10 Lesson Plan

1
Ashish Syangtang Math: Addition

10 days Grade 1
Teacher: Ashish Syangtang
Title: Math
Time: 30 min Class: Grade 1
Lesson: introduction of addition [Day 1]

Unit Overview
Main Idea (Claim) Summative Assessment
Learning to add two or more numbers using
terms of addition that help to solve the problem.
Guiding Questions Objectives (know/understand/do/value)

1. What is an addition? 1. Students will know the meaning of an
2. What are the terms of an addition that help addition.
to solve the addition problems? 2. The student will be able to define terms (total
3. How to do addition? number, add, addition, answer) of addition
that help them solve the problem.
3. The student will be able to add simple
addition problems correctly from the class
activity.
Time Instructional Procedures and Strategies

Beginning the Lesson
5 min 1. Bring some cookies and show the bags of cookies. Ask students, do any of you
like cookies?
2. Tell them that there is only one problem. We have five boys and eight girls in our
class, but I do not know how-many cookies in total that I need so I can give each
one of you a cookie. Ask, how can I fix my problem?
3. Doing this activity, I can know that how much students already know about the
addition.
Developing the Lesson
25 min 1. Tell students that we are going to learn about addition
2. Tell students what is addition?
- Addition is finding the total, or sum (to get whole number), by combining two
or more numbers.
3. How to add two numbers together to get one whole number.
4. Connect the cookie problem and tell students we need to figure out how many
students total are in our class so that we can have a cookie party. Do you have any
suggestions about how we can find out the total number of students in our class?
5. Before solve the problem tell students, what does total number mean? It means
how many students we have in our class all together. We can find the total number
of students in our class by adding the number of boys to the number of girls.
When we add we are putting two groups or numbers together to get one number.
Let me give you an example. I have 2 apples in this basket and 2 apples in the
basket.
6. Show students two basket with apples and ask them, how many apples do I have?
Put both apple in the one basket and ask them to count. (I have four apples
altogether.)
7. Tell students, when we add, we put two groups of numbers together to get one
2
10 days Grade 1
number. Write 2+2=4 and tell them that we can also do this problem writing and
this is the same problem we just completed. Just the difference is we use number
instead of apple.
8. Tell students here 2 is representing two apples just in our problem and another two
is another two apple. Now we have to find out how many total apples we have in
our basket, so, we count them. Write down four apples and ask students, how did
we get four apples?
Closing the Lesson
10 1. Ask students what we have learned today. What does total number mean?
- The total number of the objects that we are counting
2. Ask students why do we use addition?
- To add two groups together to find one answer.
3. Ask students how do we find the answer to an addition problem?
- We add or count the object we are adding
4. Remind students that we still have one problem to figure out. Ask how many
students are in our class? Write down the problem on whiteboard.
Tell students that we have five boys and eight girls, we write 5+8=? Now lets
count all the students in our classroom to get our answers. (Count together)
5. Tell students we have thirteen students that want in our classroom.
Formative Assessment Differentiation

Show cookies and ask student how many boys Give more time for the students who will not be
and girls in the classroom. Ask students to find able to finish the work on time and encourage
out the total number of boys and girls in the the weak students.
classroom so each one of them can get the
cookies.
Resources
Cookies
Basket
apple
1
10 days Grade 1
Title: Math
Lesson: One digit addition problem without regrouping (within 10) [Day 2]
Unit Overview
To solve 1 digit numbers problem and learn to
add two or more objects in real life situation.

