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UEC Lesson Plan

Practicum Student: ​Alaizhia Clark​___________ Mentor Teacher: _____​Mrs. Kates​_____________

Practicum Supervisor: ____​Brittany LaBelle​__________ Date: __​February 5, 2019_______

Grade: ____​1st​​ ​___ Subject: ____​Math​______ Topic: ___​Subtracting multiples of 10​______

1. Learning Objectives

What standards (national or state) is this lesson targeting? (FEAP 1a)

(The standard(s) provides your ultimate learning goal your students are working towards.)

MAFS.1.NBT.3.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero
differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning
used.

What are your objectives for student learning in this lesson? (FEAP 1c)
(What do you intend students to learn? What will students be able to do as a result of this lesson? Be sure to think
through how it relates to the standards/learning objectives. Be sure your objective is ​measurable (i.e., what you will see
or hear the students do)​ to guide your evaluation. (TIP: Avoid the use of words like identify, know, understand, and
recognize because these are not actions we can see or hear students do. In addition, completing a worksheet is not a
sufficient objective in the absence of a criterion for the students’ performance.)

Objective(s) What assessment/data tell you the students need to

The students will… learn this objective (pre-test/exit card/homework
etc.)? (FEAP 1d, 1e)
Solve subtraction problems with multiples of 10. Students previously learned how to solve addition
problems with multiples of 10.

Manipulate base ten blocks, number lines, or use In previous lessons students have used base ten
other strategies to solve subtraction equations. blocks, number lines, and other learned methods to
solve addition problems.

2. Evaluation/Assessment (FEAP 1d, 1e, 4d, 5b)

How will you evaluate the effectiveness of your lesson?

(Be sure your assessments DIRECTLY align with the stated objectives and will enable you to determine future instructional
needs for ALL students).

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Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.

Informal and/or formative assessment:
“Checking for Understanding” ​during the lesson
During the opening of the lesson, students will assist
with word problems and review questions.
Formal and/or summative assessment (if appropriate)
after the lesson:
Who learned what as a result of the lesson?
Students will be able to efficiently answer subtraction
problems containing multiples of 10 with a game of
Bingo. Ms. Kates and I will survey the room to confirm
answers and assist when necessary.
3. Content Knowledge (FEAP 1b, 1f, 2d)
What is the underlying content knowledge that you will help the students to understand?
Content taught in this lesson
This lesson supports how to subtract multiples of 10
using different strategies.
Planning for Individual Needs and Differentiated Learning
Difficult pieces/concepts of the content covered
Understanding the difference between adding and
subtracting and counting backwards.
Advanced pieces/next steps of the content covered
Subtracting numbers other than multiples of 10.
Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.
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For which students will you provide differentiated or
individualized supports? Why? and ​How?
“Kalen” will be given a longer wait time to answer
questions when called on because it is a requirement
of his IEP.
For which students will you provide modifications or
accommodations? Why? and ​How?
“Kalen” will be provided extra time to answer his math
questions on the Bingo card.
“Chase” will have his problems broken down into
specific parts as an accommodation of his new 504
Plan.
How is this content connected to prior and future
lessons?
In previous lessons, the students focused on adding
multiples of 10 and regrouping. In the future, the
students will learn how to subtract numbers other
than multiples of 10.
How will you remediate/ clarify/ scaffold for those
who need additional support?
Draw number lines on the board and show the
student the difference between adding and
subtracting by having the student count along to
determine answers.
How will you challenge or provide enrichment for
those who need more advanced content?
For enrichment, students will be encouraged to assist
their peers who are struggling by explaining methods
to them. I will challenge students who need more
advanced content by giving 3 minutes instead of 5 for
the exit ticket.
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4. Student Grouping (FEAP 2b)

How will you group students for instruction? (whole
group, small group, etc.)
The format will be whole group instruction for review,
and the students will work individually to solve their
Bingo problems. Peer or teacher-mediated help will be
provided when necessary.
Rationale (How will this delivery format or student
grouping facilitate learning?)
This format will allow all students to receive individual
supports or additional explanation while practicing the
learned concept.

