Two-Week Lesson Plan: Addition and Subtraction (Grade 1, India)
Overview
Grade Level: 1
Subject: Mathematics
Theme: Addition and Subtraction (Numbers up to 20)
Duration: 2 weeks (10 school days, 40-minute periods)
Objective: Students will learn to add and subtract numbers up to 20 using concrete objects, number lines, and mental strategies, with a focus on real-life applications (e.g., counting rupees, fruits).
Learning Outcomes:
Perform addition and subtraction within 20 using manipulatives (e.g., counters, blocks).
Understand the concept of “putting together” (addition) and “taking away” (subtraction).
Solve simple word problems involving addition and subtraction.
Develop number sense, collaboration, and problem-solving skills.
Resources: Counters (beans, buttons), number lines (drawn or printed), flashcards, worksheets, picture books (e.g., Ten Apples Up On Top! by Dr. Seuss), whiteboard, chart paper, toy rupees, fruits (real or plastic), projector (if available).
Assessment: Observations, class participation, worksheets, quizzes, and a final “Market Day” project.
Week 1: Introduction to Addition and Subtraction
Day 1: Understanding Addition (Putting Together)
Objective: Introduce addition as combining groups; add numbers up to 10.
Activities:
Story Time (10 min): Read a story like Ten Apples Up On Top! or narrate a tale about a child collecting mangoes. Ask, “If I have 3 mangoes and add 2 more, how many do I have?”
Discussion (10 min): Show 3 beans and 2 beans on a mat. Combine them and count: “3 + 2 = 5.” Explain addition as “putting together.” Use Indian examples (e.g., “2 laddoos + 3 laddoos = ?”).
Activity (15 min): Students use counters (beans) to solve 5 addition problems (e.g., 4 + 3, 2 + 5) on a worksheet with pictures (e.g., fruits).
Wrap-Up (5 min): Play “Add It Up” game: Show flashcards (e.g., 3 + 4), students shout answers.
Resources: Storybook, beans, worksheet, flashcards.
Assessment: Observe counting accuracy; check worksheet for correct sums.
Day 2: Addition with Number Lines
Objective: Use number lines to add numbers up to 10.
Activities:
Demonstration (10 min): Draw a number line (0–10) on the board. Show 2 + 3: Start at 2, hop 3 steps to 5. Say, “2 + 3 = 5.”
Discussion (10 min): Ask, “How can we use a number line to add 4 + 2?” Model with a student volunteer. Use Indian context (e.g., “4 steps to school + 2 more = ?”).
Activity (15 min): Students complete a worksheet with 5 addition problems using mini number lines (e.g., 5 + 3, 1 + 4).
Wrap-Up (5 min): Students hop on a floor number line (drawn with chalk) to solve one problem (e.g., 3 + 4).
Resources: Whiteboard, worksheets, chalk.
Assessment: Check worksheet accuracy; observe number line use.
Day 3: Understanding Subtraction (Taking Away)
Objective: Introduce subtraction as taking away; subtract within 10.
Activities:
Story (10 min): Narrate a story about a vendor selling bananas: “I had 5 bananas, sold 2, how many are left?” Count: 5 – 2 = 3.
Discussion (10 min): Show 5 counters, remove 2, count 3. Explain subtraction as “taking away.” Use examples (e.g., “6 rupees – 2 rupees = ?”).
Activity (15 min): Students use counters to solve 5 subtraction problems on a worksheet (e.g., 7 – 3, 5 – 2) with pictures (e.g., balloons).
Wrap-Up (5 min): Play “Take Away” game: Show flashcards (e.g., 6 – 3), students shout answers.
Resources: Counters, worksheet, flashcards.
Assessment: Check worksheet for correct differences; observe participation.
Day 4: Subtraction with Number Lines
Objective: Use number lines to subtract within 10.
Activities:
Demonstration (10 min): On a number line (0–10), show 5 – 2: Start at 5, hop back 2 steps to 3. Say, “5 – 2 = 3.”
Discussion (10 min): Ask, “How do we subtract 7 – 4 on a number line?” Model with a student. Use context (e.g., “7 chapatis – 3 eaten = ?”).
Activity (15 min): Students complete a worksheet with 5 subtraction problems using number lines (e.g., 8 – 3, 6 – 2).
Wrap-Up (5 min): Students hop back on a floor number line to solve one problem (e.g., 7 – 4).
Resources: Whiteboard, worksheets, chalk.
Assessment: Evaluate worksheet accuracy; observe number line hops.
Day 5: Mixed Addition and Subtraction
Objective: Practice addition and subtraction within 10; introduce word problems.
Activities:
Review Game (10 min): Show flashcards (e.g., 4 + 3, 6 – 2), students solve in pairs using counters.
Discussion (10 min): Introduce word problems: “Anu has 5 pencils, gets 2 more. How many now?” (5 + 2 = 7). Model a subtraction problem: “Ravi had 8 marbles, lost 3. How many left?” (8 – 3 = 5).
Activity (15 min): Students solve 4 word problems on a worksheet (2 addition, 2 subtraction) using counters or number lines.
Wrap-Up (5 min): Class solves one word problem together (e.g., “3 birds + 4 birds = ?”).
Resources: Flashcards, counters, worksheet.
Assessment: Check worksheet for correct solutions; observe pair work.
Week 2: Building Skills and Applying Knowledge
Day 6: Adding and Subtracting within 15
Objective: Extend addition and subtraction to numbers up to 15.