4. Who to add two objects? 1. From the activity students should be able to
5. Why addition is important? add different objects together to find out how
many objects there are total
2. The students should be able to explain up to
3 different reasons that being able to add is
important.
5 min 1. Review
2. What is and addition?
3. Addition is simply the combination of 2 or more different groups of numbers.
25 min 4. Give an example if you have basket with 2 candies in it and another basket with 1
candy in it you get three. Count the separate candies, then put the candies together
and count them again.
5. Call five students to come up to the front of the room. The students should be split
up into 2 groups one with 3 individuals and the other with 2.
6. Give the pieces of paper with the written numbers. The students in the first group
should each get pieces of paper with the numbers 1, 2 and 3 written on them. The
students in the second group should get the numbers 4 and 5.
7. Tell students to count together students in the first group. The teacher should then
say that we are now going to add 2 and 3 together.
8. As the group of two moves to the group of three, remind students that we have
just added 2 to 3. The students will count the new group and come up with the
number five.
9. If the students do not readily recount the new group and do not seem to
understand that the groups have now been combined. Then repeat the activity once
again and explain each step.
Closing the Lesson
10 min 1. Tell the students about the different ways we can use addition in our everyday
lives. Give the example of figuring out how many finger are in our hand. Both
hand has 5 fingers, this is an easy number for the children to add.
2. Tell the students take turns going around the room and looking for things they
could add together.
3. Give chance to add anything the students want to add. If one student want to add
three block and one desk that is ok.
4. Tell the students about things in their homes that they can add and ask everybody
to think of something at home tonight that it could be beneficial to add. Bring the
list of it in the next class.
2
10 days Grade 1
The students will be split up into 2 groups one Give more time for the students who will not be
with 3 individuals and the other with 2. The able to finish the work on time and encourage
students in the first group should each get the weak students.
pieces of paper with the numbers 1, 2 and 3 Each student should get a chance to do this. If
written on them. The students in the second any students make a mistake the teacher should
group should get the numbers 4 and 5. The class correct them and help the students by having
should then count the students in the first group. them count each candies and then count the
Tell students that we are now going to add 2 and candies together.
3 together. As the group of two moves to the
group of three the teacher should say that we
have just added 2 to 3.
Resources
Paper
Picture of candies

Title: Math
3
10 days Grade 1
Lesson: With two and one digit Addition problem without regrouping (within 20) [Day 3]
Unit Overview
To solve two and one digit numbers problems
and recognize the place value.

6. What is without regrouping? 3. Students will be able to know what without
7. How do we add two digit numbers with one regrouping is.
digit number?
4. Students will learn to two and one digit
addition without regrouping.

5 min 1. Call the students together as a group.
2. Ask them if they know how to add.
3. Take responses by raised hands.
4. Show the students 11 cubes one side and 4 on the other side.
5. Ask a student to add the 11 cubes and 4 cubes.
6. Take responses by raised hands.
7. Reiterate to the students 11 plus 4 equals 15.

25 min
8. Write the equation 11 + 4 = 15 on the whiteboard.
9. Inform students that today they will learn to two and one digit addition without
regrouping.

1. Tell students what is without regrouping in math?
- In math, without regrouping is the process of not making groups of tens when
adding two digit numbers without carrying and borrowing.
2. Tell students start addition from the right sides number not from the left sides
number.
3. Write the following vertical equations on the whiteboard 13+3= ___, 14+2= ___,
and 16+1= ___.
4. Explain to students that addition can be done using cubes (manipulative).
10 min
4
10 days Grade 1
5. Complete the first addition problem with 13 cubes in one hand and 3 cubes on the
other hand.
6. Inform students that in order to complete the addition equation the items must be
added altogether.
7. Ask the students to count the cubes and tell that always start with the bigger
number to add.
8. While holding up the cubes one at a time, count to 16.
9. Inform the students 13 plus 3 equals 16.
10. Complete the addition problems 14+2 and 16+1 in the same way.
Closing the Lesson
1. Divide students into groups. And Give each student a pencil and a blank piece of
paper.
2. Give each group sets of cubes (manipulatives) to add together. Don't give each
group more than 12 in each set.
3. Ask students to count the number of cubes in each set, and record the amounts on
a piece of paper.
4. Ask students to add the two numbers together.
5. Walk around the room and check the students' addition problems.
6. Give the students assistance when needed.

Give more time for the students who will not be
The students will be split up into groups And able to finish the work on time and encourage
Give each student a pencil and a blank piece of the weak students.
paper. Give each group sets of cubes to add Each student should get a chance to do this. If
together. Don't give each group more than 12 in any students make a mistake the teacher should
each set. Ask students to count the number of correct them and help the students.
cubes in each set, and record the amounts on a
piece of paper. Tell students to add the two
numbers together.
Resources
Blank papers
Pencils
Cubes
5
10 days Grade 1

Title: Math
Lesson: Tens and Ones place value [Day 4]

Unit Overview
To recognize the place value tens and ones.

1. What is place value? 5. Students will be able to distinguish between
2. How do we recognize the ones and tens in the tens and ones place value.
the numbers? 6. Students will be able to use tens and ones
blocks to make numbers.
5 min
10. Call students together as a group.
11. Inform the students that they will be learning about place value, or a number's
position.
12. Inform students that each number represents a hundreds, tens, or ones place.
13. To motivate and activate the students, play the Place Value Song and what
together.
- https://www.youtube.com/watch?v=21l3Jg5_MCg
25 min Developing the Lesson

6
10 days Grade 1
1. Show Place Value First Grade. Watch video together.

