Math lesson plan · 1st grade (Year 2 in England) · 30 minutes
Turnaround facts: order does not change a sum
Addition and subtraction
CCSS 1.OA.B.3England: Y1 Addition and subtraction
Objective and success criteria
Students will: Turnaround facts: order does not change a sum.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Add within 10
Leads to: the next skill in this area.
Materials: Base-ten blocks, Number lines, Hundred square, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Add within 10). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Elena collected 1 stars in the morning and 3 in the afternoon. How many is that altogether? → 4Prompt: Are we putting groups together or taking away?
- There are 5 cookies in a box and 5 on the table. How many cookies are there in all? → 10Prompt: Are we putting groups together or taking away?
- Lucia collected 7 shells in the morning and 2 in the afternoon. How many is that altogether? → 9Prompt: Are we putting groups together or taking away?
Hook · 3 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Turnaround facts: order does not change a sum. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 6 + 2 = 8. So 2 + 6 = ?
- Step 1: Changing the order does not change the sum.
- Step 2: 2 + 6 = 8
- Answer: 8
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 8 + 2 = 10. So 2 + 8 = ? → 10Prompt: The same two numbers are being added.
- Which has the same answer as 9 + 5? (9 − 5 / 9 + 9 / 5 + 9 / 5 + 10) → 5 + 9Prompt: Look for the same numbers added in a different order.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 7 + 2 = 9. So 2 + 7 = ? → 9Prompt: The same two numbers are being added.
- Fatima says: "7 − 6 is the same as 6 − 7, just like adding." True or false? (True / False) → FalsePrompt: Can you take 7 away from 6 and stay in the numbers you know?
Watch out for
- Subtracting the smaller digit from the bigger one in every column (52 − 17 = 45).
- Forgetting to add the regrouped (carried) ten.
Support and stretch
Support
- Review first: Add within 10.
- Use concrete materials: base-ten blocks.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder