Active Learning Lesson Plan

Student Name: Yessica Fernandez

Course: BED/ ELED 4310
Lesson Topic: Subtraction
Date: 11/09/18
Grade: Kindergarten
TEKS:
(3) Number and operations. The student applies mathematical process standards to develop an
understanding of addition and subtraction situations in order to solve problems. The student is
expected to:
(B) Solve word problems using objects and drawings to find sums up to 10 and differences
within 10;
Learning Outcomes
1. The student will be able to solve one digit by one-digit subtraction problems within
differences of 10.
2. The student will be able to solve a given single-digit addition problem within differences
of 10.
Preparation:
How will Learning Outcomes be Assessed (formal/informal):
The student’s learning outcomes will be assessed informally, through the active learning centers.
The students will be able to show their understanding from the whole group instruction and from
their prior knowledge in their classroom within these centers.
Prior Knowledge/Connections:
The facilitators will provide the students with a number of examples in the whole group
instruction and ask them questions to activate their learning.

Planning/Things to Organize or Get:

Center 1: Yessica
Materials per students:
● Paper with 6 boxes
● Playdough
● 2 dices
● Index card
● Dry erase marker
Reinforcers: Stickers
Center 2: Yessica
Materials per student:
● 9 pom poms
● A cup that has a drawing of the cookie monster.
● Index cards with the subtraction sentences
Reinforces stickers.
Center 3: Yessica
Materials per student:
● 10 plastic cups
● One ball
● Index card
● Dry erase marker
Reinforcers: stickers

Important Reminders for Students

1. The facilitator will provide them with a card. It can be red, blue, orange, green, purple, or
yellow. Each station will have a color and they will need to go to the station that has the color of
their card.
2. The facilitators are going to tell them when they need to rotate.
3. Walk as you change stations
4. Always try your best!
5. Raise your hand if you need help, or have a question

Implementation: 75 Minutes
of Lesson
10 Minutes:
• Introduction:
The facilitators will welcome the students and give them the important reminders listed on top.
Then, they will announce that there will have 3 centers of subtractions and 3 centers of additions
centers where they will be having a lot of fun and using their prior knowledge!
Rotation indicator: the facilitator’s voice.

• Whole group instruction

The facilitators will provide the students with examples that cover each of the content that will
be covered in each station.
Centers 1,2 & 3: Yessica
The facilitator will draw a box of donuts on the board and will create an oral scenario by saying,
“ Miss. Fernandez bought a box of doughnuts that have 6 donuts. She gave 3 doughnuts to her
students. How many doughnuts are left in the box?”. The facilitator will draw the box with 6
doughnuts. Then the facilitator would tell the students, “we are going to count together the three
doughnuts she gave to Mrs. Guillen, ready? 1,2 and 3. As the facilitator is counting she is going
to be crossing or erasing the 3 donuts from the box. Then the facilitator would tell them, “ now
let’s count how many doughnuts are left in the box. Ready? 1,2,3.

Center 1: Yessica
The facilitator will provide the students with a paper with 6 boxes, play dough, and a dice for
each student. The students need to roll the dice two times to look for their subtraction. It is
important to tell the students that their first number needs to be bigger than the second one if that
does not happen then they would need to roll the second dice again until they get a smaller
number. They would make playdough balls with the first number they get and smash the
numbers of balls they get in the second number. If the student first gets a 6, he/she would need to
make 6 play dough balls. Then, the student rolls the dice again and gets 4. Now, the student
needs to smash 4 balls and count how many balls are left. The students are expected to do at least
3 subtractions. The facilitator will provide the student with an index card where they will be able
to write the subtractions they did.
Informal Assessment: The facilitator will observe and monitor while walking around the station.
The following question will be asked to the students to check for their understanding they have
in the subtraction concept.
1. With subtraction which number needs to be bigger the first one or second one?
2. If we subtract are we going to have more or less?
Center 2: Yessica
The facilitator will provide each student with 9 pom poms and a cup with a picture of the cookie
monster. The teacher would give them 5 subtraction sentences on some index cards: 9-3=, 6-2=,
5-3=, and 6-4=. The students are expected to finish at least 3 subtractions out of the 5. For
example, with the subtraction 9-3=, the student would get 9 pom poms and then they would get 3
pom poms out of the 9 pom poms and put them in the cup. Then the students need to see how
many pom poms they have outside to find their result. The students who finish faster would be
able to do more of those subtraction sentences.
Informal Assessment: The facilitator will observe and monitor while walking around the station.
The following question will be asked to the students to check for their understanding they have
in the subtraction concept.
3. With subtraction which number needs to be bigger the first one or second one?
4. If we subtract are we going to have more or less?
Center 3: Yessica
The facilitator will provide the students with plastic cup bowling and a ball. The students will
need to throw the ball just like in bowling to create an addition sentence and solve it. For
example, there would be 10 plastic cups and if the student throws them and hits 3 then he/she
would need to say 10-3=7. Once they hit the plastic cups, they need to pick up the cups and do it
again. The students are expected to do it 3 times for the fast finishers they can try it more times.
The facilitator will provide the student with an index card where they will be able to write the
subtractions they did.
Informal Assessment: The facilitator will observe and monitor while walking around the station.
The following question will be asked to the students to check for their understanding they have
in the subtraction concept.
5. With subtraction which number needs to be bigger the first one or second one?
6. If we subtract are we going to have more or less?

5 Minutes
• Closure
[Review, further check for understanding, next steps, action plan, where learning outcomes
addressed/ met, reminders for students]
The facilitator will ask students: When we subtract do we have more things or fewer things at
the end?
When you add do you have more or less?
o Independent Practice- homework, assignments, assessments
The facilitators will provide the students an assessment to look for the students’ understanding of
the presented topics and how they felt about the lesson. The assessment will include two
questions of the covered topics and a section where they would be able to circle the emoji that
describes how they felt about the lesson.

Resources:
https://www.pinterest.es/ccathey/math-stations/?lp=true
https://www.cbc.ca/parents/play/view/simple-apple-tree-addition-game
http://www.pbs.org/parents/crafts-for-kids/diy-addition-game/

Lesson Template was obtained from Dr. Cashman’s class.

Modifications and Accommodations:

More subtraction and addition problems for fast learners.
Modeling
Manipulatives
Visuals for ELLs
Talking in Spanish if needed
Advice from the teacher:
Have them do hands-on- activities.
Keep it simple for them.

Handouts Given
Smashed it center!
_______- _______=

Bowling center!
Index Card:
10- ______= ______

Cookie Monster center:

Index Card:
9-3=_____
6-2=_____
5-3= _____
6-4=_____
 Exit ticket:
1. 5-2=
2. 3+6=

3.