- https://www.youtube.com/watch?v=1F3AycEDksY
2. After the video is completed, show the students a tens block, and ask them what it
is.
3. Show students a ones block and ask them what it is.
4. Draw a tens and a ones house on the board.
5. Write the numbers 15, 10, 19, and 8.
6. Select one student at that time to come up to the board and count out each number
using the tens and ones blocks.
7. Ask the student to write the number in the tens and ones house correctly. For
example, the first student should have 1 tens block and 5 ones blocks. The number
1 should be in the tens house, while the 5 should be in the ones house.
10 min Closing the Lesson
1. Arrange the desk into four stations.
2. Divide the class evenly into four groups, and seat each group at a station.
3. At each station, place four sheets of paper with the numbers 1, 2, 3, and 4.
4. At each station, place various amounts of tens and ones blocks on each paper.
5. Give each student a Guided Practice Student Sheet and a pencil.
6. Have the students count the tens or ones blocks at their stations and record the
amounts on their Guided Practice Student Sheet.
7. Direct your students to rotate and visit all four stations.

Arrange the desk into four stations. Divide the able to finish the work on time and encourage
class evenly into four groups, and seat each the weak students.
group at a station. At each station, place four Each student should get a chance to do this. If
sheets of paper with the numbers 1, 2, 3, and 4. any students make a mistake the teacher should
At each station, place various amounts of tens correct them and help the students.
and ones blocks on each paper. Give each
student a Guided Practice Student Sheet and a
pencil. Have the students count the tens or ones
blocks at their stations and record the amounts
on their Guided Practice Student Sheet. Direct
your students to rotate and visit all four stations.
Resources
1. https://www.youtube.com/watch?v=21l3Jg5_MCg
2. https://www.youtube.com/watch?v=1F3AycEDksY
7
10 days Grade 1
3. Worksheet

Title: Math
Lesson: Make 10 [Day 5]

Unit Overview
Learn to make ten adding the numbers within
10.

1. How to make 10 using addition? 1. Students will learn to quickly identify groups
of ten in order to strengthen regrouping
skills.
8
10 days Grade 1
5 min
1. Explain to students that many addition problems can be made easier by dealing with
groups of ten.
2. In order to do this, tell them that they need to know all the pairs, or groups of two, that
make 10.
25 min Developing the Lesson
1. Direct your students to use sets of ten counters in two different colors. Each number
will be represented with only one color.
2. On the Number Pairs worksheet, lead students through the 3 examples of pairs they
most likely already know (0 + 10, 1 + 9, 5 + 5), allowing them to combine these
counters into a new set of 10.
3. Ask students what do you notice about the first number in each of the pairs given?
What about the second number in each pair?
4. See if anyone can correctly guess the number they should try to represent first. If they
can, ask them to explain their reason for choosing this number to their classmates.
Closing the Lesson
10min 1. Monitor for understanding as they work on completing the Number Pairs worksheet.
2. When they are finished, review with students what they chose and have them explain
their answers.
3. Make any corrections or give any interventions in instruction necessary at this time.
4. Tell students to sit with a partner, and provide them with the needed materials for the
Tidy Sum 10 activity.
5. Review the rules for the game.
6. Instruct your students to play several rounds of the activity.
7. Tidy up everything before you leave the classroom.

1. Have students write all of the pairs of able to finish the work on time and encourage
numbers that make 10 and the number the weak students.
sentences for these pairs in their math journals. Each student should get a chance to do this. If
any students make a mistake the teacher should
correct them and help the students by
Resources
worksheet
9
10 days Grade 1

Title: Math
Lesson: Add a one-digit number to a two-digit number within regrouping [Day 6]

Unit Overview
Learn to add a one-digit number to a two-digit
number within regrouping and to put numbers in
order according to the place value

1. How do to solve one-digit number to a 3. Students able to add a one-digit number
10
10 days Grade 1
two-digit number addition problems to a two-digit number within regrouping.
within regrouping? 4. Students will be able to put numbers in
2. How do to know the place value of the order according to the place value
number?
5 min 1. Tell students to count as high as they can at the same time I will show the numbers
20
2. Write down some numbers with in 20 on white board. And ask students what
number is that.
3. Tell students that today we are going to learn about one-digit number to a two-
digit number addition problem within regrouping.
4. Ask what is regrouping?
- In math, regrouping is the process of making groups of tens when adding two digit
numbers (or more) and is another name for carrying and borrowing.