Activities:
Story (10 min): Tell a story about a shopkeeper with 10 apples, adding 4 more, then selling 3. Ask, “How many apples now?” (10 + 4 – 3 = 11).
Discussion (10 min): Show 10 + 4 on a number line, then 14 – 3. Explain carrying over to teens. Use Indian context (e.g., “12 rupees – 5 = ?”).
Activity (15 min): Students solve 6 problems (3 addition, 3 subtraction) on a worksheet (e.g., 10 + 5, 12 – 4) using counters.
Wrap-Up (5 min): Play “Quick Math” with flashcards (e.g., 11 + 3, 15 – 4).
Resources: Counters, worksheet, flashcards.
Assessment: Evaluate worksheet accuracy; note game responses.
Day 7: Word Problems with Larger Numbers
Objective: Solve word problems within 15 using addition and subtraction.
Activities:
Discussion (10 min): Model a word problem: “Sita has 12 flowers, gives 3 away. How many left?” (12 – 3 = 9). Show on number line. Ask students to suggest a problem (e.g., “I have 10 toffees, eat 4”).
Activity (15 min): Students solve 5 word problems on a worksheet (e.g., “9 kites + 4 = ?”, “14 mangoes – 6 = ?”) using drawings or counters.
Group Work (10 min): In pairs, students create one word problem and solve it.
Wrap-Up (5 min): Pairs share their problems with the class.
Resources: Worksheet, counters, paper.
Assessment: Check worksheet and pair problems for correctness; observe collaboration.
Day 8: Mental Math Strategies
Objective: Introduce mental math for addition and subtraction (e.g., doubles, counting on).
Activities:
Demonstration (10 min): Show doubles: “5 + 5 = 10.” Show counting on: “6 + 3 = start at 6, count 7, 8, 9.” For subtraction, count back: “8 – 2 = 8, 7, 6.”
Discussion (10 min): Ask, “What’s 4 + 4? How about 7 – 3?” Practice with Indian examples (e.g., “6 idlis + 6 = ?”).
Activity (15 min): Students complete a worksheet with 6 mental math problems (e.g., 3 + 3, 10 – 5), circling doubles or counting steps.
Wrap-Up (5 min): Play “Math Race”: Teacher says problems (e.g., 5 + 4), students raise hands to answer.
Resources: Worksheet, whiteboard.
Assessment: Check worksheet for mental math strategies; observe race participation.
Day 9: Market Day Project (Preparation)
Objective: Plan a group “Market Day” project to apply addition and subtraction in a pretend market.
Activities:
Discussion (10 min): Explain a market scenario: “You’re a shopkeeper selling fruits with toy rupees.” Show toy rupees and fruits (e.g., 5 apples at 2 rupees each). Ask, “How much for 3 apples?” (3 × 2 = 6).
Planning (15 min): Divide class into 4 groups (each a “shop” with fruits). Groups plan items and prices (e.g., mangoes at 3 rupees). Practice problems (e.g., “Buy 4 mangoes, pay how much?”).
Activity (10 min): Groups create price tags and draw 2–3 items.
Wrap-Up (5 min): Groups share one item and price.
Resources: Toy rupees, plastic fruits, paper, crayons.
Assessment: Observe group planning; check price tags for clarity.
Day 10: Market Day and Review
Objective: Apply addition and subtraction in a market simulation; review concepts.
Activities:
Market Day (20 min): Set up 4 “shops” in the classroom. Students take turns as shopkeepers and customers, using toy rupees to buy/sell (e.g., “I buy 2 apples at 3 rupees each, pay 6 rupees”). Each student solves 2 problems (e.g., add cost, subtract change).
Presentation (10 min): Groups present their shop, explaining one transaction (e.g., “Sold 3 mangoes for 9 rupees”).
Wrap-Up (10 min): Class reviews key concepts (addition = putting together, subtraction = taking away). Play a quick quiz: Teacher asks 5 problems (e.g., 7 + 6, 12 – 4).
Resources: Toy rupees, plastic fruits, price tags.
Assessment: Evaluate transactions for accuracy; assess presentations and quiz responses.
Notes for Teachers
Cultural Context: Use Indian examples (rupees, mangoes, idlis) to make math relatable. Incorporate local markets (e.g., village shops) in stories and activities.
Differentiation: For advanced students, include problems up to 20 or simple two-step problems (e.g., “5 + 4 – 3”). For struggling students, use more manipulatives and simpler numbers (e.g., within 5).
Parental Involvement: Encourage parents to practice counting with household items (e.g., spoons, coins) to reinforce skills.
Safety: Ensure safe use of counters (no swallowing); supervise market activity to avoid disputes.
Extension: Visit a local market (if feasible) to observe buying/selling, or invite a shopkeeper to discuss simple transactions.
Assessment Summary
Formative: Daily observations, participation in games/discussions, worksheet accuracy, craft quality.
Summative: Market Day project (group effort, transaction accuracy) and final quiz (problem-solving).
Feedback: Provide verbal encouragement daily; written comments on worksheets; group feedback after Market Day.
Expected Outcomes
By the end of two weeks, Grade 1 students will:
Add and subtract numbers up to 15 confidently using counters, number lines, and mental strategies.
Solve simple word problems involving addition and subtraction.
Understand addition as combining and subtraction as taking away.
Apply math in real-life scenarios (e.g., market transactions).
Show enthusiasm for math through games and projects.