Lesson Plan Title:
Grade 1 Mathematics Lesson Plan: Doubling and Halving
Materials Needed:
– Counters (e.g., beans, buttons, or any small objects)
– Whiteboard and markers
– Flashcards with numbers
– Worksheets with doubling and halving exercises
– Visual aids (pictures illustrating doubling and halving)
– Tablets/computers with educational math games (optional)
Learning Objectives:
By the end of this lesson, students should be able to:
1. Understand the concept of doubling and halving numbers.
2. Accurately double and halve numbers up to 10.
3. Apply the concept of doubling and halving in simple real-life scenarios.
Vocabulary:
1. Double: To multiply a number by 2.
2. Half: To divide a number by 2.
3. Pair: Two things of the same kind.
4. Equal: Being the same in quantity, size, degree, or value.
5. Number: A mathematical object used to count, measure, and label.
Previous Learning:
Students have learned basic counting, addition, and subtraction with numbers up to 10. This lesson extends their understanding of numbers by introducing doubling and halving concepts.
Anticipated Challenges and Solutions:
– Challenge: Difficulty understanding the concept of halving.
Solution: Use visual aids and counters to illustrate halving concretely.
– Challenge: Recognising that ‘double’ means adding the same number to itself.
Solution: Demonstrate with real objects and repetitive practice with different sets.
Beginning Activities (4 minutes):
1. Introduction (2 minutes):
– Greet the students and introduce the lesson topic: Doubling and Halving.
– Explain what doubling and halving mean using simple language.
2. Activation of Prior Knowledge (2 minutes):
– Ask students to count from 1 to 10 to refresh their memory.
– Show two counters and ask “What happens if we add the same number of counters again?”
Middle Activities (32 minutes):
1. Direct Instruction (10 minutes):
– Use counters to illustrate doubling. For example, show 3 counters and then add 3 more to demonstrate doubling (3+3).
– Repeat the same with different numbers up to 10.
– Demonstrate halving by using an even number of counters, e.g., show 4 counters and split them into two equal groups of 2.
- Guided Practice (10 minutes):
- Distribute counters to each student.
- Call out a number and have students double that number using their counters.
- Repeat the activity for halving different numbers.
- Walk around the class to assist and check for understanding.
- Independent Practice (12 minutes):
- Hand out worksheets with simple doubling and halving exercises. For example, “Double of 2 is _”, “Half of 4 is _”.
- Have students complete the worksheets individually.
- Provide additional counters if needed to help students solve the problems.
End Activities (4 minutes):
1. Exit Ticket Activity (4 minutes):
– Give each student a flashcard with a number on it.
– Ask students to write on the back of the flashcard the double and half of that number.
– Collect the flashcards to review their answers quickly.
Assessment and Checks for Understanding:
1. Observation during guided practice.
2. Correct answers on the doubling and halving worksheets.
3. Exit ticket flashcards to check immediate understanding.
4. Participation in class discussions and activities.
Differentiation Strategies for Diverse Learners:
– For advanced learners:
– Provide larger numbers to double and halve.
– Introduce the concept of ‘doubling and halving’ as related to basic multiplication and division.
– For struggling learners:
– Use simpler numbers and additional visual aids.
– Pair struggling students with peers who can assist them.
– Use digital tools or interactive games to reinforce concepts in a fun manner.
Teaching Notes:
– Ensure all counters and visual aids are accessible to all students.
– Use different colours for counters to make them visually appealing and easier to count.
– Encourage students to verbalise their thought process to foster deeper understanding.
– Monitor the classroom closely to provide immediate feedback and assistance.
Accessibility Considerations:
– Provide tactile counters for visually impaired children.
– Ensure any digital tools are usable with screen readers or other assistive technologies.
– Adapt worksheets with larger print for students with visual impairments.