By: Ajhantha Jayabalasinghamoise/UT Doncrest Option

LESSON PLAN

By: Ajhantha JayabalasinghamOISE/UT Doncrest Option

Date: November 7th, 2006 Grade: 1 Subject: Math Time: 40 minutes
TOPIC: 1 less/1 more
OBJECTIVES Ontario Curricular Expectations: Number Sense and Numeration - Operational Sense: “students will solve problems involving addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g., one more than, one less than).” Academic Objective: Students will demonstrate their understanding of the concepts ‘one more than’ and ‘one less than’ by accurately displaying manipulatives in response to direction and by describing what was done with the counters using appropriate vocabulary. Students will then apply their comprehension of these concepts by appropriately gluing a number of stickers to fill in the blanks on strips that read “___ is 1 less than ___” on one side and “___ is 1 more than ___” on the other side. Collaborative Objective: Attentive listening – what does it look like, sound like, feel like? Children are randomly called on to verbally respond after think-pair-sharing with a partner. It is important for children to wait for their turn to speak, so that all voices are equally heard and each child has the opportunity to share their ideas.
MENTAL SET Estimated time: 2 minutes</small<small<small</small “Farmer Andrea, the farmer from the Forsythe farm called me during recess, and she really needs our help. Something mysterious has happened boys and girls. 1 of Farmer Andrea’s beautiful bunny rabbits has gone missing! Now poor Farmer Andrea is so jumbled up right now because she is so upset about her missing bunny, so she has asked us to help her out by showing her what it is going to look like on her farm now that 1 of her bunnies has disappeared. She also needs our help to see what it would look like if her missing bunny comes back, which hopefully it will.”
STATED OBJECTIVES AND PURPOSE Estimated time: 1 minute<small “Farmer Andrea has sent us these strips, so that we can help show her what her farm will look like now that 1 of her bunnies has disappeared, and what it will look like if it is found again. Today, boys and girls, <smallusing the phrases on the strips “is 1 less than” and “is 1 more than”, we are going to show Farmer Andrea using stickers, what it’s going to look like on her farm with 1 more bunny and 1 less bunny so that she can make sense of what has happened on her farm.”
INPUT Estimated time: 10 minutes
Using students as counters, ask 3 to stand up, ask how many. Have one more student stand up, ask how many. Say the phrase – 4 is one more than 3. Repeat examples using different numbers of students, either showing ‘one more’ or ‘one less’ than the first group until students grasp the concept and the usage of the words one more and one less to compare groups of numbers.
Do silent demos for ‘one more’ and ‘one less’ students. Have students think pair and share and randomly call on them to share the answers they came up with with their partners. Make sure students are using the terms one less or one more appropriately in their answers.
Have 10 buttons already distributed for each child in the math circle. “I think Farmer Andrea started out with 6 bunnies on her farm, boys and girls, show me five bunnies.” Once all children are showing 6 buttons, use the felt board to show 6 bunnies and say “Since one of her bunnies has gone missing, show me 1 less bunny.” Once all children are showing 5 bunnies use the felt board to show 5 bunnies by taking one away and say “How many bunnies are left on her farm now? When you have an idea, show me in the air on your fingers.”

