Math lesson plan · 1st grade (Year 2 in England) · 45 minutes
Story problems: how many more, how many fewer (to 20)
Addition and subtraction
CCSS 1.OA.A.1England: Y1 Addition and subtraction
Objective and success criteria
Students will: Story problems: how many more, how many fewer (to 20).
- 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: Subtract within 20; More, fewer or the same: compare two groups
Leads to: Story problems to 100: comparing amounts
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 (Subtract within 20; More, fewer or the same: compare two groups). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which group has more? ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ◆ ◆ ◆ ◆ ◆ ◆ ◆ ◆ ◆ ◆ (The triangles / The diamonds / They are the same) → The diamondsPrompt: Count each group.
- Chloe had 12 crayons and gave away 7. How many crayons are left? → 5Prompt: Are we taking away or finding a difference? Both are subtraction.
- Which group has more? ● ● ● ● ■ ■ (The dots / The squares / They are the same) → The dotsPrompt: Count each group.
Hook · 5 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Story problems: how many more, how many fewer (to 20). 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: Ava has 15 crayons. Maya has 11 crayons. How many more crayons does Ava have than Maya?
- Step 1: 15 − 11 = 4
- Step 2: 4
- Answer: 4
- 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.
- Yuki has 13 pencils. Lucia has 11 pencils. How many more pencils does Yuki have than Lucia? → 2Prompt: 'How many more' asks for the difference.
- Ana has 12 ducks. Hiro has 6 ducks. How many fewer ducks does Hiro have than Ana? → 6Prompt: 'How many fewer' also asks for the difference.
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.
- Lucia has 12 marbles. Nia has 10 marbles. How many more marbles does Lucia have than Nia? → 2Prompt: 'How many more' asks for the difference.
- Fatima read 8 books this month. Yuki read 11 books. Who read more, and how many more? (Yuki, 19 more / Yuki, 3 more / Fatima, 3 more / Yuki, 4 more) → Yuki, 3 morePrompt: Compare the two numbers first.
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: Subtract within 20.
- 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
- Move on to: Story problems to 100: comparing amounts.
- 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