Running Head: THEORY TO WORK LESSON PLAN

Theory to Work Lesson Plan

Amber Leslie
University of New England
January 26, 2013









Grade Level: Kindergarten
Number of Students: 14
Timeframe: 60 minutes
Objective: Students will demonstrate the ability to solve subtraction word problems with
accuracy.
Common Core Standard: K.OA
Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental
images, drawings2, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract
within 10, e.g., by using objects or drawings to represent the problem.

Minilesson (10-15 minutes):
Students have recently been introduced to the concept of subtraction. This lesson will
provide reinforcement with the concept. We will begin on the carpet in circle in a whole-group
setting. Students will have drawing materials in front of them. I will have a subtraction word
problem written on a chart pad on the easel.
Apple Picking
There were 7 apples on a tree.
I picked 3 apples.
How many apples are left on the tree?
Linking cubes will be in the middle of the circle for demonstration. I will read the
problem to the class and as a group we will use the linking cubes to solve the subtraction
problem. I will ask several students to use the cubes to demonstrate how they would solve the
problem so that we can compare the different strategies used.
After the problem has been solved, I will demonstrate how to represent the problem on
the chart pad by creating a diagram. Again, I will ask for student input, since this is not the first
time weve represented math problems on paper. Students will follow along using their drawing
materials. We will discuss strategies for showing the apples that were picked, such as crossing
them out, coloring them in, or putting a dot inside them. We will write an equation together to
represent the subtraction problem.
Concept Exploration (30 minutes):
Students will have four activity choices for exploring subtraction. Students will have the
opportunity to work independently in partners, or groups of three.
Activity 1: Subtraction Skit
Students will create a subtraction word problem to solve. They will create and film a skit
that demonstrates how to solve their problem. They will use the iPad camera application to
record the skits. Students will share their videos with the class at the end of the lesson.
Activity 2: Using Manipulatives
Students will choose a subtraction word problem to solve. Students will have the
following choices for manipulatives: linking cubes, centimeter cubes, rainbow tiles, buttons, and
foam shapes. Students will solve the problem and then photograph their work using one of the
classroom iPads so that their work can be shared with the class at the end of the lesson.
Problem 1 Problem 2
There were 8 deer in a field. My mom made 6 cookies.
3 deer went to find food. I ate 2 of the cookies.
How many deer are left in the field? How many cookies are left?

Activity 3: Drawing a Diagram
Students will choose a subtraction problem to solve. They will have the same problem
choices as activity two. They will solve their problems by drawing and labeling diagrams. They
will use large chart paper and will share their work with the class at the end of the lesson.
Activity 4: VoiceThread
Students will practice writing and solving their own subtraction problems. They will use
VoiceThread to demonstrate the solving of their problems using either manipulatives or
diagrams. They will share their VoiceThread creations with the class at the end of the lesson.
Planning for Motivation:
While planning this lesson, I used the self-determination theory to make several
instructional choices. Students will be motivated by lessons that give them a sense of autonomy,
allow them to feel capable or confident, and that allow them to relate to their peers (Anderman &
Anderman, 2010). Keeping this in mind, I designed the lesson so that students are making
several choices, including the learning style or modality, the content of the subtraction problems,
the use of technology, and whether they would work alone, with a partner, or in a small group.
I also thought about expectancy-value theory when planning this lesson. When
considering my case study student, I included a word problem about deer because he loves to
hunt with his father. This problem is more likely to be of intrinsic value to him and will make the
activity more interesting for him (Anderman & Anderman, 2010). He may also choose an
activity in which he gets to create his own word problem, which would be of even more value to
him.



















References
Anderman, E. M., & Anderman, L. H. (2010). Classroom motivation. Upper Saddle River, New
Jersey: Pearson Education.