Teacher: Corinne Koval Grade Level: 1st

Roosters Off to See the World

By Eric Carle

I. Content and Standards:

CC.2.1.1. B.1 Extend the counting sequence to read and write numerals to represent
objects.
CC.2.2.1. A.1 Represent and solve problems involving addition and subtraction
within 20.
CC.2.2.1. A.2 Understand and apply properties of operations and the relationship
between addition and subtraction.

II. Perquisites:
Students should be able to count from 0-20.
Students should be able to identify numbers 0-20 in written form.
Students should be able to apply addition and subtraction of numbers from 0-20.

III. Instructional Objectives:

Students will develop a sense of whole numbers and use them in flexible ways,
including relating, composing, and decomposing numbers.
Given a visual representation, students will model addition and subtraction with no
more than one prompt.
IV. Instructional Procedures:
Before: (10-15 minutes)
Activation of prior knowledge by having students recall earlier experiences
using everyday language to tell number stories.
Students will be presented with the story Roosters Off to See the World by
Eric Carle at the beginning of the lesson to help them recall that prior
knowledge.
After listening to the story, students will discuss how the number of friends
grew each time he met a new group.
Students will also discuss how the group got smaller each time one group of
animals left.
During: (20 minutes)
Students will work collaboratively in groups of four (4) in recreating the story
using visual representations in the form of animal picture cards.
Students will then write a number sentence reflecting the visual
representations.
 Discuss with students different strategies for figuring out the answers to the
questions.
Modeling of the question If two cats join one rooster, how many animals will
you have in all? On the whiteboard, have one student come up and write the
number sentence 2+1=3.
Then build from that problem. If three animals are joined by three frogs, is
the group larger or smaller? Are we putting groups together of taking away
from the group?
Students will be asked How do you know? How many in all, now?
What operation are we using if the groups are getting larger? What sign do
we use when we add? One student will be called to the whiteboard to write
the number sentence 3+3=6.
Then build from that problem. If we have 6 animals and 4 turtles come
along, what is our number sentence now? Have a different student come to
the whiteboard and write the number sentence 6+4=10. Then ask students If
these 10 animals are joined by 5 fish, how big is the group, now?
Write 10+5=15 on whiteboard and ask students Are we still adding and
How do you know?
Ask for volunteers to figure out how the story changes.
Ask students What happens when the animals begin to leave? What
operation do we use when the group is getting smaller? What happens
when the 5 fish swim away? Does the group get larger or smaller? Are
we adding or subtracting? How do you know? How do we show
subtraction?
Pick a different student to write the subtraction problem 15-5=10. Ask
questions such as Is the group getting smaller? Why is group getting
smaller? Repeat the activity for 10-4=6, 6-3=3, 3-2=1.
Guide the discussion to show that in the first part of the story, the group of
animals got larger and in the second part of the story, the animals got smaller.
Discuss the difference in the operations used.
After: (10 minutes)
Students will be given the opportunity to create their own number sentence by
drawing a number sentence picture.
Pictures will be collected to create a classroom math book.

V. Materials and Equipment

Roosters Off to See the World by Eric Carle -book
6 sets of 15 animal picture cards
6 whiteboards & whiteboard markers
Paper, pencil, and crayons

VI. Assessment and Evaluation:

Formative Thumbs Up/Thumbs Down
 Summative End of chapter test on addition and subtraction 0-20

VII. Differentiation:
Below level students
o May need to provide additional examples and prompts. pair with advanced
students when working collaboratively in small groups.
Above level students
o Will be encouraged to take lead in group.

VIII. Technology:
None used in this lesson.

IX. Self-Assessment:
Was the student able to identify the difference between addition and subtraction?
Did the student understand how to create a number sentence using the appropriate
symbols of operation?
Were the lesson materials provided functional and what else could be included in
the future?
How did I manage classroom disruptions such as student behavior?
Did the lesson last longer or finish earlier than anticipated?