How will you establish rules or behavior expectations Rationale (How will establishing rules or behavior
to facilitate student learning in your planned lesson? expectations facilitate learning?)
Rules and expectations of the Bingo game will be Clear expectations will allow the students to fully
explained once prior to passing the game out and understand the role they have in the activity.
again when the students have the game physically in
front of them. I will reiterate the instructions when
necessary, and they will also be printed on the top of
the game.

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Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.
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5. What will be the role of the mentor teacher During the Lesson ​(​e.g. co-teaching, monitoring, etc.)​
The mentor teacher will monitor behavior and assist students during the game of Bingo. She will be surveying the
classroom during the lesson, and helping individual students solve the subtraction problems for Bingo.

6. Activities
*There should be clear alignment between your activities, your objectives, your evaluation strategies, and your methods
and grouping.

Be sure your outline of activities includes each of the following that is appropriate as these do show up in the FEAPS
for lesson planning:
● description of the teaching method (e.g. direct instruction; cooperative learning groups) and the specific
activity(ies) planned ​(FEAP 2f)
-The teaching method consists of direct instruction and peer-mediation when need.
-Students will interact by answering review questions.
-Students will practice subtracting on their own during the Bingo game. When I present an equation, the
students must find the matching answer. When I present an answer, the students must find the matching
equation. For example, if I hold up “30-10=” the students should be covering “20” on their Bingo card. If I hold
up “40” an appropriate answer for the students to cover is “60-20=” or another equation that equals 40.
● key questions you will ask during the lesson (including some higher order questions) ​(FEAP 3b, 3f)
-“​If first grade had 60 students, and 10 were absent, how many first graders were at school?”
-​“Can anyone tell me what multiples of 10 are?”
-​“Does anyone have a birthday on a multiple of 10?”
-​“Valentine’s Day in on February 14​th​, is that a multiple of 10?”
-​“What are different methods to solve ’30-10=’? What are some things we can use?” [Number line, T chart, base
ten blocks (pictorial or physical), etc.]
-“What is your favorite strategy for solving addition or subtraction problems?” [Open-ended]
● how you will differentiate content, process, and/or products for diverse learners ​(FEAP 3h)
-Visual learners: Completing review questions on the whiteboard or document camera
-Hands-on learners: Using game boards for Bingo, working out answers on whiteboards
● how you will you use technology to help students achieve the objective ​(FEAP 3g)
-​The review questions and the flashcards for Bingo will be presented on the document camera for all students to
see while sitting in their seats.
● accommodations you will make, for whom, and why ​(FEAP 2h, 3c, 3d)
-“Kalen” will be provided extra time to answer his questions during Bingo as a result of his IEP.
-“Chase” will have his problems broken down and explained into different parts, if wanted, as an
accommodation on his 504 Plan.
● strategies you will use to maximize student engagement ​(FEAP 3a)
-Students will respond to questions pertaining to the review questions.
-Students will participate in the game of Bingo.

Include bulleted narrative here if the bulleted items above are not visible in your activities plan
on the next page.

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Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.
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Opening of the Lesson​: (​FEAP 2a, 2e, 3e)

*Be sure to include how you will make the content relevant (connect to real life/authentic experiences/prior experiences
or lessons)?
Planned Time I will… Students will…
(Duration) *include language you plan to use (e.g.,
specific questioning, statements,
vocabulary, scaffolding or mediation
techniques, etc.)
“Last week in math you were learning Students will respond to questions when
how to add two double digit numbers. called on.
This week you have been learning how to
do the opposite of adding, which is
subtracting, using multiples of 10.”

“Can anyone tell me what multiples of 10

are?”
5 Minutes
-​“Does anyone have a birthday on a
multiple of 10?”

-​“Valentine’s Day is this week on

February 14​th​, is that a multiple of 10?”

