UMU Lesson Plan Template

Name: Alison Jacobs Date: 10/26/19

Grade Level: 3rd grade Class Period: 11:00-12:00
Subject: math Lesson # & Title: #6 ed tpa lesson 2
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Planning Rationale:

Learner Attributes:
This is a 3rd grade classroom, it is co-taught by a regular education teacher and a special education teacher. This class consists
of 24 students, 13 girls and 11 boys. 22 of the students are Caucasian, 1 student is African American, and 1 student is
Hispanic. 6 of the students are on an IEP 2 girls and 4 boys all students are identified with SLD with deficits in mathematical
comprehension, mathematical problem solving, written expression, and reading comprehension. The students come from
various socioeconomic backgrounds, with the majority of students on the low to middle end of the socioeconomic spectrum.
The students also have a variety of learning styles, including visual, auditory, kinesthetic, and tactile.

Environment:
This 3rd grade class is co-taught with a special education teacher and regular education teacher. There is also a classroom aid
that helps out with struggling or off track students. The classroom teacher instructs the lesson at the front of the room while
the special education teacher provides differentiation as needed for her students. For some lessons the special education
teacher pulls her students into her resource room. The resource room is spacious with differentiated seating, a white board at
the front of the room, and has many different manipulatives that students can use. There are a group of desks, two tables, and
a carpeted area with comfortable seating.

Planning Rational:
This lesson will be taught to a student in a one on one setting. This student is on an IEP for a Specific Learning Disability
with deficits in reading and mathematics. This lesson will focus on math with addition and subtraction within 50. I will adapt
the lesson to meet this students needs. I will incorporate different styles of learning to best meet his needs.

Content Standards:
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.

Rational:
He has mastered addition and subtraction within 20 and within 50 using different strategies. This student is most familiar
with using place value and number grids to use as planned supports.

Learning Objectives:
 Student will solve subtraction problems within 100 when given a number grid with 80% accuracy.

Academic Language:
 Subtraction
 Borrowing
 Fewer
 Left
 Difference
 More than
Revised January 2018
  Change
 Less

Assessment Plan, Formative Assessment:

 Guided practice subtraction game: The student and I will play a subtraction within 100 game together. We will play
on a game board that each space has a subtraction fact. We will roll a dice to see how many spaces we will be
moving, whatever space you land on you will subtract the two numbers together, if you get the correct answer you
get to keep your spot, if you do not get the answer correct then you have to go back to where you were before you
rolled the dice. We will take turns, I will give the student paper to set his problems up on and work them out. I will
check how the student is lining his problems up (by ones and tens), I will point out if he is not lining them up
correctly. I will watch his thought process when he subtracts and will check for understanding by seeing if he gets
them correct. If he is struggling I will assist him with using his 100 chart to help.

Assessment Plan, Summative Assessment:

 Independent subtraction practice: The student will answer 6 subtraction within 100 equations. This will be
completed on grid paper where he can see how they are lined up properly. He may use a number grid as needed. He
must get 5 out of 6 questions correct to meet the lesson objective. I will collect it and check for understanding and
will explain anything that he got incorrect.

Procedures, Lesson Introduction (5 minutes):

 I will activate prior knowledge by doing a 10 less activity, where the student will take away 10 from whatever
number is given. This will get the student into the mindset of subtracting and that the number is going to get smaller.
He will be completing the chart he began when adding, this time he will be doing the 10 less and 1 less for the
numbers given.
 I will capture student attention by playing a video on subtraction using a 100s chart to subtract 2 numbers.
https://youtu.be/eoiJ7Hx8qj4 the student enjoys watching videos and will be engaged as the video shows him how to
use a 100s chart to help him subtract.
 I will make student aware of goals by telling him that we will be working with subtraction within 100 with
borrowing.

Procedures, Lesson Body:

