Lesson Plan
Addition Adventure Lesson Plan
Over four 140-minute sessions, first graders will master addition and subtraction within 20 by exploring commutative/associative properties, counting on, making ten, decomposing numbers, using number lines, and building fluency within 10.
By engaging hands‐on activities, visual models, and structured practice, students will internalize efficient strategies, boost confidence, and achieve grade-level math fluency.
Audience
First Grade
Time
4 sessions × 140 minutes each
Approach
Hands-on, visual, scaffolded practice
Materials
Interactive Slide Deck Session 1: Commutative & Counting On [#addition-adventure-slides-1], Session 1 Practice Worksheet [#addition-adventure-worksheet-1], Counters or Math Cubes, Mini Whiteboards & Markers, Interactive Slide Deck Session 2: Associative & Making Ten [#addition-adventure-slides-2], Ten Frames & Number Cards, Session 2 Practice Worksheet [#addition-adventure-worksheet-2], Interactive Slide Deck Session 3: Number Lines & Decomposing Ten [#addition-adventure-slides-3], Number Line Strips, Session 3 Practice Worksheet [#addition-adventure-worksheet-3], Interactive Slide Deck Session 4: Fluency & Mixed Practice [#addition-adventure-slides-4], and Session 4 Review & Fluency Worksheet [#addition-adventure-worksheet-4]
Prep
Teacher Prep
30 minutes
- Review each slide deck and print corresponding practice worksheets: Session 1 Practice Worksheet, Session 2 Practice Worksheet, Session 3 Practice Worksheet, Session 4 Review & Fluency Worksheet
- Gather and organize manipulatives (counters, ten frames, number lines)
- Pre-assign seating pairs for peer support and differentiation grouping
- Prepare mini-whiteboards and markers at each desk
Step 1
Session 1: Commutative Property & Counting On
140 minutes
- Warm-Up (15 min)
- Whole-class counting chant 1–10
- Quick flash cards: show 3+4 vs 4+3 and ask "What do you notice?"
- Direct Instruction (25 min)
- Use Interactive Slide Deck Session 1: Commutative & Counting On to define commutative property
- Demonstrate with counters: 2+5=5+2
- Guided Practice (30 min)
- In pairs, students model partner problems on ten-frame boards
- Rotate and share one example each pair solved both ways
- Independent Practice (40 min)
- Students solve 12 problems on Session 1 Practice Worksheet using counting on and commutative strategy
- Closure & Assessment (30 min)
- Exit ticket: one problem solved two ways on mini-whiteboards
- Collect boards, note accuracy and strategy use
- Differentiation & Accommodations
- Struggling: provide number line or extra counters, pair with a strong peer
- Advanced: challenge with three addends (e.g., 1+2+3) using commutative grouping
- IEP/504: visual cue cards of steps, extra processing time, preferential seating
Step 2
Session 2: Associative Property & Making Ten
140 minutes
- Warm-Up (10 min)
- Quick review: commutative examples from exit tickets
- Direct Instruction (30 min)
- Slides Session 2: Associative & Making Ten
- Model grouping (2+3)+4=2+(3+4) with counters
- Introduce making ten: 8+5 → (8+2)+3
- Guided Practice (30 min)
- Ten-frame stations: students decompose addends to make ten, then add remainder
- Independent Practice (40 min)
- Session 2 Practice Worksheet: decompose to ten and solve
- Closure & Assessment (30 min)
- Share one making-ten strategy example
- Quick check worksheet problems for accuracy
- Differentiation & Accommodations
- Visual ten-frame mats for support
- Extension: apply associative to three-digit sums within 20
- Language supports: sentence frames ("I regrouped ___ to make ten")
Step 3
Session 3: Number Lines & Decomposing to Ten
140 minutes
- Warm-Up (10 min)
- Count on by tens and fives on a large floor number line
- Direct Instruction (30 min)
- Session 3 Slides: model hops on a number line
- Show decomposition: 14+6 → 14+ (6=4+2) → 18+2
- Guided Practice (30 min)
- Students use individual number-line strips to solve 10 problems
