Elementary and Early Childhood Education Lesson Plan Template

Name: Mackenzie Lyman Date: 10/29/18

Course: MATH 4408 Lesson Plan #: 1
Subject Area(s): Math (Subtraction) Grade Level/Time Frame: 1st Grade/ 15-20 minutes

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom  Learning environment takes place in teacher workroom.
Context)  Items that are in the room include: copier, rolls of butcher paper,
two rectangular tables and two refrigerators.
 Since there are copiers in the workroom, parent volunteers and
teachers tend to come in and out to make copies and prepare
materials for classes so the room can get a little noisy.
 There is plenty of room for students to have enough room to
spread out and work on their problems that are involved in the
activity.
Learner Description Number of students in class: 23
 Number of males: 15
 Number of females: 8
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 (504 Plan for attention issues) Extra
504 plans time given
Students w/ EIPs 0 N/A
English learners 1 ESOL; push-in model
Gifted 1 Provide accelerated and enrichment
opportunities
Students with gaps 2 Small group guided instruction;
in academic
knowledge
Other learning 0 N/A
needs
Personal Assets, Cultural,
Assets and/or  Personal: Some personal assets that I acquired from my class were
Community Assets (i.e., interests in video games such as Fortnite. The majority of their class
Funds of Knowledge) stated that pizza and nachos were their favorite food. The majority
of the class also stated that they enjoyed family time, playing board
games, and arts and crafts.
 Cultural: The majority of my class is from English-speaking families.
The most prominent cultural spotlight is that family comes first as
parents are very involved with their students lives, inside and
outside the classroom.
 Community: The community aspects that were most prominent
that could be used, as assets were how involved the parents are in
the school. The school is surrounded only by suburbs and is directly
off of a main highway.
Step 2: Identify Georgia Standard (s) of Write out standards that apply to the lesson. Write the number and the
Curricular Excellence, WIDA statement. Remember to include those that apply to every subject area you
Priorities Standard(s), etc. are integrating in the lesson.

MGSE1.OA.1 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.4

MGSE1.OA.6 Add and subtract within 20.

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 a. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 +
4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 –4 =
13 –3 –1 = 10 –1 = 9); using the relationship between addition and
subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 –8 = 4); and
creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
b. Fluently add and subtract within 10.

Standard for Mathematical Practice # 1: Persevering through

Problems

Standard for Mathematical Practice #4: Model with Mathematics

Prior Academic What prior academic knowledge and/or prerequisite skills will this lesson
Knowledge and activate?
Prerequisite Skills What prior academic knowledge and/or prerequisite skills will students need
for this lesson?

MGSEK.CC.6 Identify whether the number of objects in one group is

greater than, less than, or equal to the number of objects in another
group, e.g., by using matching and counting strategies.1

MGSEK.OA.2 Solve addition and subtraction word problems, and add

and subtract within 10, e.g., by using objects or drawings to represent
the problem.

Children need to:

Be able to count to 20
Be able to subtract single digit numbers
Be able to represent word problems with manipulatives/drawings
Be able to compare two sets of numbers
Be able to solve subtraction problems using compare to subtract strategy

Central Focus, What are the important understandings and/or core concepts that you want
Overarching Goal, Big students to develop?
Idea, or Essential
Question(s) In this lesson, students will be able to solve word problems within 20 using a
compare to subtract strategy while using concrete models to represent it.

Learning Objective(s) or This (or these) should support the central focus, overarching goal, big idea,
Learning Target(s) or essential question(s); should be measurable; should indicate what
students will be able to do at the end of the lesson (These can be written as “I
can” statements)

At the end of class, students will be able to:

 Use a compare to subtract strategy to solve word problem
 Represent strategy with drawing/concrete model
 Explain how compare to subtract works with a concrete model

Potential Misconceptions
and/or Developmental
Approximations
1. Student may not recognize that the problem is subtraction. If a
student does it, I will address the misconception by asking the
student why they think it isn’t subtraction and steering them in the
right direction by using guiding questions.
2. Students may not recognize to compare the two number sets that
they will represent with the manipulatives or the white boards. If a
student does this, I will address the misconception by asking the
student what each of the number sets and what is it that we are
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 trying to find.

