UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

Common Core State Standards
Kindergarten, Mathematics: 1) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting
out situations, verbal explanations, expressions, or equations.
Kindergarten, Mathematics: 2) Solve addition and subtraction word problems, and add and subtract within 10 e.g., by using objects or
drawings to represent the problem.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Students will use the minus sign (-) to represent take-away situations when recording subtraction.
Students will be able to use the minus sign accurately in a number sentence.
Students will be able to understand visual representations of subtraction number sentences.
Students will be able to write and create a visual representation of their own number sentence.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
When working as a whole group, the teacher will ask students to show what they think is the answer with their fingers. Students will also be
given opportunities to pair share with their partner about what answer they came up with and how they figured the problem out. The
teacher will walk around during pair share to listen to the conversations and take note of the students that are understanding and students
who are struggling. Students will be asked to complete independent work using the If You Were a Minus Sign template. Students are
expected to make a visual representation of their own number sentence or the ones that the teacher will provide for them. The teacher will
use these drawings to gauge students level of understanding of subtraction and the correct use of the minus sign.
What modifications of the above assessment would you use for language learners and/or students with special needs?
Language learners and/or students with special needs would be given visual aids and representations to understand concepts being taught
throughout the lesson. Furthermore, during independent work, teacher will provide students with modeled visual stories and respective
subtraction number sentences so that they may have equal access to completing their independent work. Teacher will be walking around
during independent work and scaffolding for students who the teacher feels need additional assistance. Teacher will also be able to
informally assess students as they are completing their own stories through observing the progress of their assignment, asking specific
questions pertaining to the students work, and having the students justify their answers.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students have already been introduced to the concept of addition and subtraction. Students are able to recognize relationship between
numbers. Students have been introduced to math vocabulary words that are important to understanding subtraction (take away, left over).
Strategy to connect school learning with prior experiential knowledge and/or cultural background
Teacher will be using objects for manipulatives that the children are familiar with (stickers, pencils etc). When teacher verbally recites the
subtraction problems, teacher will provide realistic examples (ex: Bill had 5 stickers. Bill gave 2 stickers away to his best friend. How many
stickers does Bill have left?)
Pre-assessment strategy
Teacher will be able to assess who understands the concept of subtraction during the review part of the lesson. Teacher will see how the
students are answering math problems when students raise their hands using their fingers to represent their answer. Teacher will also listen
to the pair sharing and see whether or not students are being able to justify their answers and thought processes.
Academic Language. TPE: 7 & 9
What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?
In order for students to understand subtraction, students will need to have an understanding of words such as: Left Over, Take Away, Minus
Sign, Subtract, Separate
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your
differentiated instructional strategy.
Teacher will provide opportunities for students with different multiple intelligences. Students who are audial learners will be able to listen to
the story being presented. Students who are kinesthetic learners will be able to work with props during the whole group activity. Students
who are visual learners will have visual aids and representations throughout the lesson. Teacher will differentiate questions throughout the
course of the lesson. Those who are struggling, teacher will provide students with modeled visual stories and respective subtraction number
sentences. For those who are advanced, teacher will challenge them to construct their own math story and subtraction number sentence.
Teacher will also provide additional scaffolding for students who are in need of assistance during independent work.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during
instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.
Time


5 mins





7-10
mins

























7-10
mins































Teacher


As a review, teacher will post up
different words such as left over, take
away, part, whole, using bus acting
activity. Teacher will do a class read to
see how many students remember what
was taught in previous math lesson.

Teacher will have a visual 3-D
representation of the minus sign.
Opening Moves: Teacher will talk about
how the class will meet a character soon
after the read aloud. Teacher will
introduce the book If You Were a Minus
Sign and say that the book will help
describe the characteristics of the
character the class will meet shortly.
Teacher will read the book and ask
questions to check for understanding
throughout the read aloud. Teacher will
implement pair share for students with
certain questions.




Teacher will introduce to the class
Linus the Minus character (puppet).
Teacher will explain how Linus the
Minus is always looking for trouble (ex:
eating cookies, popping balloons etc).
Teacher will integrate Linus the Minus
character in the math problems during
the whole group lesson. For example:
Martha had 5 balloons. Linus the
Minus was up to no good. Linus the
minus took 2 of Marthas balloons. How
many balloons does Martha have left?
Teacher will have visual representations
of objects being described in the word
problems. Teacher will first model the
use of the visual representations. (Ex:
Teacher will put up 5 balloon cut outs).
Linus the minus will then pull 2 balloons
off the string). Students will be asked
how many balloons are left. Teacher
will then ask for volunteers to come up
to the front and use the visual
representations.



Students


Students will be asked to raise their hands and explain what the
math vocabulary words mean. Students will also be asked math
questions used in previous lessons and asked to raise their hands
and use their fingers to represent their answer.


Students will listen to the teacher as she reads the book.
Students will work in pairs when teacher asks students to
discuss a certain question about the book. Students will
occasionally share out with the group about what they discussed
in pairs.























Volunteers will be asked to aid the teacher in placing the correct
number of objects onto the string. Students will be asked to
show what the correct answer is using their fingers as
representations of the answer.




























Resources/
Materials

Vocabulary flash
cards





If You Were a
Minus Sign book























Linus the Minus
Puppet, String,
Clothes Pin, Visual
aids of objects in
the math problems
(Ex: Cut out of
balloons, cookies,
etc).





























20-25
mins


















































5-10
mins (If
time
allows,
otherwi
se share
next
day as
review )





Teacher will explain what the students
will be doing during independent work.
Teacher will show the class a previously
completed illustration subtraction story
done by the teacher. Teacher will go
step by step through the process of how
to complete the illustrated subtraction
stories. For those students who are
struggling, teacher will provide models
of subtraction stories as well as the
respective subtraction number sentence
using objects from previous activity.
Teacher will ask students to pair share
some ideas they may have for their
story. Teacher will ask students to share
out while she makes a list on the board.
Teacher will remind students that they
are welcomed to use any object that is of
interest to them. For students who want
to be challenged can construct their
own subtraction story illustration and a
subtraction number sentence that
reflects the story. Teacher will let
students know that their stories will be
collected to make a Room 12
Subtraction Story Book.

During activity:
1. Have students use counters
first to represent their objects.
2. Have students tell the teacher
what their story is using the
counters.
3. Allow students to draw their
illustrations.
4. Students will show teacher
before coloring.
5. Students will create the
number sentence with teacher
and teacher will provide
captions for students as
students recite their story.
Teacher will walk around the room and
provide additional scaffolding for
students who are in need of assistance.
Teacher will also be able to informally
assess students as she asks the student
about his/her work.




(Teachers Example)






Students will, as a class, brainstorm possible ideas that they can
use for their story. Students will independently construct their
own illustrated subtraction story. Students have the option of
using one of the modeled examples provided by the teacher or
make a subtraction story on their own. Students will be asked to
make a visual illustration of their story as well as a subtraction
number sentence to represent the story.













































Once completed, students can volunteer to share and present
their story to the rest of the class/partner.



Previously made
illustration
subtraction
stories,
subtraction story
template, art
supplies, counters













































Completed
illustrated
subtraction story,
title page







(Example of student work)


Teacher will gather students to the rug
and ask for volunteers to present their
stories to the class/share with a partner
(depending on how comfortable the
students feel).