- Independent Practice (40 min)
- Session 3 Practice Worksheet: mix number line and making-ten problems
- Closure & Assessment (30 min)
- Students illustrate one solution on number line and explain to class
- Teacher notes fluency and strategy understanding
- Differentiation & Accommodations
- Provide pre-marked number lines for struggling students
- Challenge: decompose both addends for multi-step jumps
- IEP/504: allow verbal explanation in lieu of written
Step 4
Session 4: Fluency Frenzy & Mixed Practice
140 minutes
- Warm-Up (15 min)
- Timed partner flash: 20 addition problems within 10
- Review Mini-Lesson (25 min)
- Slides Session 4 Fluency & Mixed Practice
- Quick demos of all strategies: commutative, associative, making ten, number line
- Stations Rotations (60 min)
- Station 1: Counting-On Race (dice & counters)
- Station 2: Making-Ten Puzzle Cards
- Station 3: Number-Line Hopscotch
- Station 4: Worksheet Corner (Session 4 Review & Fluency Worksheet)
- Closure & Final Assessment (40 min)
- 10-question mixed addition/subtraction quiz within 20
- Students self-rate confidence and share favorite strategy
- Differentiation & Accommodations
- Station choice based on readiness
- Provide calculators for verification only
- Extended time and quiet space for IEP/504 students
Slide Deck
Let’s Get Started!
Count with me: 1, 2, 3… all the way to 10!
Begin with an energetic counting chant to engage students. Invite them to count aloud from 1 to 10 together.
Today’s Adventure
• Learn the Commutative Property
• Practice Counting-On
• Solve addition problems in two ways
Introduce today’s goals so students know what to expect.
Warm-Up: Simple Sums
Solve these aloud:
2 + 3 = ___
4 + 1 = ___
5 + 2 = ___
Quickly review simple addition to prime their thinking.
What Do You Notice?
3 + 4 = 7
4 + 3 = 7
Why are they the same?
Pose a question to spark curiosity: Why does 3+4 equal 4+3?
Commutative Property
You can swap the addends and get the same sum.
For any numbers a and b: a + b = b + a
Define the commutative property in kid-friendly language.
Visual Model A
2 counters + 5 counters = 7 counters
5 counters + 2 counters = 7 counters
Show with counters: place 2 red and 5 blue, then swap colors.
Visual Model B
Draw two groups:
Group A: 3 dots + 4 dots
Group B: 4 dots + 3 dots
Both make 7 dots
Encourage students to notice order doesn’t matter.
Number Sentence Examples
3 + 6 = 6 + 3 = 9
1 + 8 = 8 + 1 = 9
Demonstrate on the board with number sentences.
Turn & Talk
With your partner, show one example of swapping addends.
Then share with the class.
Prompt students for a quick partner discussion.
What Is Counting-On?
Start with the bigger number and count up.
E.g., 5 + 3: start at 5, then count “6, 7, 8.”
Transition to counting-on as another strategy.
Counting-On Visual
5 + 2 → start at 5 → jump to 6, then 7 → answer 7
Model counting-on with fingers or a number line.
Try These Together
4 + 3 = ?
6 + 2 = ?
7 + 1 = ?
Provide a few examples for class practice.
Mixing Strategies
If numbers are hard, swap or count on:
2 + 7 → 7 + 2 or start at 7, count 8, 9 → answer 9
Show how commutative and counting-on work together.
Practice Time
Solve each two ways:
3 + 5 = ___
4 + 6 = ___
2 + 8 = ___
Slide with practice problems for independent or pair work.
Guided Practice
In pairs, use ten-frame boards to model and swap.
Share one example with the class.
Explain the guided-practice activity using ten-frame boards.
What Did You Notice?
• How did swapping help?
• Was counting-on easier? Why?
Encourage reflection on which strategy they liked best.
Exit Ticket
On your whiteboard, solve:
5 + 4 two ways:
• Use Commutative
• Use Counting-On
Introduce the exit ticket so students know expectations.
Exit Ticket Example
5 + 4 = 4 + 5 = 9
5 → 6, 7, 8, 9 → 9
Give a model of a completed exit ticket.
Great Work Today!
Tomorrow: Learn the Associative Property & Making Ten
Wrap up the session and preview next time’s focus.