Adding ones to a number
25 min Students will add ones within regrouping by counting on and using the concept of place
value.
1. Ask students to divide into groups
2. Get one group to call out a number greater than 13. Ask the other group how they
would add 7 to the number that was called.
3. On the board Write 17+3=? And show them to add in different ways.
Method 1- is to count on from the greater number use number line. And have
students count on aloud from 17 to 20 keep track of the counting by holding up
one finger when they are at 18, then finger when they mention 19 and finally at
20.
4. Tell students that they can use method 2. Demonstrate the adding of 17 and 3 as
you explain the strategy for the vertical sum.( check with teacher for name)
5. Write tens and ones on the board and what is the place value of the digit 1 in 17?
Write 1 under tens and ask one group what is the place value of the digit 7 in 17?
write 7 under ones. Again ask another group what is the place value of the digit 3.
Write 3 under ones.
6. Show students place value by drawing picture on the board.
Exqmple:
Tens: Ones:
1 7
+ 0 3
7. Step 1: Ask students to add the ones. 7 ones+3 ones = 10 ones. Write 10 in the
column.
8. Ask students the number 10 goes to column or not and write 0 in ones column.
9. Step 2: ask students to add the tens. 1 tens+0 tens = 2 tens. Write the 2 in the tens
column. And do you remember 1 is carrying 1 tens from the 0. Write 2 in the tens
column
10. Ask students what is 17+3? (20) the thought bubble shows how students can use
their knowledge of place value to add.
11. In the group students will do one-one addition problem by using bunch of cubes.
tell them try to solve in group and check answers after they finish.
12. On the board Write 18+4=? And show them to add in different ways.
Method 1- is to count on from the greater number use number line. Tell students
11
10 days Grade 1
that they can use method 2 and on the board write the tense and ones. Tell them
18= 1 tens and 8 ones and 4= 4 ones.
13. Show them solving 18+4=22 using both method and call two students and give
them to solve adding tens problem.
Closing the Lesson
10min 1. Give the students problems from the book to do adding individually. Page 18 and
27 if students did not finish in the class that will be the homework for them.
2. Walk around and check students work which will help to figure out how much
students understand the lesson.
3. Tell students tidy up before they leave
Each group will get the worksheet. On the Give more time for the students who will not be
worksheet there will be adding problem which able to finish the work on time and encourage
they have to solve in the group by using cubes. the weak students.
By doing this it will help them to know the
place value of the answer or number.
Resources

Title: Math
Lesson: Addition using number line [Day 7]

Unit Overview
To solve the addition problems using number
line.

5. What is number line? 1. Students will be able to know importance
6. How do we solve the addition problems of number line.
12
10 days Grade 1
using number line? 2. Students will be able to solve addition
7. What is the benefits of using number problems using number line.
line to solve addition problems? 3. Students will be able to understand the
importance of number line to solve the
addition problems.
5 min 1. Tell students that today we will learn to use number line method (way) to solve the
addition problem
2. Ask what is number line?
- In basic mathematics, a number line is a picture of a straight line that serves as
abstraction for real numbers, or represent the order of real numbers.
3. Tell the students that we will watch short video about how to use number line in
addition.
- https://www.youtube.com/watch?v=tp9n4kMTuQo
15 min 1. Give each students the number line where will be the real numbers orderly 1 to 10.
2. Write down some number within 10 and tell them to add 4 with that number.
3. Write down 5+4=? Ask students to use number line method and remind them that
count with first number from the problem.
4. Tell students put the finger on number 5 on the number line and move finger four
times to the right side of the number line.
5. Show students put finger on number 5, in the first step move finger on number 6,
after that 7, 8 and then stop on step 4 on the 9 number. Tell students we are not
just moving our finger but also doing addition using number line.
6. Write down 3+2=? Ask student to use number line method. Remind them first we
have to use same strategy.
Closing the Lesson

10 min 4. Give the students to do addition problem of with the number line to solve.
5. Walk around while students are doing the activities.
6. Help students if they are struggling to solve the problems
Students will practice addition problem using Give more time for the students who will not be
number line method individually. able to finish the work on time and encourage
the weak students.
Resources
13
10 days Grade 1

Title: Math
Lesson: Word problem of addition [Day 8]

Unit Overview
Learn to solve the word problem of addition.

