The Learner(s)

Who are your learners? What is their general level of development? What are their interests and
lived experiences, and how do those connect to this lesson?

This lesson was created for K5 but could definitely be adapted for any age group. The students
will listen to the book Monster Musical Chair. The connection that the book makes with the les-
son is that every time the monsters play musical chair, they lose a moster—taking away which
correlates to lesson of subtraction.

Prior Learning
What do the students already know prior to this lesson? Consider prior assessment data, teacher
observations, MAP data, or other sources that will inform you about students' strengths and areas
of growth.

Prior to the lesson, the students will have already known about subtraction. They will have
knowledge that subtraction is when you a big number and take away from a small number.

Rationale
Given your answers to the above, describe your rationale for teaching this lesson in this way to
these students.

The academics of this lesson consist of math with integration of music and movement to keep the
students on their feet and engaged in learning math at the same time. The book will help create a
bridge into the start of the lesson. The lesson helps teach the students to subtract by 1 each time
a person doesn’t get a chair or by 2 every time two people fight over one chair.

Accommodations / Strategies for Differentiation

What are needed supports and/or additional challenges needed for individuals or subgroups to
demonstrate high learning outcomes? Describe connections to IEP goals if known.

Accommodations that will be made to this lesson is the teacher will model examples on the board
for the students to follow. As well as the teacher will monitor for students response for compre-
hension and understanding.

Outcomes/ Goals

Standards
What relevant content and anchor standards connect to this learning experience?

CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.

CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.
Learning Objective
What will students be able to do as a result of this learning experience? Frame your response in
an "I can" statement (kid-friendly language).

I can show that subtraction is taking apart or taking away.

I can identify the symbols for plus, minus and equal.

I can add and subtract numbers within 5 (1-5).

Assessment
What are the multiple ways you will know whether your students have learned, and how deeply
they have learned? What elements of choice in showing their learning can you provide to stu-
dents? Describe formative and summative assessment strategies. Provide examples of how you
will keep track of students' learning (chart, conversational notes, rubric for analyzing student
work, etc.)

The ways in which I will assess my students learning is by observing their answers they write on
the white board as well as monitoring and listening to their group discussions. I will also assess
by watching for them the “student lead” teaching when they come write the equation on the
board and explain the equation.

Academic Language Demands

What are the academic language demands of this lesson? From the edTPA "Making Good
Choices" handbook:

"Language demands include the oral, visual, and written language that students need to under-
stand and use in order to complete learning tasks successfully within your learning segment. Ac-
ademic language demands are so embedded in instructional activities that you may take many for
granted, especially when you are a subject-matter expert. It is therefore important to examine
learning tasks and consider what language your students need to

· Understand (what will they need to read, listen to, think about);

· Communicate (what will they need to speak about, write about, connect to); and

· Perform (what will they need to sing, play, demonstrate, express, read, create and expectations
for acceptable forms).
These language demands include a language function, important vocabulary and/or symbols,
syntax and/or discourse. The focus should be on new or partially mastered language demands
that are central to the planned learning tasks."

The language demands that this lesson will focus on is “take away,” “minus,” “equal,” and
“subtract,” “equation,” and “sentence.” The students will focus on being able to read the equa-
tion/sentence.

Materials/ Resources

Materials and Resources

What materials and resources will your students and you need for this lesson?

Materials needed are as follows: small white boards, EXPO markers, chairs, music, and SMART
board.

Procedures

Introduction
How will you engage the students in the important and essential ideas at the beginning of the
learning experience? What open-ended questions might you ask to activate their curiosity and
wonder? What connections can you make to their interests and strengths?

I will start by reading the book Monster Musical Chair first. We will discuss what the book was
about and how it relates to subtraction. Before I read the book I will start by asking a self to text
question: “raise your hand, if you’ve played musical chair before” (which every one should
have.) “do monsters play musical chair?” During the book, I will ask them to solve the equations
such as “If there are 3 monsters and 1 doesn't get a chair to sit on, how many are left?” etc.
throughout the book.

Demonstration / Modeling
How will you provide interactive/ demonstrative examples of the activities and expectations of
the learning experience? (Modeling, reviewing norms for group work, co-constructing a rubric
for self assessment, other?)

I will demonstrate examples by modeling the equations on the SMART board as well as having
the students come and write their answers on the board.

Individual or Group Exploration and Practice

How will your students work individually or collaboratively with the ideas of the lesson? What
will you do to support and probe their thinking as they engage with ideas?

To select the students for participation I will use sticks with their names on it that way everyone
is participating and working collaboratively with one another.

Sharing/ Celebrating Learning

How will students exchange and share their work? How will you select students for sharing, and
how do you anticipate that you will connect their individual or group work with the learning ob-
jectives and assessment methods?

The students will work individually and discuss in groups of 2-3. I will use the stick names to
choose the student so that everyone is participating. The students will show their connection to
the objectives by displaying on the white boards the answers and the verbal answers that they
say.

Closure/ Transition
How will you adjourn the learning opportunity and make an effective transition, both to the next
time that students will engage with the ideas as well as to the next moment of the day?

How can you flexibly adapt your plan if you run out of time or if things go more quickly than
you anticipate?

To adjourn the lesson, I will make sure that both groups have had a fair share of each round.
Once there is only 1 person left from the second group, that will then end the lesson. I will praise
them with words of encouragement and positive comments such as “good job or you guys are so
smart at subtracting!” Then we will clean up and meet on the carpet for the next activity. If the
lesson was to extend to the next day, it was would taught in a whole group, and we would then
work without white boards to see if the students could mentally do the math in their heads/ we’d
write the equation on the board for the students to all verbalize. Also instead of subtracting the
student, we could subtract the chairs that are taken away.