You Did It!
You rocked Commutative & Counting-On!
Give yourselves a round of applause.
End on an encouraging note, highlighting effort.
Slide Deck
Let’s Warm Up!
Quick review: What did swapping numbers help us with?
Begin with energy! Ask students to share one thing they remember from yesterday’s lesson.
Today’s Adventure
• Learn the Associative Property
• Practice Making Ten
• Solve addition problems in new ways
Introduce today’s focus and set goals.
Warm-Up: Commutative Review
Solve aloud:
4 + 2 = __ = 2 + 4
5 + 3 = __ = 3 + 5
Use flash cards or write on board to review commutative examples.
What Do You Notice?
(2 + 3) + 4 = 2 + (3 + 4)
Why does this work?
Pose question to connect to associative property.
Associative Property
You can group numbers in any order and get the same sum.
For any a, b, c: (a + b) + c = a + (b + c)
Define associative property clearly for students.
Visual Model A
(2 + 3) + 4: first group 2+3=5, then add 4 → 9
2 + (3 + 4): first group 3+4=7, then add 2 → 9
Model with counters: group two numbers first, then swap grouping.
Visual Model B
Group A: (1+2)+5
Group B: 1+(2+5)
Both show 8 dots in total
Draw dot groups on board to reinforce grouping visually.
Number Sentence Examples
(3+4)+1 = 3+(4+1) = 8
(2+5)+2 = 2+(5+2) = 9
Show number sentences to illustrate equality.
Turn & Talk
With your partner, show one example of associative grouping.
Explain why it works.
Have students discuss with partner how they see grouping.
Introducing Making Ten
Use what you know about grouping to make ten first.
Transition: connect associative property to making ten.
What Is Making Ten?
Break a number to make 10, then add the rest.
E.g., 8 + 5 → make 8 + 2 = 10, then add 3 → 13
Define making ten in simple terms.
Ten-Frame Model
8 + 5 → Put 8 counters, add 2 to fill ten, then add 3 more → 13
Model with ten-frame to show decomposition.
Number Sentence
8 + 5 = (8 + 2) + 3 = 10 + 3 = 13
Write number sentence of making ten process.
Combining Strategies
Use (8+2)+3 = 8+(2+3) → 8+5 = 8+5. Then make ten first.
Explain how associative helps with making ten.
Guided Practice
Ten-Frame Stations:
- Decompose addends to make ten
- Show remainder on a ten-frame
- Share your answer
Set up guided practice instructions.
Practice Time
Solve each two ways:
6 + 7 = ___
9 + 4 = ___
5 + 8 = ___
Provide practice problems on slide for whole class.
What Did You Notice?
• How did making ten help?
• Which way was easiest? Why?
Prompt reflection on strategy ease and choice.
Exit Ticket
On your whiteboard, solve:
7 + 6 using making ten steps.
Show each step.
Introduce exit ticket so students know expectations.
Exit Ticket Example
7 + 6 = (7 + 3) + 3 = 10 + 3 = 13
Show an example solution for clarity.
Great Work Today!
Tomorrow: Use Number Lines & Decompose to Ten
Wrap up and preview next session’s focus.
Slide Deck
Let’s Warm Up!
Count on by 10s and 5s using our floor number line. Start at 0 → 10 → 20 … then 0 → 5 → 10 → 15 …
Get students moving and ready by doing a counting-on activity. Use the large floor number line to count by 10s and 5s.
Today’s Adventure
• Use Number Lines to Add
• Decompose Numbers to Make Ten
• Solve Addition Problems Visually
Introduce today’s goals so students know what to expect.
Warm-Up Activity
With a partner, walk the line: count from 0 by 10s, then by 5s. Notice patterns and share one observation.
Explain the warm-up steps and set partner roles.
What Do You Notice?
How do the jumps change when counting by 10s vs. 5s?
What happens to the numbers you land on?
Prompt students to think about what they see on the number line.
What Is a Number Line?
A number line shows numbers in order. We can add by making jumps on the line.
Define the number line for clarity.
Number Line Visual
Example: 2 + 5
Start at 2, jump 5 spaces → land on 7.
