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  1. Select a grade level 1-5. Visit four websites that contain math lesson plans focused on operations and algebraic thinking. Using the four sample lesson plans, the Common Core State Standards for Mathematical, and the “Class Profile” as resources, design an original lesson using the “COE Lesson Plan Template.”
    Be sure your original lesson plan includes a research-based instructional strategy from the assigned readings as well as promotes one or more of the Standards for Mathematical Practice from the Common Core State Standards for Mathematics.
    Using the “Class Profile,” include 2-3 differentiation strategies in your lesson plan based on the needs of the students. Cite the websites that you used to develop this lesson plan.
    While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
    You are required to submit this assignment to LopesWrit


Subject Lesson Planning Pages 11 Style APA


Operations and Algebraic Lesson Plan






Teacher Candidate:

Grade Level:



Instructional Plan Title

[Insert your name]

Grade One



Operations and Algebraic Lesson Plan   

I.  Planning

Lesson Summary and Focus:

In this lesson, the grade 1 learners will both add and subtract numbers between 1-10.

Classroom and Student Factors:

The classroom factor includes 30 students, one teacher, and one paraprofessional. Students factors include students with emotional and learning disabilities. The class will be an inclusive classroom with a mixture of both general and special education students.

National/State Learning Standards

National Learning Standard: 1.0 A.A.1 – Use addition and subtraction to solve word problems by using objects, drawings, and equations (Corestandards.org., 2019)

Specific Learning Target(s)/Objectives

Each of the learners will: –

·         Use different models to explain addition in word problems.

·         Use varied models to explain subtraction in word problems.

·         Writer number sentences to represent both addition and subtraction.

Teaching Notes

The lesson falls under the addition and subtraction part of the unit of study.


1.       The opening of the lesson will start with students sitting in a large circle and randomly acting out math stories (10 minutes).

2.       The students will then review different terms and record them in a math journal (5 minutes).

3.       Examples will then be provided in a chart paper (5-10 minutes).

4.       Students will practice addition and subtraction problems on whiteboards and then turn and talk with partners (10-15 minutes).

5.       Group activity will follow (15 minutes).

6.       Independence practice will be enforced (10-15 minutes).

7.       A review of the addition and subtraction problems will be conducted with the class as a whole.

Formative Assessment

The instructor will assess the leaders via observation during the whole class discussion especially when the students turn and talk and practice addition and subtraction problems on their whiteboards, during group discussions, and in independent practice (Rosenshine, 2012). At the end of the class, a worksheet will be completed and turned in.


Academic Language

Key vocabulary

·         Add: refers to the act of combining of joining together. I will teach students using related words such as add, and, plus, and put together. I will use the plus sign (+).

·         Added- any of the numbers(figure) added to establish a sum.

·         Subtract- take away or calculate the difference between numbers. I will use related terms such as take away, deduct, and remove.

·         Subtracted- any of the numbers taken away to establish the difference.


The purpose of the language of addition and subtraction is to ensure learners understand the difference between the two in math. The students will demonstrate their understanding by differentiating between the (+) and (-) signs.


The instructor will start the lesson with a short overview of previous and prerequisite learning and a brief statement of the goals/objectives (Rosenshine, 2012). To ensure a structured way of understanding addition and subtraction, the teacher will present any new materials in small steps and perform student practice after each step. Clear and detailed instructions will be given. Students will be asked a large number of questions to check for their in-depth understanding (Rosa, 2019).






Instructional Materials, Equipment, and Technology

Worksheet, interactive whiteboard, number cards, counting bears, teacher checklist, and other virtual manipulatives, and PowerPoint presentation containing addition and subtraction math problems and answers.


Differentiated instruction strategies will be used in supporting the diverse learning needs of the students. Cooperative grouping will be used by requiring students with learning needs to work together with others (Proud to Be Primary, 2019). Collaborative learning and teaching will also be used to ensure that the paraprofessional can help students with different disabilities.



II. Instruction

A.  Opening

Prior Knowledge Connection

The previous knowledge of the students on the lesson about manipulating numbers will be used to differentiate between the act of addition and subtraction.

Anticipatory Set

The knowledge about addition and subtraction will enable students in their life activities to have an effective way of purchasing products as they will know how much to give and the change they are supposed to receive.

B.  Learning and Teaching Activities (Teaching and Guided Practice)

I Do

Students Do


1.       I will create a detailed anchor chart in the PowerPoint presentation containing the various teaching strategies to use.

2.       I will require the students to learn how to count, add and subtract using their figures in groups.

3.       Using small objects such as counting bears, I will teach students to solve addition and subtraction equations independently.

4.       I will require students to summarize and take note of each of the main ideas.

5.       I will reinforce effort and provide recognition to the students by applauding those who have performed well (Second, 2013).

6.       I will then assess the students at the end of the course by asking questions as to the lesson concepts.

1.       Students will read the anchor chart and understand its contents.

2.       Learners will count using their fingers in groups of five.

3.       Learners will individually use the counting bears and number cards to add and subtract.

4.       Students will clap and applaud others who have deployed excellent understanding (Math 4 Love, 2018).

5.       Students will summarize lesson concepts on the worksheet using their own words.

6.       Students will answer questions related to addition and subtraction at the end of the course.


1.       Information will be explained to students with disabilities by the paraprofessional.

2.       Students with learning disabilities will be assisted to count their fingers by the paraprofessional.

3.       Learners with disabilities will be assisted to use the counting bears.

4.       Those with learning disabilities will be exempted from summarizing and taking notes.

5.       The instructions for the formative assessment for those with a disability will be different- easy and using more straightforward language.

6.       Those who finish early will be provided with additional tests.





Summative Assessment

A summative assessment will entail the students being asked two questions; one relating to addition and the other to subtraction.  Summative assessment ensures that the students are assessed about their understanding of the goals by examining the outcome of the lesson at the end of the experience (Rosenshine, 2012).


Differentiation of the summative assignment will be ensured by simplifying the complexity of the language of directions for learners with learning disabilities (Rosenshine, 2012). Additionally, learners with learning disabilities will be provided with varied options for the expression of their learning.


Students will share what they have learned by providing a summary of what they have understood from the lesson. Questions that the instructor can ask include “what is an addition?” “what is subtraction?” Students will confirm the transfer of learning objectives by being able to use the (+) and (-) signs effectively. (1+2=) (3-2=).


A drill practice-based homework will be provided to the students whereby they will be required to answer similar questions to those they have practiced in class. In specific, a systematic repetition of the class concepts and examples will be used to ensure that they perfect the procedures for addition and subtraction.





Corestandards.org. (2019). Grade 1 » Operations & Algebraic Thinking. Retrieved from http://www.corestandards.org/Math/Content/1/OA/

Math 4 Love. (2018). Unit Charts. Retrieved from https://mathforlove.com/math-topic/oa/

Proud to Be Primary. (2019). Retrieved from https://proudtobeprimary.com/addition-and-subtraction-to-20-activities-for-kids/

Rosa, J. (2019). Algebraic Operations First Grade. Retrieved from https://www.pinterest.com/jessicalrosa/algebraic-operations-first-grade/?lp=true

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator. Retrieved from https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Second, A. (2013). Marzano’s Instructional Strategies. YouTube. Retrieved from https://www.youtube.com/watch?v=ODN9THnBMFc

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