correct? How many
different equations can you write to solve the problem?
Activity 2
UDL Components
 Multiple Means of
Representation
 Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
Formative Assessment
Summary
Comparing More Worms—Partner activity
Materials Needed:
 Resource Sheets 2A&B: Worms of Assorted Lengths
(one worm per student – lengths should vary from
student to student)
 Resource Sheets 3A&B: Worm Recording Sheet
 Snap Cubes
Teacher Note: Adjust the length of worms according to
student needs.
1. Teacher will assign student pairs.
2. Distribute Snap Cubes and Resource Sheet 3 Worm
Recording Sheet to each student.
3. Students will compare worms. They will then discuss
July 2, 2013
SMP 2: Reason abstractly and quantitatively –
students use their snap cubes to model and
explain why their equation is correct.
SMP 3: Construct viable arguments and critique
the reasoning of others students explain how
they solved the problem and why their snap
cube model matches the problem and shows a
correct solution.
SMP 4: Model with mathematics – students use
snap cubes to model the problem.
SMP 5: Use appropriate tools strategically –
students use equations and snap cubes to solve
the problem.
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Learning Experience
and record the following questions:
- Who has the longer worm? How much longer
is the worm? How do you know?
- Who has the shorter worm? How much shorter
is the worm? How do you know?
- What equations can you make to represent the
comparisons?
SMP 7: Look for and make use of structure –
students use knowledge of the structure of our
counting system to make sense of the problem.
Teacher Note: Additional worms should be available for
students who finish early. They can continue making
comparisons independently for the time remaining.
Activity 3
UDL Components
 Multiple Means of
Representation
 Multiple Means for
Action and
Expression
 Multiple Means for
Engagement
Key Questions
Formative Assessment
Summary
Closure
Assessment
Materials Needed:
 Resource Sheet 4: Justine & Isabel
 Snap Cubes (if needed by individual students)
1. Distribute a copy of Resource Sheet 4: Justine &
Isabel to each student.
2. Share the story problem aloud with them.
3. Allow time for students to record their solutions on
Resource Sheet 4.
4. Collect their work and review to determine next
instructional steps.
Ask, “What did you learn today? How can we use what we
learned in other situations?”
Teacher Note: Examples of other situations could be
comparing how much more time do we spend in math than
we do in recess or how many more M&Ms you have than I
do.
July 2, 2013
8. Look for and express regularity in repeated
reasoning – students will share the strategies
they found helpful when solving the different
problems.
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Supporting Information
Interventions/Enrichments
 Special Education/Struggling
Learners
 ELL
 Gifted and Talented
Intervention
Have students use snap cubes side-by-side to visualize the difference in lengths.
Materials
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Enrichment
Have students combine the lengths of two worms and compare to the lengths of two other worms. This
allows students to create equations with greater than, less than and equal to. For example, 7+3 > 5+2.
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Diary of a Worm by D. Cronin (2003)
Resource Sheet 1: Finding Worms
Resource Sheets 2A&B: Worms of Assorted Lengths (one worm per student – lengths should vary from
student to student)
Resource Sheets 3A&B: Worm Recording Sheet
Resource Sheet 4: Justine & Isabel
Snap Cubes
Technology
Whiteboard or Projector
Resources
(must be available to all stakeholders)
See Unit Resource List.
July 2, 2013
Page 7 of 13
Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Resource Sheet 1
Finding Worms
Alex found 21 worms on the playground.
Jose found 12 in the grass.
How many worms did they find altogether?
July 2, 2013
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Resource Sheet 2A
Worms of Assorted Lengths
July 2, 2013
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Resource Sheet 2B
Worms of Assorted Lengths
July 2, 2013
Page 10 of 13
Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Resource Sheet 3A
Worm Recording Sheet
Name ___________________________________
Directions: Work with a partner to compare the length of your worms.
My worm is
My partner’s worm is
_________ cubes long.
_________ cubes long.
July 2, 2013
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Resource Sheet 3B
Worm Recording Sheet
Name ___________________________________
Draw a picture and/or write as many equations as you can that show your
comparisons.
July 2, 2013
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Grade 1: Unit 1.OA.D.7-8, Work with addition and subtraction equations.
Resource Sheet 4
Justine and Isabel
Justine found a worm on the playground that was 36 cubes long.
Isabel found a worm near the slide that was 21 cubes long.
Isabel said her worm was longer.
Is Isabel correct? How do you know? Explain your answer. Write an equation that
shows your comparison.
July 2, 2013
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