Academic Academic Language Whole Class Supports Differentiated Supports

Language
Language function: During whole group N/A
Vocabulary
 Compare discussion, teacher will
 Words
 Explain discuss and model what it
and
phrases  Model means to compare two sets
of numbers. Teacher will
with
also go over how it applies
subject
to the tasks that are
specific
occurring in the class.
meaning
Multiple meaning words: N/A N/A
s that
None anticipated
differ
from
meaning
s used in Academic vocabulary: Lesson: Teacher will be Lesson: Teacher will be
everyda  Subtraction available for guiding available to read questions
y life  Manipulatives questions to ensure aloud if needed. Students on
(e.g.,  Ten Frame students are headed in the lower levels will be supplied
table,  Compare to right direction with their with questions that have
ruler, subtract strategy thinking. smaller numbers.
force)
 General Assessment: Teacher will Assessment: Teacher is
academi read assessment question available to reread
c aloud as well as have assessment question if
vocabula question written out in front needed.
ry used of every student.
across Subject-specific vocabulary:
disciplin
es (e.g.,
compare
, Syntax:
analyze,
evaluate
)
 Subject- Discourse:
specific
words
defined
for use How will students demonstrate understanding of the academic language in the different
in the language demands (e.g., writing, speaking, reading, listening) in the lesson?
disciplin
e

Language
Function: the
content and
language focus of
the learning task
(e.g., activities,
discussions)
represented by
the active verb in
the learning
objective(s) or
learning target(s)
(e.g., apply,
evaluate, cause
and effect,

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 sequence,
hypothesize, infer,
summarize,
describe, explain)

Language
Supports:
instructional
supports that help
students
understand and
successfully use
the language
function (e.g.,
sentence starters,
graphic
organizers)

Syntax: set of
conventions for
organizing
information (e.g.,
sentences, graphs,
tables); organizes
language to
convey meaning

Discourse: how
members of the
discipline talk,
write, and
participate in
knowledge
construction using
the structures of
written and oral
language;
discipline specific
discourse has
distinctive
features or ways
of structuring oral
or written
language, or
representing
knowledge
visually.
Step 3: Type of Format of Assessment (e.g., Supports, Evaluation Criteria
Design Assessment quiz, test, checklist, KWL chart, Accommodations, How will you know or
Assessm performance task) Modifications measure if the students
ent have met the learning
Framewo objective(s) or learning
rk target(s)?
Pre-assessment Performance Task/ Interview Reading problem aloud to Rubric
student; conducting
performance task/interview
one-on-one

Student Assessment of Student explanation

incorrect problem
(Opener/Hook)
Formative Questioning during the Guiding Questions; Student response;

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assessment(s) lesson/Student explanation at questions read aloud to anecdotal notes
end of lesson student
Summative Performance Task/Interview Questions read aloud to Rubric; Student
assessment(s) students explanations; if student
met objectives or not
Assessment Plan Alignment
Standard(s) Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
MGSE1.OA.1  Use a compare to  Performance Task/Interview (Pre-assessment)
Use addition and subtract strategy to  Student Assessment of Incorrect Problem (Pre-
subtraction solve word problem assessment)
within 20 to  Represent strategy  Questioning during lesson (Formative
with Assessment)
solve word
drawing/concrete  Student Explanation at end of lesson
problems model (Formative Assessment)
involving  Explain how compare  Performance Task/Interview (Summative
situations of to subtract works with Assessment)
adding to, taking a concrete model
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.4

MGSE1.OA.6
Add and
subtract within
20.
a. Use strategies
such as counting
on; making ten
(e.g., 8 + 6 = 8 +
2 + 4 = 10 + 4 =
14);
decomposing a
number leading
to a ten (e.g., 13
–4 = 13 –3 –1 =
10 –1 = 9); using
the relationship
between
addition and
subtraction
(e.g., knowing
that 8 + 4 = 12,
one knows 12 –8
= 4); and
creating
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 equivalent but
easier or known
sums (e.g.,
adding 6 + 7 by
creating the
known
equivalent 6 + 6
+ 1 = 12 + 1 =
13).
b. Fluently add
and subtract
within 10.

Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.
Student #2:
Student 2 scored a 3/4 on Task #1 (addition), a 3/4 on Task #2 (subtraction), and a 2/4 on Task #3 (subtraction).
On Task 1, Student 2 solved the problem using manipulatives successfully. On Task 2, she again successfully solved
the task using manipulatives. On Task 3, she successfully solved the task using manipulatives but not using a
compare to subtract strategy.

Student #3:
Student 3 scored a 4/4 on Task #1 (addition), a 1/4 on Task #2 (subtraction), and a 4/4 on Task #3 (subtraction).
On Task 1, she solved it successfully using mental math. On Task 2, she was unable to successfully solve the task
on her own. On task 3, the student successfully solved the task using manipulatives but not using a compare to
subtract strategy.

Student #5:
Student 5 scored a 3/4 on Task #1 (addition), a 4/4 on Task #2 (subtraction), and a 3/4 on Task #3 (subtraction).
On Task 1, he successfully solved the problem by drawing out two sets of numbers. On Task 2, he successfully
solved the task using mental math. On Task 3, he successfully solved the task by using manipulatives and a
compare to subtract strategy.

