Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Reanna Fitzgerald
Grade Level: 4th Grade
School: North Fork Elementary School
Date: 10/11/2019
Time: 10:45-11:45
Reflection from prior lesson:
Summary of Student Progress
(What went well?)
Differentiation between the groups
worked really well in this lesson. The
independent students demonstrated they
are becoming fluent mathematicians
within subtracting. During the closing
problem, students who were apart of the
small group participated in helping us
regroup as a whole class to finish the exit
ticket.
Instructional Decisions
The decision on who can work
independently and who is in the small
group was based on the students’ ability
to solve #2 without instruction. As
students completed this problem, Mr.
Kamel and I walked around dismissing
those who solved it correctly
independently. Those who didn’t were
asked to try again and if they didn’t solve
it correctly the second time, they stayed
for the small group.
Were Lesson Objectives Met?
Students were able to identify when to
regroup, when to round, how to use
addition to check answers, how to use
estimation to check answers, and they
were able to complete subtraction
equations. The independent group,
worked on pages independently, while the
small group had more scaffolding and
direct instruction to complete this
assignment.
Include in Tomorrow’s Lesson
During the small group, I tended to call on
the same 2 students within the group. For
the next lesson, I will preface the kids that
they will be called on even if their hand
isn’t raised. When I call on them, if they
don’t know the answer, I will let them call
on a friend to help them out. This will hold
all students accountable for their learning.
Also, I gave instructions in the hall and had
the students repeat the instructions, but
when we came inside multiple students
still didn’t know the expectations. I might
consider putting up a slide to state what
the steps are as they come in the room.
Lesson Goal(s) / Standards:
CCSS.MATH.CONTENT.4.NBT.B.4
FLUENTLY ADD AND SUBTRACT MULTI-DIGIT WHOLE NUMBERS USING THE STANDARD
ALGORITHM.

PRACTICE STANDARDS:

CCSS.MATH.PRACTICE.MP1 MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM.

CCSS.MATH.PRACTICE.MP3 CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING

OF OTHERS.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Lesson Objectives:
Students will solve subtraction math problems all the way to the thousandths place.
Students will identify when to regroup in a subtraction problem.
Students will identify how to ‘regroup’ in a math problem and identify how regrouping
changes the number.
Students will regroup across zeros.
Students will regroup within a subtraction problem, multiple times.
Students will use addition to check their answers to subtraction problems.
Students will use previous knowledge of rounding to determine if their solution is
‘reasonable’.

Materials Needed:
● Slideshow
● Student Math Book
● White Board/ Math Notebook
● Promethean board
● Chromebooks
● iReady Website/Online Lesson

Contextual Factors/ Learner Characteristics:

This is a large class of 28 students. We have 3 students on IEPs and 2 students on 504s. One of
the students on a 504 plan has poor eyesight and must be seated near the front of the classroom
in order to see the board. There are multiple students who need more support and reminders to
track during math time, 3 of the students are on a check in, check out system. It’s important to
check in frequently, not only for their best interest but also to make sure we are recording correct
behavior data. These students should be in close proximity to the teacher during the math lesson
and most of them have seats up in the front of the classroom. During math, the students will
work in “learning partners” that were assigned by Mr. Kamel. These learning partners are based
on their academic performance on the diagnostic tests at the beginning of the year. We tried to
pair the students up with someone who has a similar ability level as them, so there isn’t any kid
below grade level that feels bad about themselves and also so the kids above or at level are able
to challenge themselves.

A. The Lesson

1. Introduction (7 minutes)
● Must give directions before:
○ For math today, you will need a Chromebook and either your math
notebook or a whiteboard. If you are an even number, grab a Chromebook
before you go inside. If you are an odd number, go inside the classroom,
get out your math notebook or a whiteboard. We will switch once the first
group has their Chromebooks.

● getting attention/ relating to past experience and/or knowledge

“We haven’t finished our lessons on subtraction quite yet. Last week we talked about
how to subtract, regroup in subtraction, how to check our answers with addition, and how
to check to see if our answers are reasonable.”

● creating a need to know/ sharing objective, in general terms

Today we will review:
● subtraction math problems all the way to the hundred- thousandths place.
● when to regroup in a subtraction problem.
● how to ‘regroup’ in a math problem and identify how regrouping changes the
number.
● How to use addition to check answers to subtraction problems.
● How to check our answers to see if they’re reasonable by using rounding.

“To start class today we will play a Kahoot Review. Please go to Kahoot.it and type in this
game code!”
https://create.kahoot.it/share/subtraction-review/011b9181-a917-418a-bbe4-b13900f14f8c
2. Content Delivery (35 minutes & lecture, whole class, discussion, teacher facilitating)
● Kahoot → Allow about 10 minutes for Kahoot Review
● After the Kahoot review, students will move into iReady for an online subtraction
lesson at the 4th-grade level.
○ At the end of this online lesson, students will receive either a passing
percentage or a failing percentage.
○ If the students pass the subtraction lesson, they will move onto “My Path”
within iReady.
■ “My Path” is level based instruction that is determined by the results
of the diagnostic test given at the start of the year.
○ If students happen to receive an unsatisfactory score at the end of the
online lesson, they will join a small group instruction in their math books at
the carpet.
■ From Friday’s lesson, the small group and I only got to #4 in the
book. We will continue with #5 on page 88 for this lesson.
● Students work at different paces, so I assume that there will
be students coming into this lesson all at different times with
the small group.
● Also, if students do pass the online lesson but still feel they want more practice
and teaching for subtraction, they are welcome to come join at the carpet.
● In the small group, I will have students read the problems aloud.
● Students will walk me through the steps of each problem.
○ State expectations that students have to show their work when they are
doing math. When classmates are at the board showing how to solve a
problem, students are expected to be writing and following along with their
classmates.
Closure: (5 minutes)
● Small group Exit ticket → Allow the small group to solve the
last question we get to independently. Have us meet back
together to discuss how to solve this problem.
○ Independent, “My Path” group → Close and sign out of
computers. Join the conversation and help the small group
complete the final problem for the lesson.
● Remind students that they have a math celebration to show what they have
learned during the subtraction unit for tomorrow’s math lesson.
B. Assessments Used
Informal - Kahoot! → I can see students’ scores for the post-
assessment. Record these student names for my knowledge.
Formal - Exit Tickets → Depends on what question the small group
reaches → Let students work independently on the final problem, work
together as a whole group to solve this problem. Online Lesson →
Students receive a score following the online lesson. If students
pass, this is considered their exit ticket. These scores tell me how
much a student is understanding within the subtraction lesson.

C. Differentiated Instruction
One student on an IEP receives services in math already. His goal is to work with two
digit numbers and the numbers we work with are larger. In his math book, Mr. Kamel and
I will go through and change the subtraction numbers to two-digit numbers for him. Also,
I will allow students to work in pairs who chose to work together. There are two other
students who receive services in reading, so I will make sure that these kids are having
the problems read aloud either by me or by their partner.
For students who are high achievers, they can continue in their math book to page 80
and complete independently.
For students needing more support, they will remain at the carpet in a group directed by
me. The students who are comfortable and grasping the concepts of regrouping and
subtracting, they will be doing independent work at their desk. Mr. Kamel will be
supervising this group and also sending students to the carpet that still need more help
before becoming independent in these skills. The students working independently will
complete these pages.

D. Resources

iReady Math Curriculum https://login.i-ready.com/ (Online curriculum site)