 Explicit (5 minutes): I will show the student an anchor chart that has vocabulary that is used in subtraction problems.
I will model how he will use these when talking about his problem. I will model to the student how I will set up the
subtraction problem. I will line the subtraction problem up on the whiteboard, lining them up by ones, then tens. I
will then show him how I subtract the ones group first, and if the top number is smaller than the bottom I will show
and explain how we have to borrow from the tens. If we borrow from the tens group then that number gets smaller
by 1. I will then show him how I subtract the tens group. I will show him how to use a number grid to help him with
the subtraction problem. I will repeat this for 3 subtraction problems, some with borrowing, some without. I will
model using proper math vocabulary when explaining how I got my answers to my problems.
 Structured (5 minutes): We will work on subtraction problems together. I will ask him to come up to the whiteboard
and show me how to line up the problem. I will ask him how we line them up (by ones and tens) and will have him
explain why it is important that we line them up correctly. I will then ask him what we do first with our subtraction
problem, I’ll ask him what side we start on. I will repeat talking him through problems for 3 subtraction problems,
some with borrowing some without. I will have him explain how he got his answers.
 Guided (10 minutes): The student and I will play a subtraction within 100 game together. We will play on a game
board that each space has a subtraction fact. We will roll a dice to see how many spaces we will be moving,
whatever space you land on you will subtract the two numbers together, if you get the correct answer you get to
keep your spot, if you do not get the answer correct then you have to go back to where you were before you rolled
the dice. We will take turns, I will give the student paper to set his problems up on and work them out.
 Independent (10 minutes): The student will answer 6 subtraction within 100 equations. This will be completed on
grid paper where he can see how they are lined up properly. He may use a number grid as needed. He must get 5 out
of 6 questions correct to meet the lesson objective.
Revised January 2018
Procedures, Lesson Closure:
 I will summarize student learning by asking the student why it is important to remember to line our problems up by
ones and tens, him explaining this will help him to remember to always line the problems up this way.
 I will preview what we are learning next by telling the student that our next lesson will have addition and subtraction
mixed in so we will have to carefully look at our sign so that we know what we are doing. I will tell him that we will
also be working with word problems for addition and subtraction.
 I will link to real world connections giving the student a real life word problem that deals with spending money.
This is something that the student will do all the time in the real world. I will have him solve the word problem
“You have $35, you need to go to the store to buy shampoo and body wash, you spent $13 at the store, how much
money do you have left?”

Differentiation, Individualized Instruction, and Assessment:

 This lesson is adapted to meet an individual student’s needs. This lesson accommodates this learners’ goals for his
IEP. The assessments are adapted to meet his academic level and provide feedback on any struggling areas.
 This student gets distracted easily, when teaching lessons, I will pull him into the resource room for student to get
the least about of distractions as possible. This why the student can be focused and engaged throughout the lesson
and will be able to hear me without other students talking.

Instructional Materials and Support:

 prior knowledge activity 10 less 1 less.

 https://youtu.be/eoiJ7Hx8qj4 video link for introduction

 anchor chart used for key terms

 Whiteboard
 Number grid
 Grid paper
Revised January 2018
  guided practice subtraction game
 Dice
 Pawn piece


 independent practice subtraction/summative assessment

Research and Theory Commentary:

 This lesson uses the theories of Lev Vygotsky in terms of scaffolding. His theory is that educators should change the
level of support to meet the ability of the child and that is what this lesson does. This lesson gives support to
Revised January 2018
 students by scaffolding by having teacher lead instruction followed by student hands on activities along with
modeling proper vocabulary to use when explaining. Vygotsky also believed the best way for children to learn is by
scaffolding lessons to go from explicit instruction to independent practice and this lesson follows that pattern.
 This lesson includes the ideas of Howard Gardener with his theory of multiple intelligences and that students learn
in diverse ways. In this lesson he is working with activities that are tactile, he works best with activities that are
hands on and engaging.

Cultural Responsiveness, Equity, and Inclusion Commentary:

 This lesson will be taught and record for my Education Teacher Performance Assessment. I have video consent
provided by the student’s mother. This student will stay confidential and the video will only be submitted to my
professors to evaluate my teaching.
 This particular student likes to have visuals and manipulatives to use when learning. Having the video in the lesson
introduction will activate prior knowledge while keeping him engaged. The anchor chart will be a visual that he can
use to help him see vocabulary that he can use to explain his subtraction problems. Using a 100s chart will give him
a hands on manipulative to assist in his learning, this is also a good visual for him to see the 2 numbers being
subtracted from each other.
 This student enjoys learning through games. Using a game as the guided practice will help to keep him engaged in
the lesson. He can learn subtraction in a fun way.

Use of Technology Commentary (if applicable):

N/A

Reflection and Instructional Commentary (if applicable):

Student tends to struggle more with subtraction than he does for addition. He will add the numbers, a couple of times I had to
remind the student that he was subtracting rather than adding. I reminded the student that he should always check his sign
before solving the equation. The student did well with the 10 less and 1 less, he used his number grid on a couple to help him
count back. He did well when coming up to the board and talking through how to solve subtraction problems, would say that
he was starting with the ones and then going to the tens. Students did great with the subtraction game, he knew how to set up
the problems by ones and tens. He knew how to solve all of the answers for the subtraction problems that he landed on.
Student had fun playing the game. He missed one question on his independent practice. He still met his lesson objective of
getting 80% accuracy, he got a 5/6 which is an 83%. The student forgot to borrow in the problem that he missed, he looked at
0+4 and added and wrote 4, he subtracted correctly in the tens by saying that 6-2=4. He tends to get confused when
subtracting with 0, he always thinks that he is adding. Student did well with the real world word problem, he was able to
write a number model and answer it.

Revised January 2018