Demonstrate adding two numbers on a number line.
Why Use Number Lines?
• See each jump
• Count accurately
• Picture addition as movement
Highlight why number lines help with addition.
Decomposing to Ten
Break an addend so you reach ten first, then add the rest.
Introduce decomposing to make ten on the number line.
Example: 14 + 6
We want to add 6 to 14 on our number line.
Show full example with a sum over ten.
Decomposition Step 1
6 = 4 + 2 → First jump 4 from 14 → land on 18.
First decompose 6 into 4 and 2 so 14 + 4 lands closer to 20.
Decomposition Step 2
Now jump the remaining 2 from 18 → land on 20.
Then add the remaining part to reach the final sum.
Number Sentence
14 + 6 = (14 + 4) + 2 = 18 + 2 = 20
Summarize the process as a number sentence.
Turn & Talk
With your partner, explain how breaking 6 into 4+2 helped you land on 20.
Have students discuss why breaking apart helps.
Try These Together
12 + 8
E.g., decompose 8 = 2 + 6 → 12+2=14 → +6=20
Lead a quick whole-class practice with a new pair of numbers.
Guided Practice
Use your number-line strip to solve:
- 13 + 5
- 9 + 7
- 11 + 4
Introduce guided practice using number-line strips.
Share & Compare
Show your number line and explain your jumps to a partner.
Encourage students to share their process.
What Did You Notice?
• Which jumps were largest? Why?
• How did decomposing change your jumps?
Have students reflect on their strategies.
Exit Ticket
On your whiteboard, solve 15 + 6 using a number line and decomposing to ten. Show your jumps.
Introduce the exit ticket so students know expectations.
Exit Ticket Example
15 + 6 = (15 + 5) + 1 = 20 + 1 = 21
Jumps: 15→20, 20→21
Provide an example of a completed exit ticket.
Great Work Today!
Tomorrow: Review all strategies and build fluency!
Wrap up the session and preview next time’s focus.
Slide Deck
Let’s Warm Up!
Timed partner flash: Solve 20 addition problems within 10 against the clock.
Begin with a quick, energetic warm-up to get students ready for today’s fluency practice.
Today’s Adventure
• Review all addition strategies
• Rotate through four practice stations
• Complete a mixed addition/subtraction quiz
• Self-assess fluency and strategy use
Orient students to today’s goals and activities.
Warm-Up Activity
• Partner A calls out a problem (e.g., 4+5)
• Partner B solves and says the answer
• Switch roles until 20 problems are done
Explain the rules for the warm-up activity.
Strategy Refresher: Commutative
Swap addends and get the same sum. 2 + 3 = 3 + 2 = 5
Briefly revisit the commutative property.
Strategy Refresher: Associative
Group three numbers any way: (1+2)+3 = 1+(2+3) = 6
Quickly revisit associative property.
Strategy Refresher: Making Ten
Break a number to make 10 first. 8 + 5 = (8+2)+3 = 10+3 = 13
Remind students how to make ten.
Strategy Refresher: Decomposing to Ten
14 + 6 = (14+4)+2 = 18+2 = 20
Review decomposing to ten on the number line.
Strategy Refresher: Number Line
Start at 5, jump 3 → land on 8. Visualize each hop.
Reinforce adding with the number line.
Mixing Strategies
For 7+8, swap to 8+7 or make ten: (7+3)+5 = 10+5 = 15
Show how to mix strategies for trickier problems.
Stations Overview
Rotate every 12 minutes through:
- Counting-On Race
- Making-Ten Puzzle Cards
- Number-Line Hopscotch
- Worksheet Corner
Introduce the station rotations and explain timing.
Station 1: Counting-On Race
• Roll a die, add to your start number by counting on
• First to complete 10 races wins
• Record each sum
Explain Station 1 so students know how to play.
Station 2: Making-Ten Puzzle Cards
• Solve cards by decomposing to ten
• Check your work with a partner
• Keep track of correct answers
Describe Station 2 activity.
Station 3: Number-Line Hopscotch
• Jump on floor number line
• Say each number aloud as you land
• Complete 8 addition challenges
Outline Station 3 for kinesthetic practice.
