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# Cvarga_LessonPlanRevised

## Dr. Susan Sutton, 2014

Lesson Plan Template
Teacher: Cathy Varga
Content Area/Topic: Math - Subtraction
Lesson Title: Subtraction

Lesson Overview
Write a brief, yet concise, description of what occurs in this lesson (50 words).
What will students learn during the lesson?
In this lesson students will learn how to both add as well as subtract using borrowing, or
regrouping.

Common Core/State
Standard
Go to the state standards website: http://www.tn.gov/education/standards/index.shtml
Reference State, Common Core, ACT College Readiness Standards and/or State
Competencies. Select the grade content/level appropriate standards that are being met
in this lesson. Copy and paste here:
Domain: Numbers and operations in base 10
Cluster: Use place value understand (and) to add and subtract
Standard: Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction

National Education
Technology
Standards for
Students (NETSS)
met in this lesson
Go to the NEW NETSS standards http://cnets.iste.org/and select grade level (K-2, 3-5, 6-
8, 9-12) appropriate standards/profiles that are being met in this lesson. Copy and paste
here.

6. Technology operations and concepts, d. Transfer current knowledge to learning
of new technologies

Instructional
Objectives
Clear, Specific, and Measurable NOT ACTIVITIES. Student-friendly. The objective for
this lesson [learning outcome] should identify the A, B, C & D.
Given 15 problems each containing two numbers within 100 the learner will successfully subtract
the two given numbers using an understanding of place value and borrowing with no more than 4
errors.

Provided with an iPad app the learner will use their knowledge of place value and borrowing to
illustrate one addition and one subtraction problem using virtual base ten blocks with 100%
accuracy.

Prior Knowledge
What prior knowledge will the students have to have to be able to do this lesson? You
might look at the year before Common Core/State Standards to see what they were
suppose to learn before doing the state standard you chose.
Students must understand that the two digits of two digit numbers
represent amounts of tens and ones, that the numbers from 11 to 19 are
composed of a ten and one, two, three, four, five, six, seven, eight, or nine
ones and that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one,
Cvarga_LessonPlanRevised
Dr. Susan Sutton, 2014

two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
(Standards 1-3 of first grade math.)
I will cover how to use the iPad app before students come up to practice, so
prior knowledge for the iPad is not necessary.

Need or Purpose
Why do students need to learn this lesson?
Students must understand how to subtract to solve problems in their day to
day life. Subtraction also is a foundation that other math concepts build
upon.

Teacher Preparation
Explain what the teacher has to do to get ready for the lesson including activities such as
gather materials, bookmark websites, create research guides, schedule labs, gather
parent permission for fieldtrips, etc
The teacher needs to gather all of the supplies needed for the hands-on activity: Twenty groups of
10 popsicle sticks or toothpicks wrapped in a rubber band, 50 loose popsicle sticks, index cards
with numbers 0-9 on them for 5 groups with one number on each card, a worksheet with 25
practice problems, a homework worksheet with 10 problems, iPad, iPad app, a computer, and
working correctly, and that the iPad will work when hooked up to the classroom computer or
projector.

Active
Participation
Explain what the students do in this lesson that puts them in an active learning situation.
The students will move the toothpicks around to visually solve the subtraction problem. The
students will also take turns using the iPad and use it to solve a given problem from the worksheet
for the class.

Formative
Assessment
The criteria should directly align with the instructional objectives and standards. How will
you monitor student progress? Also describe your plan for providing feedback to your
students during the lesson?
At the beginning of the lesson, I will ask the students what they know about the tens and ones in a
two digit number. If they understand how the number can be broken up, then the lesson will
proceed. If they do not then we will cover place value in a double digit number.

