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# Lesson Plan

### First (1) - Math ### LEARNING TARGET

• Students will be able to explain the concept of addition and what the plus sign (+) represents. ### LEARNING PROGRESSION

###### PREREQUISITE SKILL
• Students will be able to define addition and the concept of adding 3.
• Students will be able to use manipulatives to represent addition sentences adding 3.
###### EXTENSION SKILL

Subtraction strategies - null

###### DURATION
• Introduction (5 minutes)
• Instruction (15 minutes)
• Guided Practice (15 minutes)
• Independent Practice (15 minutes)
• Exit Card Formative Assessment (5 minutes)
• Closure (5 minutes)
###### MATERIALS
• Unifix cubes (at least 50)
• Container to hold the unifix cubes
• Whiteboard and markers
• Lesson Worksheet Pack
###### VOCABULARY
• Plus
• Sum
• Equals ### TEACHING RESOURCES No Centers or Task Cards Available

###### IEP GOAL WORKBOOKS No Goals Available

###### WORKSHEET PACK No Worksheet Packs Available

###### 5 AND 1 INTERVENTIONS No Interventions Available

###### GAMES ###### ACTIVITIES No Activities Available ### LESSON INSTRUCTION

###### INTRODUCTION
1. Review the concept of addition and what the plus sign (+) represents with the students.
3. Introduce the addition concept of adding 4 by writing and solving some addition sentences on the board, such as 2 + 4 = 6 or 3 + 4 = 7.
###### INSTRUCTION
1. Demonstrate how to use manipulatives (unifix cubes) to solve addition sentences adding 4.
2. Show an example of how to write a number sentence to represent the problem, such as 2 + 4 = 6.
3. Model how to count up from the addend (the number being added to) to find the sum.
4. Provide additional examples and encourage students to participate by solving problems with the unifix cubes.
###### GUIDED PRACTICE
1. Distribute a worksheet containing addition sentences adding 4 to each student.
2. Work through the problems together as a class, using manipulatives to solve the problems.
3. Encourage students to write number sentences to represent each problem on their worksheet.

###### INDEPENDENT PRACTICE
1. Ask students to complete the rest of the worksheet independently.
2. Circulate around the room to provide support and guidance as needed.

###### HOMEWORK
1. Ask students to find one addition sentence adding 4 in a book or magazine and write it down.
2. Instruct students to solve the problem using manipulatives or drawing pictures to represent the problem.
3. Encourage students to write a number sentence to represent the problem, if possible.
4. Remind students to bring their homework back to class to share with their classmates.

###### EXIT TICKET
1. Provide each student with a whiteboard and marker.
2. Instruct students to write a number sentence that represents an addition sentence adding 4.

###### ASSESSMENT
1. Ask students to share one addition sentence adding 4 they solved and how they solved it.
2. Use their responses to assess their understanding of the addition concept of adding 4.

###### CLOSURE
2. Encourage students to practice solving addition sentences adding 4 using manipulatives and writing number sentences to represent the problems.

###### EXTENSION
2. Students can practice solving addition sentences without manipulatives.
3. Students can create their own addition sentences adding 4 and share them with their classmates.
###### INTERVENTION
1. For students who struggle with fine motor skills, larger and easier to grasp manipulatives can be used.
2. For students who need extra support, a visual aid or diagram can be provided to help them understand the concept of addition and the addition concept of adding 4. Additionally, more practice problems or one-on-one instruction may be necessary.
###### VIDEOS

No Video Available ### TEACHING TIPS

• Use concrete manipulatives like unifix cubes to help students visualize the addition process.
• Encourage students to write number sentences to represent the addition problems, which reinforces their understanding of the concept.
• Provide opportunities for students to practice the addition concept of adding 4 in different contexts, such as word problems or real-life situations. ### STUDENT MISCONCEPTIONS

• Some students may confuse addition with subtraction. It's important to review the difference between the two concepts and provide clear examples of each.
• Some students may struggle with counting and skip numbers in the addition process. Encourage them to count slowly and accurately, using manipulatives if needed.
• Some students may struggle with writing number sentences. Provide guided practice and encourage them to use the correct mathematical symbols (+, =) and order of operations. ### STANDARD

##### Common Core Standard:

1.OA.C.6 - Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction.

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