Station 4: Worksheet Corner
Complete problems on Session 4 Review & Fluency Worksheet.
Give details for Station 4 using the printed worksheet.
Station Rotation Tips
• Stay on task and work quietly
• Clean up materials before you move
• Ask peer helpers if you’re stuck
Offer tips for smooth rotations and transitions.
Final Assessment Overview
10 mixed addition/subtraction problems within 20.
Show work and circle your answer.
Prepare students for the final mixed quiz.
Quiz Time
• You have 20 minutes
• Write each problem and answer clearly
• Use any strategy you like
Explain quiz logistics and expectations.
Confidence Check
Circle how you feel:
😊 I’m fluent within 10
😐 I’m getting there
😟 I need more practice
Guide students in self-rating their confidence.
Share & Reflect
Turn to your partner and tell them:
"My favorite strategy is ___ because ___"
Encourage sharing of favorite strategies.
Great Work Today!
You practiced every strategy and built fluency!
Give yourselves a big round of applause.
Celebrate today’s hard work and close the session.
You Did It!
You’re math superstars!
Keep practicing and have fun with numbers.
End on an upbeat, encouraging note.
Worksheet
Session 1 Practice Worksheet
Objective: Use the commutative property and the counting-on strategy to solve each addition problem in two ways. Show your work for both methods.
Directions: For each problem below:
- Rewrite the problem using the commutative property (swap the addends) and find the sum.
- Solve by counting on from the larger addend. Show each count.
- 2 + 7 = ______
a) Commutative: 7 + 2 = ______
b) Counting On: Start at 7 → ______ → ______ → ______ = ______
- 5 + 3 = ______
a) Commutative: 3 + 5 = ______
b) Counting On: Start at 5 → ______ → ______ → ______ = ______
- 6 + 2 = ______
a) Commutative: 2 + 6 = ______
b) Counting On: Start at 6 → ______ → ______ = ______
- 1 + 8 = ______
a) Commutative: 8 + 1 = ______
b) Counting On: Start at 8 → ______ = ______
- 4 + 5 = ______
a) Commutative: 5 + 4 = ______
b) Counting On: Start at 5 → ______ → ______ → ______ → ______ = ______
- 7 + 2 = ______
a) Commutative: 2 + 7 = ______
b) Counting On: Start at 7 → ______ → ______ = ______
- 3 + 6 = ______
a) Commutative: 6 + 3 = ______
b) Counting On: Start at 6 → ______ → ______ → ______ = ______
- 2 + 8 = ______
a) Commutative: 8 + 2 = ______
b) Counting On: Start at 8 → ______ → ______ = ______
- 9 + 1 = ______
a) Commutative: 1 + 9 = ______
b) Counting On: Start at 9 → ______ = ______
- 8 + 4 = ______
a) Commutative: 4 + 8 = ______
b) Counting On: Start at 8 → ______ → ______ → ______ → ______ = ______
- 5 + 5 = ______
a) Commutative: 5 + 5 = ______
b) Counting On: Start at 5 → ______ → ______ → ______ → ______ → ______ = ______
- 6 + 3 = ______
a) Commutative: 3 + 6 = ______
b) Counting On: Start at 6 → ______ → ______ → ______ = ______
- 4 + 4 = ______
a) Commutative: 4 + 4 = ______
b) Counting On: Start at 4 → ______ → ______ → ______ → ______ = ______
- 7 + 3 = ______
a) Commutative: 3 + 7 = ______
b) Counting On: Start at 7 → ______ → ______ → ______ = ______
- 8 + 1 = ______
a) Commutative: 1 + 8 = ______
b) Counting On: Start at 8 → ______ = ______
Good luck! Show all of your thinking.
Worksheet
Session 2 Practice Worksheet
Objective: Apply the associative property and the making-ten strategy to solve addition problems within 20.
Directions:
• Problems 1–6: Use the associative property. Rewrite each problem grouping two addends first and then regroup to find the same sum.
• Problems 7–12: Use making ten. Decompose the second addend to reach ten, then add the remainder. Show each step.
