Lesson Plan Template LESSON TITLE: 3.

1 Model Separating GRADE LEVEL: First Grade, age level six to eight years old OBJECTIVES (with active verbs): SUBJECT AREA: Math TIME ALLOCATION: 35 minutes

Common Core Standards:

Given a numerical value, the first grade students will be able to physically represent numbers using the snack item or counting chips. Given a math sentence, the first grade students will be able to orally identify the information needed to solve a subtraction sentence. Given a snack item, the first grade students will be able to physically demonstrate the subtraction concept by taking away (eating) individual snack items. 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.B.3 1.OA.C.5 Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Big Idea(s):

Grouping of Students & Rationale:

Materials:

Identify Academic & Related Content Language:

Prior Knowledge Needed:

Student Profile (special characteristics)

SmartBoard Math Workbook Pencil Counting Chips Subtract Take Away Are Left Speak clearly and understandably. Understanding of various numbers and what they represent. Use active listening skills, such as making eye contact or asking questions. Use prior knowledge to make predictions. Follow multiple-step directions Students are very energetic and love to use the SmartBoard for lessons. Very intelligent and love to get actively engaged in lessons. Students understand that everyone makes mistakes, and tend to move on quickly when a mistake occurs.

 Modifications

State questions/definitions in a number of different ways. Allow extended wait time when I ask a question and expect a response. If the student does not respond correctly to a question asked, I will allow them with other opportunities to get the question right.

Instructional Model & Rational(s): PROCEDURE AND ACTIVITIES (Name teaching strategy for each activity (cooperative learning, presentation teaching, guided inquiry, etc.) PRE-ACTIVITY (advance organizer): T If I gave you a problem that has 4-2=2, what kind of problem is that? Students will be given a math problem (I have 4 apples. I eat 1. How many apples are left?) Students will be told that 4 counting chips represent 4 apples. (What happens when you eat something? If I eat something does it stay there or disappear?) Since I eat 1 apple, I need to take away 1 counter. How many counters do I have left? T What do we need to find out? How can we use counters to solve the problem? How do you know your answer makes sense? Students will be told the objective of the lesson: Today we learned how to use objects to model and solve take-away. When we model the problem, we begin in the whole because we have the whole amount in the beginning. In subtraction, you begin with the whole amount and then take away the parts. Transition: Students will be asked to explain what it means to take away something. They will be explained that when one takes away something, they are subtracting it from the problem. ACTIVITY Students will then be given a snack of some sort (snack item still in question). They will be told to put out # snack items. When the items are laid out, the students will then be told to eat to eat #. Students will be asked to name how many snack items are left. Students will also do a physical activity that demonstrates subtraction where student volunteers will come up and then some will leave the area. Transition: Students will be told to open their math books to page 53. POST ACTIVITY: As students work on page 53, they will draw circles to represent the numbers presented in the problem. T How do we show that one girl has left? T What are you showing when you cross out some of the counters? Transition: Students will flip to the next page. Closure: Students will complete page 54. TIME

ASSESSMENT [Name of Assessment Tool & Description; Identify as Authentic or Traditional/Summative or Formative: REFLECTION:

The assessment that will be used in this lesson is an authentic assessment, which will be found on both of the worksheets.