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Learning Activity Plan for PreK-Grade 2

Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher

Iseult Harvey
12/10

Name of Lesson
Content
area(s)/developmental
domain(s) addressed

The result of a subtraction is always lower


Concepts: Each object/picture is equal to 1
The result of a subtraction is always lower
Strategies: look at images to find the result
Use linking cubes
This lesson is part of a unit on additions and subtractions, and introduces a new
type of equation: subtraction. This is the first lesson of this sub-unit, and will
draw parallels between strategies that were learnt to solve additions and apply
them to subtractions, as well as introducing the idea that the result of a
subtraction is always lower. The strategy used here will be to look at illustrated
models to find the result, and use linking cubes for help. It will follow a I do/we
do/ you do (in groups of 2) model.
A new concept/activity

Brief description of the


lesson

This lesson is:

Rationale
Timeframe

PS 20 Brooklyn
1st Grade
Classroom Number

This lesson is useful to show that mathematical concepts and strategies that
apply to additions can also apply to subtractions, and to introduce the concept of
subtraction, with the idea that its result is always lower.
30-40 minutes
10-12 minutes: teacher modeling
8-10 minutes: students volunteers
10 minutes: independent work in groups of 2/ small group work with the teacher
5 minutes: share

Learning Activity Plan for PreK-Grade 2

Objective(s) of the
activity
Connections to
standards

Students will demonstrate that they can use linking cubes as a strategy to solve
subtractions within 10, and that they understand the concept of a subtraction as
having a result lower than the initial number.
Which NYS Early Learning, or Common Core Standards are addressed? Are there
other standards used?
CC.1.OA.1 Represent and solve problem involving addition and subtraction.
CC.1.OA.3 Apply properties of operations as strategies to add and subtract
CCSS.1.OA.D.8 Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers.

Language Objectives

Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)

There are 6X. 2X leave. How many are left?


6 minus 2 is 4
-

whiteboard and dry erase markers


worksheets with illustrated problems
worksheets with text problems for advanced students
linking cubes

Anticipatory Set (Connection/Motivation) What will you do to get childrens


attention, or to introduce children to this learning activity? Describe the process
in getting them interested and engaged.

Learning Activity Plan for PreK-Grade 2

Instruction/Mini Lesson
Activation of previous knowledge: Who can remind me what happens when we
add a number to another number? (expected answer: it is a higher number; we
find the sum; it is an addition) What is the name of it? Who thinks that they can
come solve this addition (writes on the board), using linking cubes?
Is it higher or lower? Right, when we add numbers, it is an addition and the result
is always higher. We know that!
Now I am wonderingwhat happens if I take a number from another number?
Hmm, lets see. Here is a problem where we take away (I narrate as I show the
illustration) there were 6 ladybugs on a leaf. 2 flied away. How many are left?
I am going to use linking cubes to solve this problem. So, I see that there are 6
ladybugs, so I will take 6 linking cubes.
Now I see that 2 fly away, so I am going to take 2 linking cubes away. Now how
many do I have left? I have 4 left. So I have less linking cubes than when I
started, and the answer is 4. I am going to write 4 here.
I wonder what this is called, what I just did. I know that when I add numbers, it is
an addition. Who knows what it is called when I take away? Raise your hand if
you know. (expected answer: subtraction)
I am going to do one more to show you again. (same with a different illustration)
Now, lets see if I can rest a little bit, I am tired from all these subtractions. Lets
do it together ok?
Can I get some volunteers to come and show to the class how they can solve a
subtraction using linking cubes? I am going to put an illustration on the board for
everyone to see, and someone can come and tell us what they see and how they
can solve it. (expected: a child comes, says: there were 9X. 4 go away. How
many are left? demonstrates with the linking cubes and writes the result. Repeat
with 4 children.
Great, now you are going to practice with your math partner. I am going to give

Learning Activity Plan for PreK-Grade 2


you illustrated problems just like the ones we used now, and you are going to say
what you see, and use the linking cubes to find the answer. When you are done
with those, there is also another worksheet where you have to read a subtraction
and cross pictures.
If what we just did was a little challenging, stay on the rug with me.
With their partner, the students use linking cubes to answer illustrated
subtraction problems.
Struggling students can stay on the rug and will do the same thing with
scaffolding from the teacher (modeling once more, prompts)
Share: Some groups can share a problem and explain how they found the
answer.
What do we notice is the same in all these problems? (the number is lower at the
end than at the beginning) What did we say it was called? A subtraction
Method of assessing
childrens
understanding of
lesson/activity/objective
(s)
(Be sure to include any
tools, rubrics/checklists
and/or worksheets you will
use for assessment(s)

Pre-assessment
- questions about
additions

Assessment of Student
Assessment of
Learning
Childrens Language
- worksheets with the
Learning
answers will be used
- questions to the
to assess
whole class and
understanding of the
individual
concept
students
- higher level
- informal
worksheets will be
observations and
used to see which
share will be
students are
used to assess
progressing faster
language
- share and observation
of partner work will
be used to assess

Learning Activity Plan for PreK-Grade 2

Plans for differentiated


instruction/instructional
modifications

Supporting children
with identified delays
or disabilities
- the examples used
in the illustrated
problems will be
carefully chosen for
their relevance to
all students
- illustrations are a
way to include all
students, even
those with reading/
comprehension
delays
- small group work
will help students
who self identified
that they needed
help or that the
teacher identified
as needing help
because their
understanding of
addition is fragile

understanding of the
strategy and the
language
- small group work to
assess these students
Supporting English Language Learners
- use of sheltered language
- repeated modeling
- Language Learners math partners will be
chosen carefully for their ability to translate/
show patiently

Learning Activity Plan for PreK-Grade 2

Follow up/Extension
activities

Any additional
information that would
be helpful for the
observer to know

How can I provide an opportunity to remediate, reinforce, or expand on students


learning today in class?
This concept will be repeated many times throughout the following math lessons.
The next math lesson will start with a reminder of this new concept, and the
language will be repeated throughout the following weeks.
This lesson will be carried in a bilingual environment, with students used to
spend half of the day in a language that is not theirs, and used to a certain
routine, commands, simple language and structures.
During the independent practice, groups can chose what language they want to
use, but must demonstrate their understanding of the concept and strategy, as
well as the language structure to be used.
Possibly, the teacher can work with two small groups divided by language.

Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity