(Miss Bishop/ 1st Grade Math/ October 25, 2023)

I. Topic
a. The students will learn how to use a number line to solve addition and subtraction
problems.
b. Vocabulary: addition: to join two or more quantities (or addends) to get a sum; sum:
answer to an addition problem; subtraction: taking one quantity away from another to
get the difference; difference: the answer to a subtraction problem; number line: a line
with evenly spaced number increments increasing going to the right
II. Objectives
a. TSWBAT to use a number line to solve simple addition and subtraction problems with
numbers 0-20 (Standard CC.2.2.1.A.1)
b. TSWBAT to complete a word problem on their own (except for the teacher reading it) by
using a number line with the numbers 0-20 (Standard CC.2.2.1.A.1)
III. Teaching Procedures
a. Anticipatory Set
i. Start with reviewing the difference between addition and subtraction
1. Ask students, “Who can tell me what addition is?” and “Who can tell me
what subtraction is?” (see above definitions, students should say
something about combining things and taking something away or along
those lines)
2. Ask the students to write what an addition sign looks like on a
whiteboard (give them about 10 seconds to write and then ask them to
show you their boards). Draw what the addition sign looks like on the
big board. Repeat the same process for subtraction.
b. Development 1
i. Use the Lumio presentation on number lines (https://suite.smarttech-
prod.com/share/1f517452-0ff6-4e11-9517-d0e434309ea5?
confirmed_country=US)
ii. Slide 2 (slide after the title slide)- read about addition, making sure to point out
each of the parts of an addition problem. Ask the students to write an example
of an addition problem on their whiteboard, and after about 15-20 seconds,
have them flip their boards around.
 iii. Slide 3- read about subtraction and go over each part of the subtraction
problem. Ask the students to write an example of a subtraction problem on their
whiteboard, and after about 15-20 seconds have them flip their boards around.
iv. Slide 4- Show them a number line. Then on the teacher whiteboard, show
students how to draw a number line (draw a straight line, add dashes on the
line, and start at 0 and count to 7 for this activity, but explain that this is a tool
that can used for counting higher than 7 when solving an addition or subtraction
problem)
c. Independent Practice 1
i. Slide 5- Read the slide about Jenna having 7 apples, and then ask the students to
drag the dot on their screen to the number of apples that Jenna has (walk
around the classroom during this to see where students place dot, then go up to
board and show them it should be on the 7). Explain that addition means they
go higher on the number line or forward, and subtraction means they go
backward or lower.
d. Development 2
i. Slide 6- show how number lines can help with addition and subtraction; do
example problems, show the jumps, and then move the blue box to reveal the
answer, but ask students the answer to the question before moving the box
e. Guided Practice 2
i. Slide 7- go through the next problem, showing the jumps and then circle the
answer, and then move the box off the answer. For the next question, take a
student volunteer to show the first 13 jumps, and then take another student
volunteer to show the next 5 jumps and circle the answer. Move the box to show
the answer.
f. Independent Practice 2
i. Slide 8- Have the students practice on their own screen and walk around the
classroom to help. After a couple minutes, go to the big board and go over the
problems and the correct answers.
g. Development 3
 i. Slide 9- Say that number lines can be used to solve word problems. Go through
the problem on the slide, walking the students through each question and using
the number line to solve the problem (should be 13 party hats).
h. Guided Practice 2
i. Assign students a partner (randomly, can assign last name to number and then
randomly match numbers together)
ii. Slide 10- read the word problem, and then read the first question. Have students
work with their partner to put down the answer. Repeat this process for the rest
of the questions until the answer is reached (12 cookies).
i. Guided Practice 3
i. Slide 11- this is more of a challenge problem, so work as a class to figure out
answer
1. Read through the problem. After asking the first question, have students
turn to their partner to answer, then take volunteers and write their
answer on the board. Repeat this for the other question on the before
plotting section.
2. Have students draw a number line on their whiteboard and have them
work with the same partner to figure out what the number line should
look like (correct number of jumps, start point, end point, etc.). Have the
students show you their board, then draw what the number line should
look like on the board.
3. Read the first question in the after plotting section, and have students
discuss with their partner. Then take a volunteer to share their answer,
and then write the correct answer on each of the lines. Repeat this for
the last question, and then fill in the box for the correct number of
plates (11 plates).
j. Closure
i. Review that number lines can be used for addition and subtraction, especially
for larger numbers.
1. Ask the class “What did we use today?” and have them shout out
“number line”. Then ask “What do we use them for?” and they should
be able to say addition and subtraction.
 IV. Materials
a. Whiteboard and marker, personal laptops, some way to display Lumio presentation,
Lumio presentation (https://suite.smarttech-prod.com/share/1f517452-0ff6-4e11-9517-
d0e434309ea5?confirmed_country=US )
V. Adaptations
a. If there is no access to personal laptops/ devices, can do the problems on the big screen.
Just have students draw a number line on their board and use that and walk around as
they are working.
b. For students with disability, give lesson plan to aid ahead of time so they can better help
the student(s)
VI. Evaluation
a. Students will take a google form quiz and 80% of the students will be able to score a
7/10 or higher. This will mean they understand when to add and subtract, and how to
correctly use a number line. Make sure students have a hard copy of the number lines
for during the quiz, and then they can upload their work afterwards. Make sure to read
the problems to the student while giving the assessment.
b. For the teacher: Are more examples needed in the guided practice section before they
independently practice? Were the word problems too hard? Did they need more
practice before the quiz? Did the students seem to understand when to add and when to
subtract?

Highlighted= things from the podcast

This is more of a universal lesson plan because not much has to be changed to make adaptations for
students.

In the evaluation, there are reflection questions that I can use for years to come as I reteach this.