After the formal lesson and a demonstration, I will divide the students into groups of 4 or 5. Each
member of the group will work a subtraction problem using the toothpicks and will put their
initials by the problem that they worked. While the students are working I will walk around the

After the worksheet is finished, I will bring students up to work the problems on the worksheet and

Cvarga_LessonPlanRevised
Dr. Susan Sutton, 2014

Materials
List all materials and include how each will be used during the lesson. Must align with the
Instructional Objective
Twenty groups of 10 popsicle sticks or toothpicks wrapped in a rubber band, 50 loose popsicle
sticks, index cards with numerals 0-9 on them for 5 groups, one number on each card, a worksheet
with 25 practice problems, a homework worksheet with 10 problems, iPad, iPad app, computer,
projector/SmartBoard

Instructional Procedures
Essential Question
An Essential Question encourages students to put forth more effort when faced with
complex, open-ended, challenging, meaningful and authentic questions.

What is borrowing? How do you show it? Why do we need subtraction and borrowing in our
daily lives?

Lesson set
Motivator/Hook - How will you open the lesson to motivate the students? How will you
relate this lesson to previous learning & to real life experiences, to explain the
importance of the learning to the students? (student involvement required)
I will present students with a subtraction problem that involves having to borrow. I will ask the
students how they would solve it, and invite them to come up to the board and show us how they
think the problem should be worked.
Techniques &
Activities
List the instructional procedures step-by-step, in sequential order as they occur in the
lesson. What will you do? What will the students do? How will you keep learners
engaged? Within the procedures a variety of classroom teaching strategies (methods)
are identified. Student centered activities are included as well as guided practice of the
learning is included.
I will review place value with the students and ensure that they understand that the number
represents amounts of tens and ones.
I will then explain to the students that we are going to use the toothpicks to represent the
subtraction problem. I will give the entire class a two digit number that they will show with their
numbered index cards. Using the toothpicks, we will then put the appropriate number of tens
groups and ones on the corresponding card. We will repeat this process with the number to be
subtracted. Once the problem is set up, I will guide the students through the subtraction process.
After practicing a few as a class, I will divide the class into groups of 4 or 5 and provide them
with a worksheet of practice problems. The students will work through these problems, using
their toothpicks, as a group with each student answering one or two problems while I walk
around the room to answer questions and observe.
When the worksheet is completed, volunteers will come up to the front of the classroom and
work the problem using the virtual base ten blocks on the iPad, showing how they got their

Extension
How will I provide modified instructions for gifted students? I call this Gear-up.
Extensions are additional activities to expand the learning on the lesson. If students
finish early what will the supplemental activity be? - I will have them do.
For students that are gifted, they will be given a couple extra problems that
involve 3-digit subtraction on their homework to see if they can work the
problem the same way.

Cvarga_LessonPlanRevised
Dr. Susan Sutton, 2014

Remediation
How will I provide modified instructions for below average? I call this - gear-down.
Remediation activities include methods to re-teach the learning for students who need
more instruction. If a student falls behind I will ..

For students that are struggling, written instructions with illustrations will
be given to each group. This way, if a student is having a hard time they
can use the written instructions and illustrations to work through the
problem step by step without trying to work it from memory.

Modifications
How will I provide modified instruction for special education? How will you adapt the
learning for learners with special needs? Choose one disability and tell me how you
would adapt this lesson for that disability.

If there is a student(s) with ADHD and they appear to be struggling to concentrate or distracting
other children, I could use a motivational strategy such as saying that the worksheet is a
competition and that the first group to finish will receive a prize. This will hopefully give the
student(s) with ADHD motivation to work their problem and help others if necessary.
I can also provide groups with a step-by-step list of their assignment and how to work through
problems to make the assignment easier to focus on and follow.

CLOSURE
Reflection / Wrap-Up. How will you close the lesson, summarize the lesson content,
relate the lesson to future lessons & tie it to previous lessons? (student-involvement
required). How will I review subject-matter and purpose with students?
At the end of the lesson, I will give the students an index card. I will have the write what they are
having trouble with on the index card, fold it so others cannot see, and leave it in a box at the end
of the lesson. I will also send the students home with a couple more practice problems. I will also
ask them to come up with a word problem that uses borrowing so that we can practice some of
their problems in class the next day.

Summative
Assessment

Describe the assessment process that you will use to measure whether the students
achieved the instructional objectives. How will you assess the student
performance/mastery of skill? What are the criteria for achievement, and performance
level? How will you assess that students have learned? How will you monitor student
progress? The criteria should directly align to the instructional objectives and standards.