1. What is word problem? 1. Students will be able to use addition to solve
2. How to solve the word problem of addition? word problems.
14
10 days Grade 1
5 min
8. Tell students that today we are going to learn addition in a different way. Introduce the
concept of word problems.
- Example: I am going to the local zoo and I plan on bringing 11 students with me.
Six more students want to join us. How many of us are going to the zoo?
9. Ask students does anyone know how to solve this problem. Show the answer of
created problem.
10. Repeat the activity with a different word problem.
11. Call on different students to answer the problem to promote class participation.
12. Tell students they became a part of a word problem. Ask students to reflect on what
word problems are and have a class discussion. Remind the class that a word
problem is a situation explained in words that can be solved using math.
25 min
13. Tell students to what are the words we should focus in word problems. Write these
word clues on the board. Example: addition = join, together, more.
14. Call 9 students at the front and make a word problem using the number of students.
- 5 students turned their homework early. Four more students rushed to the
homework bin and turned it in. How many students turned in their homework?
15. Ask students to identify the mathematical situation in the word problem and to
10min identify the clue word that led them to their answer.
Closing the Lesson
16. Give each student a sheet of lined paper.
17. Display the following word problem: Ram buy 3 new books from the bookstore. 4 of
the books he has already in his bag. How many books are in his bag now?"
18. Ask students to solve the following word problem on their paper. Have students
explain in writing how they solved the problem. Review student explanations.
19. Display a second word problem: "Four students were waiting in the classroom, and
three more students came in. How many students are in the classroom?"
20. Have students solve and explain word problem #2 on their paper. Review student
explanations.
21. Remind students to look for clue words and important details when solving word
problems.
15
10 days Grade 1
22. Ask students to write their own addition word problem. Allow students to share aloud
and provide student feedback.

2. Give a blank sheet of lined paper and they able to finish the work on time and encourage
will solve the word problem which will show on the weak students.
the powerpoint. Give chance students to write Each student should get a chance to do this. If
their own addition word problem and share any students make a mistake the teacher should
aloud and provide student feedback. correct them and help the students.
Resources

Title: Math
16
10 days Grade 1
Lesson: Addition story problem [Day 9]
Unit Overview
Learn to illustrate and able to solve story
problem of addition by recognizing the clue of
words problem.

8. How to solve addition word problems? 1. Students will be able to explain how to solve
9. How to know addition word problem? an addition word problem.
2. Students will be able to illustrate addition
word problems.
3. Students will be able to solve written
addition word problems.
5 min
1. Show class the? My dog addition, Addition song to introduce the topic.
- https://www.youtube.com/watch?v=_OPJBoRN2Aw
2. Tell students that they will be learning how to solve addition word problems.
- Remind the class that addition finding the total, or sum (to get whole
number), by combining two or more numbers.

25 min
3. Write the steps of solving an addition story problem on the board on the
whiteboard. For example: Circle the numbers, underline the question, solve the
number sentence, and answer the question (CUSA).
4. Explain each step to the class. For example: Circle the numbers: Circle the
numbers they see to choose what numbers will be used in their addition number
sentence. Underline the question: Underline the question to find clue words telling
to add. Note clue words such as more, many, much and total. Solve the number
sentence: Use the plus and equal sign to solve the problem. Answer the question:
Use a complete sentence to answer the question.
5. Remind again first, we circle the numbers to solve a word problem. Second, we
underline the question, and find the clue words. Third, we solve the number
sentence using the plus, and equal sign. Fourth, we answer the question, and then
10min we are complete! How neat.
Closing the Lesson
6. Write an addition story problem on the board. For example: A farmer had 4
chickens, and 2 more chicken farmer add. How many chickens in total?
17
10 days Grade 1
7. Call up enough students to illustrate the problem.
8. Solve the problem with the class, saying aloud the steps and performing them.
9. Repeat with another addition story problem and different students.
10. Tell the class that they will show word problems with counters.
11. Demonstrate how they will read the problem and use the counters to find the
answers.
12. Give each student enough counters to solve the problems.
13. Write a problem on the board.
14. Monitor students as they work on illustrating the problem.
15. Ask various students how they got their answers.
16. Give worksheet to solve the addition story problems.

