March 3, 2019
|
By Jasmine Gibson

Lesson plan

Just One More Foot

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Do you need extra help for EL students? Try the Adding One to a GroupPre-lesson.
EL Adjustments
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Do you need extra help for EL students? Try the Adding One to a GroupPre-lesson.

Students will be able to solve addition equations containing patterns of one more.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Gather students together for a read aloud.
  • Display the cover of the text and say, "Today we are going to practise our counting. When we count, we are going to look for patterns of one more. A PatternIs something that repeats more than once."
  • Ask students to think about patterns of one more that they might have seen in the world.
(10 minutes)
  • Read aloud the text One is a Snail, Ten is a Crab: A Counting by Feet Book.
  • Pause as you read to note the patterns of one more, e.g., "I see two crabs and one snail, how many creatures in all?"
  • Ask the class, "How many feet there would be if you had one kid and one snail?"
  • Have students turn and talk to a partner to solve the problem.
  • Draw a picture of one kid and one snail on the board, write (2) under the kid and (1) under the snail.
  • Hold up two snap cubes and say, "These are the kid's feet." Then add one more snap cube and say, "This is the snail. Let's count them altogether."
  • Model how to count the feet altogether to find the total (3). Point to the number line or hundreds chart to support understanding of the counting sequence.
(5 minutes)
  • Display the snap cubes to the class and say, "Now we are going to use some snap cubes to practise adding one more and finding the total."
  • Pair students together and hand each pair 10 snap cubes.
  • Draw a picture of three hats on the board, then ask the students to find three snap cubes and put them together. Draw a plus sign and then one more hat and ask students, "How many hats are there altogether?"
  • Have the pairs hold up the finished snap cube towers to show their answer.
  • Write an equals sign after the equation and write in the sum. Explain to students what you are doing, "I am filling in the number sentence. This says three hats plus one hat equals four hats."
  • Repeat this process with several more problems involving larger quantities (e.g., 5 + 1, 4 + 1, 7 + 1, etc.).
(10 minutes)
  • Display the One More worksheet and go over the directions.
  • Pass out the worksheet for students to complete independently.

Support:

  • Provide additional hands-on practise in a small group setting by displaying additional one more addition problems for students to solve as a group. Pass out maths counters to each student, and have each student practise counting out the addends with teacher support.

Enrichment:

  • For students needing a greater challenge, have them complete addition problems of one more using larger numbers (e.g., 10 + 1, 13 + 1, etc.).
  • Encourage students to solve the problems using a variety of strategies (using a number line, maths counters, drawing pictures, etc).
(5 minutes)
  • Take anecdotal notes of student conversations during the guided practise portion of the lesson. Are students able to count using one to one correspondence? Can students accurately add one more?
  • Collect student work samples and check for accuracy at the end of the lesson.
(5 minutes)
  • Gather the students back together and review the lesson's main objectives by inviting students up to act out a few addition problems involving one more (e.g., I have three ducks and then one more duck flies onto the pond, how many ducks do I have in all?).
  • Close by saying, "Today you learned how to solve addition problems of one more, as you become better at counting you will be able to solve problems using even bigger numbers!"

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