Math lesson plan · 1st grade (Year 2 in England) · 60 minutes
Story problems: find the missing change
Addition and subtraction
CCSS 1.OA.A.1CCSS 1.OA.D.8England: Y1 Addition and subtractionEngland: Y2 Addition and subtraction
Objective and success criteria
Students will: Story problems: find the missing change.
- 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: Story problems: adding on and putting together (to 20); Subtract by thinking of an addition
Leads to: Story problems: work out the starting amount
Materials: Base-ten blocks, Number lines, Hundred square, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Story problems: adding on and putting together (to 20); Subtract by thinking of an addition). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Yuki has 10 books. Ben gives Yuki 7 more. How many books does Yuki have now? → 17Prompt: Yuki gets more, so the amount grows.
- There are 7 shells on the table and 6 shells in a box. How many shells are there altogether? → 13Prompt: Altogether means put both groups together.
- 4 + 2 = 6. Use this to find 6 − 4. → 2Prompt: 4 and what make 6?
Hook · 6 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Story problems: find the missing change. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Zoe had 8 flowers. Arjun gave Zoe some more. Now Zoe has 13. How many flowers did Arjun give?
- Step 1: 8 + 5 = 13
- Step 2: 5
- Answer: 5
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Omar had 8 blocks. Lucia gave Omar some more. Now Omar has 14. How many blocks did Lucia give? → 6Prompt: 8 + ? = 14
- Felix had 12 buttons. Felix gave some to Liam. Now Felix has 10 left. How many buttons did Felix give away? → 2Prompt: Felix started with 12 and ended with 10.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Zara had some balls. Then Zara got 7 more. Now Zara has 18. How many balls did Zara have at the start? → 11Prompt: ? + 7 = 18
- Jamal had 17 ducks. Jamal gave some to Grace. Now Jamal has 13 left. How many ducks did Jamal give away? → 4Prompt: Jamal started with 17 and ended with 13.
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: Story problems: adding on and putting together (to 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: work out the starting amount.
- 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