Scott Coombs

11/11/14
ELD 375
Lesson Plan 3
Standards
1.OA.A.1: Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
2. Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
Objective
Students will deepen their understanding of the concept of subtraction through written
and oral storytelling with the use of manipulatives and the smart board. They will connect
subtraction word problems to math equations, and write the equations they come up with
down and fill out the work mat.
SWBAT create and understand subtraction word problems by using their prior
knowledge and visuals/drawings to help solve. Students can interpret word problems and
pull out the key information to solve the problem in order to make subtractions sentences
and solve them.
Procedure
Anticipatory Set: To begin the lesson, I will ask the students to join me on the carpet/rug.
I will then show them a clip through the projector and onto the smart board that will
already be set up about subtraction and stories about separating. Throughout the clip,
there will be breaks for me to ask questions before continuing on with the video clips.
After the clip is over, I will go right into the guided practice portion on the smart board
and allow students the opportunity to come up to the board and answer some questions
themselves by either drawing or filling in the blank with the correct number in the
subtraction sentence and whether its a part or whole or the sentence itself. After we
complete the guided practice activity on the smart board as a class, I will hand out the
work mats and have the students read the slides at the top on inside of the work mat.
Even though they just heard the same thing they will be reading from the video clip, it
will be good to understand it again and go over it incase there are any other questions
they may have. Once they read the inside part of the packet, I will tell them to turn back
to the front page and put the mats back in front of them in order to know that theyre
done and ready to move on. Once everyone is ready, we will go over the front of the
work mat and I will show them an example of making up a story about separation. After
my own example they can make one up of their own and draw it out on the first page.
Once they are done creating their own example and are getting the point of that, I will
send the students back to their seats and have them complete the inside of the packet on
their own even though some will be the same as what we went over on the board as a
class. While theyre working on their work mats I will be available and walking around
the room, checking to make sure the students are staying on task and understanding what

it is that they are doing. When most of the class is finished with that I will call students
back to the rug where we will play the online quiz on the smart board and see what they
learned from the lesson. Those that arent done will be pulled to the back table to work in
a small group with Mrs. Bugher to help speed up their working progress while the others
complete the quiz.
Assessment:
Students will demonstrate an understanding of creating word problems based on what
they come up with and write down in their work mats, which I will be able to go back and
look at. Also, I can assess them individually and in pairs when I come around to check
their work and answers/equations. Furthermore, based on the answers they give along
with their stories and how fast they complete the work back at their desk will help me
understand who really gets it and who doesnt.