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Subtract Using Numberline

The lesson plan outlines a math lesson for grade 1 students on using number lines to subtract. The teacher will introduce the concept through a video, model examples, and have students practice in groups through activities using cards, dice, and other materials. Formative assessment strategies include observation, oral questioning, and peer assessment to check students' understanding of using number lines to subtract.

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shamma
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157 views

Subtract Using Numberline

The lesson plan outlines a math lesson for grade 1 students on using number lines to subtract. The teacher will introduce the concept through a video, model examples, and have students practice in groups through activities using cards, dice, and other materials. Formative assessment strategies include observation, oral questioning, and peer assessment to check students' understanding of using number lines to subtract.

Uploaded by

shamma
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: shamma Topic or Theme: using number lines to subtract

Class: Grade 1 Date & Duration: 15 march 2019 1th period.

Trainee Personal Goals

- To work in differentiate between the student’s levels and activities.


- To divide the lesson equally and work on all parts I planned for.
- To use the time wisely and work equally in each part.

Lesson Focus

How to use a number line to subtract.

Lesson Outcomes

Students will be able to learn how to use number line to subtract.

Links to Prior Learning: students have studied counting number backword.

21st Century Skills

 Collaboration: students will be working in groups and share their answers together.
 Communication: teacher will be questioning the students in the model part and the students will
be responding to her.
 Communications: students will be communicating with their group members while doing the
activity.

Key vocabulary

Backward

Subtract

Number lines

Possible problems for learners Solutions to possible problems

- Students might face some difficulties - Teacher will model each activity orally.
understanding the instructions of the - Teacher will model in the begging how to use it.
(activities).
- Students might have some problems
while they are using a number lines
to find the answer.

Resources/equipment needed

Cards

Small objects

Stripes

Check list

Pictures

cubes

TASKS/ACTIVITIES
Resources
Introduction
& Time
Hook:
Tr: will open a video. It shows a rocket that is going up.
Tr: will draw a number line on the board. She will say “lets count backward so the
rocket goes up”.
15 minutes Ss: will count backward 10,9,8,7,6,5,4,3,2,1.
Tr: ask the students to tell her the date.
Video Tr: will say the outcome “I am learning to use a number line to subtract” she will ask
the students to repeat after her.
Book
Active engagement activity:
Tr: will introduce the vocabulary which is counting backward, number lines, subtract.
While she is teaching them. she will ask them if they have an idea about the meaning.
Active engagement activity.
Tr: will display a page of a book on the board. There will be some subtraction equation.
Tr: will model the first one how to find the answer using number lines.
Ss: will do the remaining.

Resources Main activities


& Time High level activity:
Tr: will separate the students into 4 groups based on their level.
15 minutes Tr: will distribute some cards that have some scenario. Ex: Ahmed has 5 apples, he left 2
Cards appals. How many apples are there?
Cubes Ss: have to write the whole equation with the answer on their notebook
Dice Tr: will model how to do the first one she will say “ for the first scenario the equation is 5-
Small pieces 2, so we will use our number line to find the answer”.
Strips Tr: will point to the 5 and then will jump backward 2 places to find the answer which is 3.
Tr: will write it on their notebook.
Tr: will ask the students to do the remaining.

Extra activity: worksheet.

Middle level activity:


Tr: will separate the students into 4 groups based on their academic level.
Tr: will distribute some big cards, dice, and some small pieces. The paper has a roll. The
roll has some subtraction equation.
Tr: will ask the students to put the small piece in the begging of the roll.
Tr: will ask students to throw the dice then move and find the answer of the equation.
Tr: will ask them to write the whole equation on their notebook.
Tr: will model the first one she will say “first put the small piece on the begging of the
roall, then throw the dice, move the steps, and finally I am in this equation which is 3-2,
lets use our number line” teacher will point how to get the answer from the number
lines. And then she will write it on their notebook.
Tr: will ask the students to do the ramming.
Ss: will complete and will raise their hand when they finish.

Extra activity: worksheet.

Low level activity:


Tr: will separate the students into 4 groups based on their academic level.
Tr: will distribute some cards that have a subtraction equation and some cubs.
Tr: will ask the students to use the number line to find the answer.
Tr: will say “this is 4-1,” she points to 4 in the number line and will say “this 4, so we will
go back 1, and the final answer is 3.
Tr: will put 3 cups beside the number 3
Tr: will ask the students to use marker to write the final answer on the card.
Ss: have to do the renaming by themselves.
Ss: will raise their hands when they finish.

Differentiation activities (Support)

Stripes (number lines)

Using pictorial pictures

Concreter objects.
Resources
& Time Plenary/Conclusion

5 minutes Tr: will make a quick revision to the whole class.


Tr: will write one equation on the board which is 6-3=.
Tr: will ask the students how can we find the final answer? Then she will do it by
using number lines.

Homework Students have to complete page 288 and 289.

Assessment Tr: will make a number lines on the ground.


Strategies: Tr: will have some cards than have some subtraction equation.
Tr: will ask the students to come one by one to take one card and stand beside the first
10 minutes number then they have to jumb backward based on the next number of the equation.

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment


assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback


feedback

Reflection:

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