Math lesson plan · 1st grade (Year 2 in England) · 45 minutes
Add by counting on from the bigger number
Addition and subtraction
CCSS 1.OA.C.5CCSS 1.OA.C.6England: Y1 Addition and subtraction
Objective and success criteria
Students will: Add by counting on from the bigger number.
- 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; Count forward from any number (to 30)
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 · 5 min
- Quick retrieval from earlier learning (Add within 10; Count forward from any number (to 30)). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Keep counting: 11, 12, 13, __ → 14Prompt: Each number is one more than the one before.
- There are 6 apples in a box and 4 on the table. How many apples are there in all? → 10Prompt: Are we putting groups together or taking away?
- Keep counting: 26, 27, 28, __ → 29Prompt: Each number is one more than the one before.
Hook · 5 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Add by counting on from the bigger number. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 5 + 1 = ?
- Step 1: 6
- Step 2: 5 + 1 = 6
- Answer: 6
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 6 + 3 = ? → 9Prompt: Put 6 in your head.
- Work out 3 + 11. Hint: start with the bigger number. → 14Prompt: Which number is bigger, 3 or 11?
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- To work out 3 + 13, which is the quickest way to count on? (Start at 13, count on 3 / Start at 3, count on 13) → Start at 13, count on 3Prompt: Both ways give the same answer. Which needs fewer counts?
- 15 + 1 = ? → 16Prompt: Put 15 in your head.
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