The students will get the worksheet and they able to finish the work on time and encourage
will solve this problem individually according the weak students.
to the example. Each student should get a chance to do this. If
any students make a mistake the teacher should
correct them and help.
Worksheet:
https://www.youtube.com/watch?v=_OPJBoRN2Aw
18
10 days Grade 1

Title: Math
Lesson: Review for the test about addition [Day 10]

Unit Overview
Review solving all kinds of addition problems.

1. What is number line? 1. Students will be able to know importance of
2. How do we solve the word problem? number line.
3. How to recognize tens and ones in addition? 2. Students will be able to solve word problem.
3. Students will be able to understand how to
separate tens and ones.
5 min 4. Tell students that today we will review what we have learned so far, about the
addition.
5. Ask what is number line?
- In basic mathematics, a number line is a picture of a straight line that serves as
abstraction for real numbers, or represent the order of real numbers.
6. What is word problem?
- A word problem is a mathematical exercise where significant background
information on the problem is presented as text rather than in
mathematical notation.
7. What is tens and ones in the addition?
15 min 1. Show all kinds of addition problem including word problem, within and without
regrouping. Write down on white board and solve one by one.
2. Write down addition problem on whiteboard and let students to try in their own to
solve the problems.
3. Get students answer and give feedback of their work.
4. Call some students to solve the problem.
5. Show the students solving addition problem with the number line, and words
problems.
10 min Closing the Lesson
1. Give each students the worksheet with the addition problem. On the worksheet
there will all kinds of addition problem what they learn with in ten days. Students
19
10 days Grade 1
will work individually to solve the addition problems.
2. Walk around while students are doing the activities.
3. Help students if they are struggling to solve the problems.
Students will practice all kinds of addition Give more time for the students who will not be
problem which they have learned within 10 able to finish the work on time and encourage
days. the weak students.
Resources

10 Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

10 Lesson Plan

Uploaded by

Copyright:

Available Formats

1

Ashish Syangtang Math: Addition

Lesson: introduction of addition [Day 1]

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

Formative Assessment Differentiation

Guiding Questions Objectives (know/understand/do/value)

Teacher: Ashish Syangtang

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

2. Ask them if they know how to add.

3. Take responses by raised hands.

5. Ask a student to add the 11 cubes and 4 cubes.

6. Take responses by raised hands.

7. Reiterate to the students 11 plus 4 equals 15.

Developing the Lesson

4. Explain to students that addition can be done using cubes (manipulative).

8. While holding up the cubes one at a time, count to 16.

9. Inform the students 13 plus 3 equals 16.

Closing the Lesson

4. Ask students to add the two numbers together.

6. Give the students assistance when needed.

Formative Assessment Differentiation

Teacher: Ashish Syangtang

Lesson: Tens and Ones place value [Day 4]

Guiding Questions Objectives (know/understand/do/value)

25 min Developing the Lesson

1. Show Place Value First Grade. Watch video together.

10 min Closing the Lesson

1. Arrange the desk into four stations.

5. Give each student a Guided Practice Student Sheet and a pencil.

7. Direct your students to rotate and visit all four stations.

Formative Assessment Differentiation

Teacher: Ashish Syangtang

Lesson: Make 10 [Day 5]

Guiding Questions Objectives (know/understand/do/value)

25 min Developing the Lesson

Closing the Lesson

Formative Assessment Differentiation

Teacher: Ashish Syangtang

Lesson: Add a one-digit number to a two-digit number within regrouping [Day 6]

Guiding Questions Objectives (know/understand/do/value)

Developing the Lesson

Teacher: Ashish Syangtang

Lesson: Addition using number line [Day 7]

Guiding Questions Objectives (know/understand/do/value)

Closing the Lesson

Teacher: Ashish Syangtang

Lesson: Word problem of addition [Day 8]

Guiding Questions Objectives (know/understand/do/value)

10. Repeat the activity with a different word problem.

Developing the Lesson

Closing the Lesson

16. Give each student a sheet of lined paper.

Formative Assessment Differentiation

Teacher: Ashish Syangtang

Guiding Questions Objectives (know/understand/do/value)

Developing the Lesson

Closing the Lesson

7. Call up enough students to illustrate the problem.

9. Repeat with another addition story problem and different students.

12. Give each student enough counters to solve the problems.

13. Write a problem on the board.