Student #7:
Student 7 scored a 2/4 on Task #1 (addition), a 1/4 on Task #2 (subtraction), and a 1/4 on Task #3 (subtraction).
On Task 1, he was unable to solve the task by himself but when offered assistance solved the problem by counting
two number sets on his fingers. On Task 2, the student was unable to successfully solve the task even when
offered manipulatives. On Task 3, the student demonstrated a lot of difficulty and was unable to solve the
problem.

Student #8: Student 8 scored a 4/4 on Task #1 (addition), a 1/4 on Task #2 (addition), and a 1/4 on Task #3
(subtraction). On Task 1, the student was able to solve the problem by counting on his fingers. On Task 2, student
was unable to solve task and demonstrated many misconceptions. On Task 3, he was unable to solve task and
demonstrated the misconception of not recognizing that it was a subtraction problem.
Step 4: Materials Needed Teacher Resources (must include podcasts): List all textbooks, children’s literature,
Create CDs/DVDs, videos, and on-line sources that are resources for you, the teacher, in
Learning determining the content and in teaching the lesson. Provide proper APA references.
Activities
Bloom's Taxonomy. (n.d.). Retrieved October 13, 2018, from
https://www.csun.edu/science/ref/reasoning/questions_blooms/blooms.html

Georgia Standards of Excellence: Mathematics. (n.d.). Retrieved November 3, 2018, from

https://www.georgiastandards.org/Georgia-Standards/Pages/Math-K-5.aspx

Van de Walle, J.A., Karp, K.S. & Bay-Williams, J.M. (2015). Elementary and middle school
mathematics: teaching developmentally. (9th edition)

Student Resources: List, and include, all handouts, worksheets, and other materials,
including assessments, that you will have students use in this lesson. Please make sure you
cite your reference in APA style. Include slide shows you plan to use. Note that slide images
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can be copied from Power Point and pasted into Word documents. List all other materials
needed, and the amount of each.

Students will have access to:

 White boards with two ten frames on them
 Dry erase boards
 Two-sided counters
 Piece of paper
 Pencil

Introduction Incorrect Problem:

 A total of 8 students are going out for dinner. 4 of them order pizza.
The rest order chicken nuggets. How many students ordered chicken
nuggets?

Subtraction Problems Provided During Lesson:

 A total of 5 students are having a sleepover at Liam’s house. 3 of them are
playing Fortnite. The rest are sleeping. How many students are sleeping?
(Lower Level)
 A total of 10 students are having a sleepover at Liam’s house. 7 of them
are playing Fortnite. The rest are sleeping. How many students are
sleeping? (Higher Level)
Summative Assessment Word Problem:
 It’s Nachos Thursday! A total of 9 students went to lunch. 3 of them got
the yogurt plate. The rest got nachos. How many got nachos?

Rubric Used For Summative Assessment:

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Technology Technology includes dry erase boards (Sheet protectors with white pieces of paper) with
Connection two ten frames on them and dry erase markers.
Technology to be used to aid students in solving word problems and being able to represent
numbers within word problem.
Supporting
Diverse Learners  I will support my student who is below level in math by differentiating the content
through the use of word problems with smaller numbers.
 I will support my student with a 504 who has difficulty staying focused by
differentiating their environment through placing them next to me during the
lesson.

Culturally The content of the task incorporates events and people that the students can make a
Responsive connection to. They can make a connection to the problem with the incorporation of Nachos
Teaching Thursday into a problem. They can also make a connection with their peer’s name and a
popular video game being integrated into a problem for them to solve. This allows them to
be more engaged in the lesson and make more of a personal connection to the problems
that they are being asked to solve.
Research and What specific research, learning theories, and/or principles of child development guided
Theory, or your instructional choices for this lesson? How are they applicable to your learning
Principles of Child objective(s) or learning target(s)?
Development
Instructional Before: Show students an incorrect problem with solution shown in ten frames. Have
Strategies and students explain the incorrect part of the solution and how they would fix it.
Learning Tasks Questions Asked During Opener:
(include activities,  What part of this solution is incorrect?
discussions, or  What can we do to fix it?
other modes of  What do you think the person was thinking when they solved this problem?
participation that
engage students During: Give each student a part-part-whole subtraction word problem and have him or her
to develop, show work on white board using ten frames. Students will be expected to model the
practice, and compare to subtract strategy that was modeled in the hook activity at the beginning of the
apply skills and lesson. Teacher will be close to assist struggling students and have additional problems for
knowledge related students who finish quickly. Word problem will vary depending on whether they are higher
to a specific level or lower lever. Both options are displayed above in the
learning Questions Asked for Formative Assessment:
objective(s) or  Can you explain your thinking?
learning target(s).  Can you tell me how you knew to subtract?
Learning tasks  Can you write that in a number sentence?
may be scaffolded  Why did you compare these two sets of numbers?
to connect to prior  What does each number set represent?
knowledge and  How are these ten frames helpful when comparing to subtract?
often include
formative After: Students will present their answer and their model of the problem and will see if their
assessments) peers agree with their solution.

