Mathematic Word Problems for Comprehension and Development
By: Drema Dowdy
Lesson Plan for 1st Grade Mathematics (ages 6-7)
Common Core Standards:
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of
addition, subtraction, and strategies for addition and subtraction within 20; (2) developing
understanding of whole number relationships and place value, including grouping in tens and ones;
(3) developing understanding of linear measurement and measuring lengths as iterating length
units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes
Lesson Summary:
Students learn addition, subtraction, multiplication, and division of small numbers, solving word problems
without assistance using basic reading vocabulary. Ditto’s are projected on board and discussed; student is
expected to answer questions without assistance. Subtraction and addition are of a slightly higher level, due to
much earlier exposure within given learning situations. Students demonstrate counting 1to a hundred or as high
as their individual capabilities. Added to word problem comprehension is the introduction of money count.
Students will be taught coin and dollar value. Issued dittos for counting money.
Example: What is the value of 2 quarters? Ditto is given picturing 2 quarters, students are expected to
reply 50 cents.
Example: Jane has 2 dimes, she gives one to her friend, how much money does she have left? Students
Raise their hand to reply and write answers on ditto.
Estimated Duration:
Total duration of lesson is 240 minutes, 60 minutes per day.
Day 1:
Refresher in basic addition, subtraction, 10 minutes each. Basic multiplication 15 minutes. Basic division 15
minutes. 20 minutes of introduction to learning coin and dollar value.
Day 2:
Addition and subtraction, in regards to increasing and decreasing value of a whole number in cents.
20 minutes. Hands on activity 40 minutes creating store purchase scenarios for instilling counting perfection
from a fun, fascinating, real life perspective.
Day 3:
Word problem review dittos issued on increasing and decreasing value of dollars and cents. 20min.
1
Store scenarios purchases for 40min.
Day 4:
Evaluations performed, written and verbal. Students perform scenarios before the class. 40min.
Dittos issued in class. Questions read by teacher and answered on dittos.
Commentary:
I feel the greatest challenge to be students not able to count high enough, or efficiently in the performing of the
task. A child’s perspective on the value of money is usually culturally based. Individual cultures tend to be
exceedingly bias’s on how they view the spending of money in it’s use. The universal perspective in which to
focus is its use for basic daily survival. Projecting the importance of becoming economically independent in
making your own purchases, and financially independent within the prudency of those purchases, seems to
have the same effect on everyone. I hope to instill a dynamic self-motivated drive for this lesson by referencing
these important personal values.
Instructional Procedures:
Day 1:
Teacher will project ditto on white board and issue copies to students. Teacher will read each question aloud
asking students to follow along, answering question on ditto. Students having problems are welcome to ask
questions concerning problems. Students are issued coins, and bills after basic addition and subtraction
exercises. Teacher discuss value of dollars, and cents.
Day 2:
Teacher projects ditto on board for basic multiplication and division of small numbers, issues students copies,
process from previous day is repeated for 20min. Students are divided into groups to create scenario’s.
Day 3:
More practice with word problems and practice dittos. First 20 minutes of lesson is in discussion of emotions
on spending money. Each student is expected to express their feelings on spending money and making
purchases.
Day 4:
Fun day! Scenarios performed before class on making purchases, in spending and counting money.
There is a quick review ditto, written and verbal evaluations.
Pre-Assessment:
First day of class students take turns counting to the highest level of their capabilities. Open questions are
asked each student on what they know about math. Short written assessment on basics of addition, subtraction,
division, and multiplication. assessment is for establishing difficulty level only, and not to be graded.
Scoring Guidelines:
Low, Med, or High depending on assessed comprehension capabilities. Results are recorded. Student is
monitored for improvement rate.
2
Post-Assessment:
Written assessment made at end of lesson to be compared to pre assessment made at the beginning of lesson.
Student is issued fun lesson plan of interesting actives to reduce difficulty level of task to student.
Scoring Guidelines:
Low, medium, or high rate of improvement will be assessed.
Differentiated Instructional Support:
Students of a high comprehension rate will receive advice on daily activities, to increase their arsenal of both
natural and learned capabilities.
Students struggling for comprehension will receive activities to reduce difficulty level of lesson plan.
Extension:
Counting Money: How to Count Money with US Dollars - Bing video
Money Song : 2 Dimes and a Nickel- A Money Math Song - Bing video
Money Song2: Coin songs - Bing video
Students learn to count money through song repetition.
Homework Options and Home Connections:
Students will be issued packages loaded with fun activities to do with parents and friends, to complete at their
own pace. May turn them in at end of lesson for extra credit.
Interdisciplinary Connections:
Improvement in Problem Solving Capabilities.
General Studies in problem solving. Students learn to address difficult purchasing situations by way of guided
scenario’s.
3
Materials and Resources:
For teachers Projector, fake money, simulated store environment, dittos, computer.
For students Tech Pad.
Key Vocabulary:
Quarter, nickels, dimes, pennies, cents, dollars, merchandise, product, money sense, value.
References:
Ohio Department of Transportation: [Link]
You Tube, Bing Video’s