- (2 + 3) + 4 = ______
a) (2 + 3) + 4 = ______
b) 2 + (3 + 4) = ______
- (1 + 5) + 2 = ______
a) (1 + 5) + 2 = ______
b) 1 + (5 + 2) = ______
- (3 + 2) + 6 = ______
a) (3 + 2) + 6 = ______
b) 3 + (2 + 6) = ______
- (4 + 4) + 1 = ______
a) (4 + 4) + 1 = ______
b) 4 + (4 + 1) = ______
- (2 + 6) + 3 = ______
a) (2 + 6) + 3 = ______
b) 2 + (6 + 3) = ______
- (1 + 3) + 5 = ______
a) (1 + 3) + 5 = ______
b) 1 + (3 + 5) = ______
- 8 + 5 = ______
a) Decompose: 5 = __ + __ to make 10
b) 8 + __ = 10
c) 10 + __ = ______
- 7 + 6 = ______
a) Decompose: 6 = __ + __ to make 10
b) 7 + __ = 10
c) 10 + __ = ______
- 9 + 4 = ______
a) Decompose: 4 = __ + __ to make 10
b) 9 + __ = 10
c) 10 + __ = ______
- 5 + 8 = ______
a) Decompose: 8 = __ + __ to make 10
b) 5 + __ = 10
c) 10 + __ = ______
- 6 + 5 = ______
a) Decompose: 5 = __ + __ to make 10
b) 6 + __ = 10
c) 10 + __ = ______
- 4 + 9 = ______
a) Decompose: 9 = __ + __ to make 10
b) 4 + __ = 10
c) 10 + __ = ______
Good luck! Show all of your steps and explain your thinking.
Worksheet
Session 3 Practice Worksheet
Objective: Use number lines and decomposition strategies to solve addition problems within 20. Show your hops and diagrams for each problem.
Directions:
• Problems 1–5: Use a number line. Draw a number line below each problem, show each hop, and write the sum.
• Problems 6–10: Use decomposition to make ten. Break the second addend to reach ten first, draw your number line or ten-frame diagram, then add the remainder. Show all steps.
- 3 + 4 = ______
Draw a number line and hops to solve:
Answer: ______
- 6 + 2 = ______
Draw a number line and hops to solve:
Answer: ______
- 5 + 3 = ______
Draw a number line and hops to solve:
Answer: ______
- 7 + 4 = ______
Draw a number line and hops to solve:
Answer: ______
- 9 + 1 = ______
Draw a number line and hops to solve:
Answer: ______
- 8 + 5 = ______
a) Decompose: 5 = __ + __ to make 10
b) Draw your diagram (number line or ten-frame):
c) Solve: 10 + __ = ______
- 7 + 6 = ______
a) Decompose: 6 = __ + __ to make 10
b) Draw your diagram (number line or ten-frame):
c) Solve: 10 + __ = ______
- 4 + 9 = ______
a) Decompose: 9 = __ + __ to make 10
b) Draw your diagram (number line or ten-frame):
c) Solve: 10 + __ = ______
- 5 + 8 = ______
a) Decompose: 8 = __ + __ to make 10
b) Draw your diagram (number line or ten-frame):
c) Solve: 10 + __ = ______
- 6 + 7 = ______
a) Decompose: 7 = __ + __ to make 10
b) Draw your diagram (number line or ten-frame):
c) Solve: 10 + __ = ______
Good luck! Show all of your steps and diagrams clearly.
Worksheet
Session 4 Review & Fluency Worksheet
Objective: Demonstrate fluency with addition and subtraction within 20 by using any strategy you know (commutative, associative, making ten, number line, or related facts).
Directions: Solve each problem. Show your work (number sentences, drawings, hops on a number line, ten-frames, or counting marks) and circle your final answer.
- 7 + 8 = ______
- 14 – 5 = ______
- 6 + 9 = ______
- 12 – 7 = ______
- 5 + 7 = ______
- 16 – 8 = ______
- 9 + 4 = ______
- 11 – 3 = ______
- 8 + 6 = ______
- 13 – 6 = ______
- 4 + 10 = ______
- 18 – 9 = ______
Good luck! You can use any strategy you like. Show all of your thinking.