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 Assessment: Word Problem and Rubric

Students will be given word problem and be expected to solve using white board with ten
frames on it and demonstrate the compare to subtract strategy.

Word Problem Provided for Students to Solve:

 It’s Nachos Thursday! A total of 9 students went to lunch. 3 of them got the
yogurt plate. The rest got nachos. How many got nachos?

Connection to the How would you incorporate creative expression through drama, movement, visual arts,
Arts and/or music into the lesson?

Higher Order Create at least 3 (but not more than 5) higher-order thinking questions (along with
Thinking anticipated answers) using Bloom’s Taxonomy or Webb’s Depth of Knowledge (DOK)
Questions levels, then identify what level each question represents. Embed these questions into your
(HOTQs) instructional strategies and learning tasks section above and highlight them in green.
Remember these questions will occur before, during and after the lesson.

 Why did we compare these two sets of numbers? B.T Analyze

 How are these ten frames helpful when comparing to subtract? B.T Analyze
 Can you explain your thinking? B.T. Analyze
 Presenting student will incorrect solution to problem and having student solve it
the correct way. B.T Evaluate

Re-teaching, Re- Students would meet with teacher individually to go through a problem where the teacher
Engagement, could model the compare to subtract. I would design an activity that centers on determining
Practice the two number sets stated in the problem and how to model them using the ten frames.

Extensions Students who have been met the learning objectives will work as a group to come up with a
new subtraction word problem and then represent it in ten frames or manipulatives and
present their solution to the teacher and explain how they got their answer.
Lesson Closure To close the lesson out, students will be asked to share their solution with the rest of the
group and explain how they got the answer. Students will be given the opportunity to
express whether or not they agree with their peer’s solutions. If they disagree, they will be
able to share why they think that.
Step 5:
Post- Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Instructi  What went well and why?
on o The hook of my lesson went very well. I presented it as them helping my professor and I where
Reflectio the solution of the problem went wrong. They really seemed to be engaged by the fact that I
n was allowing them to help me solve a problem. They also enjoyed the tools that I supplied
them with (white boards) and they enjoyed the fact that they could write and work out the
problem.
 What did not work well and why?
o The sharing out at the end didn’t work out at as I had hoped. The students got unfocused
toward the end of the lesson. While each student was sharing out, students got a bit antsy and
didn’t want to pay attention to their classmates.
 How did the learning environment and materials work together to support student learning?
o The learning environment supported the students by giving them plenty of space to spread
out and be able to work on the problem in their own space. The materials were supportive of
the students learning by giving them the opportunity to model their solution by drawing it or
with manipulatives.
 What improvements and changes would you make if you were to teach the lesson again and why?
o I would change my lesson closure to something that is more engaging for the students and can
encourage them to reach a higher order of thinking.
 What did you learn about yourself as a teacher?
o I learned that I prefer to create lessons that allow students to become excited about math. I
also have learned that I enjoy creating lessons that are more hands-on so that the students
can harness energy to reaching a higher level of understanding and becoming engaged in the

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 lesson.

Learning Theories/Research Base

 To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson.
o I employed Vygotsky’s zone of proximal development by being in close proximity to the
students. By being readily available to the students, I am able to provide guiding questions to
students who struggle and even model activities for students who especially need help. I am
also there to make suggestions to students who need extra assistance.

Assessment Analysis
 What information about student understanding did you learn from your assessment(s)? How did the
student or student(s) do on the assessment? What patterns of learning do you see?
o The majority of the students did well on the assessments. Only a few struggled, whom I
provided extra assistance to so that they could have a firm understanding of where they went
wrong. The patterns I witnessed were students who preferred the manipulatives during the
pre-assessment tasks were better at modeling their solution with drawing on the post-
assessment.
 How will you act upon, and will students be able to act upon, the feedback provided form each
assessment strategy used?
o I will act upon the feedback by knowing what changes I could make to my lesson plan for it to
be more effective. Students will be able to act upon the feedback by being aware of the things
they need to work on.
 Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or
paste your chart and write a quick summary of what students learned or potential misunderstandings
and how you are drawing these conclusions.

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