LESSON PLAN Page 2 of 3
OISE/UTDoncrest Option

Date: November 7th, 2006 Grade: 1 Subject: Math Time: 40 minutes
INPUT (continued) Once all children are showing five fingers in the air, say, “So I can say that 5 is 1 less than 6.” Have the class repeat the phrase after you. Repeat this with the class with several different numbers until every student readily and independently responds to the questions posed. On the last trial, say “What if Farmer Andrea’s bunny comes back? We are now showing 7 bunnies, but what should I do to show that Farmer Andrea’s bunny comes back?” Students will respond – show 1 more. “Show me 1 more bunny.” Once all students are showing 8 buttons, say “How many bunnies are on her farm now? When you have an idea, show me in the air on your fingers.” Once all children are showing eight fingers in the air, say, “So I can say that 8 is 1 more than 7.” And have the class repeat the phrase after you. Repeat this with the class with several different numbers until every student readily and independently responds to the questions.
Have kids read the phrases on the strips – is 1 less than, is 1 more than. Have kids think in their heads how they would fill in the blanks with stickers representing numbers of bunnies to complete the phrases correctly to help Farmer Andrea make sense of her situations. Think pair share to make sure students have the right ideas.
MODELLING / DEMONSTRATION Estimated time: 10 minutes
“Farmer Andrea knows one thing about her bunnies now – that she will have 1 less than she used to, but she wants us to show her, using these stickers, what 1 less than would look like if she had any number of bunnies. So we will choose a number of bunnies for Farmer Andrea’s farm, let’s say 5, so we will count out 5 stickers and take them from the plate, and then we will think – what is 1 less than 5, how can we figure that out? (show five fingers, and put one finger down, count 1, 2, 3, 4) 4 so then we will count out 4 stickers. So now we know our numbers are 4 and 5, but where will we glue them on the strip to complete the phrase ‘is 1 less than’? Right, so we will glue them onto our strip to complete the phrase for Farmer Andrea – 4 is one less than 5.” Glue the stickers onto the strip and hold it up to show the class.
“Now, boys and girls, Farmer Andrea is really hoping that her missing bunny will be found, so she also would love to see what that would look like if she ends up with 1 more bunny. So using the same number of bunnies, we can complete the phrase on the other side of the strip. So this time, we are starting out with 4 bunnies, so we will count out 4 stickers and take them from the plate, and then we will think – what can we do to show 1 more than 4 bunnies? (show four fingers, and add one more, count 1, 2, 3, 4, 5 fingers) Put one more sticker – so that makes 5, good. So now we know that our numbers are 5 and 4, but where will we glue them on the strip to complete the phrase ‘is 1 more than’? Right, so we will glue them onto our strip to complete the phrase for Farmer Andrea – 5 is one more than 4.” Glue the stickers onto the strip and hold it up to show the class.
CHECKS FOR UNDERSTANDING Will occur throughout the lesson by making sure every student is engaged and showing the appropriate number of buttons or fingers up. Think pair share – listen as students are sharing their thoughts with their partners and randomly call on students to share their answers. Wander around classroom while students are completing their strip, and have them read their phrases to you and explain what they have done.
Date: November 7th, 2006 Grade: 1 Subject: Math Time: 40 minutes
PRACTICE Estimated time: 15 minutes
Have students complete the strips using the stickers and glue to complete the phrases on either side, circulating to help students who need it and having them explain/read their answers to you. (Have one plate of stickers per table, 2 bottles of glue per table and 1 strip for each student already laid out on tables prior to starting the lesson).
CLOSURE Estimated time: 2 minutes Poor Farmer Andrea! From all your help, it looks to me boys and girls, that if she doesn’t find her missing bunny, she’s going to have a very tiny teeny amount of bunnies on her farm. But hopefully, if she finds her missing bunny, according to all your help, boys and girls, it looks like Farmer Andrea will have many bunnies! Since Farmer Andrea lost 1 bunny, does she now have more or less bunnies? (students chant – ‘less!’) and how many less boys and girls? (students chant – ‘1 less!’) and what if Farmer Andrea finds her missing bunny, will she have more, or less bunnies? (students chant – ‘1 more!’)
Considerations / Notes
Assessment
 self-evaluation
 group evaluation
 teacher evaluation
 observation
anecdotal notes
quiz/test/worksheet
 checklist
 rubric
 interview
 discussion
 learning log/journal
 other – worksheet/strips / When students have finished, have them play math games with math manipulatives (blocks, buttons, shells) to build one more or one less by pulling a ticket out of a hat (strips that read 1 more or 1 less) or by using the math spinner (spin and show 1 more or 1 less according to what the needle lands on).
<smallMaterials needed: stickers pre-made strips folded into three parts, the middle reading “is 1 less than” on one side and “is 1 more than” on the other side glue felt board</small and felt objects for board buttons / <smallMultiple Intelligences
 verbal linguistic
 logical/mathematical
 musical
 bodily/kinesthetic
 visual/spatial
 interpersonal
 intrapersonal
 natural</small / <smallTactics
 Think, Pair, Share
 Corners
 Round Robin
 3-Step Interview
 Insd/Outsd Circles
 Paraphrase Passport
 Placemat
 Other</small - using manipulatives to have everyone engaged / <smallModifications
Who: Omar, Steven, Edmund, Harry, Vinny, Amber, Kobe
How
 kind of assignment
 breadth
 depth
 pace
 grouping
 time
 place
 other – pay close attention and check frequently for understanding </small

LESSON PLAN Page 3 of 3
OISE/UTDoncrest Option