“Okay, I’m going to do a few review Students will observe the review
problems, and I might need your help!” problems and respond verbally when
called on.
“​If first grade had 60 students, and 10
were absent, how many first graders
were at school?”
5 Minutes

Write the review problems on the

whiteboard and ask students for help
solving some of them.

Materials needed:
● Whiteboard
● Marker

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Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.
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Main activity or activities within the Lesson: (FEAP 2c, 2e, 2g, 2h, 2i)
Time Allowed I will… Students will…
*include language you plan to use (e.g.,
specific questioning, statements,
vocabulary, scaffolding or mediation
techniques, etc.) in addition to informal or
formative assessment
“I mentioned it earlier, but can anyone Students will respond to the questions
remind me what holiday is celebrated presented in the lesson.
this week?”
“That’s right, Valentine’s day is on the
14​th​ of February, which is on Thursday.”
“Can someone tell the class what
Valentine’s Day means to them? How do
you celebrate Valentine’s Day?”

“I do not see you all on Thursdays, so we

will be playing a game of Valentine’s Day
Bingo today!”
5 Minutes
“Raise your hands if you have played
Bingo before.” [call on a student with
their hand raised]

“Can you tell the class about the time you

played bingo, and explain to the class
how to play Bingo?”

Reiterate how to play Bingo, then

proceed to explain how to play this
specific game of math Bingo.

Introduce the game by showing an Students will observe the demonstration

example on the document camera. of how to play the game.
“For this game of Bingo, you will be
solving subtraction problems with
multiples of 10.”

Show a flashcard with an answer on the

10 Minutes
document caemra and explain that I have
to find an equation.
Show a flashcard with an equation and
explain that I have to find an answer.

Ask the students “If I show you an

equation, you should be finding an ___”
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Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.
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If I show you an answer, you should be

finding an ___”

“Remember that you can use any

strategy that you have learned to answer
the subtraction problems.”

“Can someone raise their hand and

remind the class of the methods you all
have learned to solve the equations?”
[Number line method, T-method, and
drawing tens and ones]

Pass out the Bingo game boards and Students will engage in the game of
chips. Bingo.

Explain the instructions one more time

and do one example together before
starting the game. [Show a flashcard on
the document camera, solve the problem
with the class, and cover the answer on
my bingo board]
20 Minutes
Continue calling out flashcards and
providing proper wait times.
If too many students are confused on a
problem, we will work through it
together using the whiteboards.

Play 3 games of Bingo [depending on

time].

Materials needed:
● Document camera
● Bingo Flashcards
● Bingo Board game

Closing the Lesson​: ​(FEAP 2e, 4c)

Time Allowed I will… Students will…
*include language you plan to use (e.g.,
specific questioning, statements,
vocabulary, scaffolding or mediation
techniques, etc.) to review/ summarize
lesson content including assessment

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Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.
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“Can you name a situation where you
would need to know how to subtract?”
“Let’s take a look at this problem on the
board.”
The students will explain how to solve the
problem the correct way to show
understanding of the lesson.

“If I have 50 lollipops, and I give away 30

lollipops, how many lollipops will I have
left?”
5 Minutes
Write the problem incorrectly. [50-30=10]

“Give me a thumbs up if you agree with my

answer, and a thumbs down if you don’t!”

Call on a student with thumbs down, and

ask them to explain why it’s incorrect.

Solve it correctly.
“Okay class, we will be ending this game The students will solve the math equations
with an exit ticket. You will get 5 minutes to and turn it in for data collection.
complete 3 subtraction problems. Please
work quietly! When you are finished,
please bring it to Mrs. Kates or me and
have a seat on the carpet to wait for
further instruction.”
5 Minutes
Pass out the exit tickets and wait for
students to finish.

“Everyone did a great job, so I will be

bringing in a surprise for the class
tomorrow to celebrate Valentine’s day!”

Materials needed:
● Whiteboard
● Marker
● Exit ticket worksheet

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Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.
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Lesson Plan Review: Student Rating

Practicum Student: _____​Alaizhia Clark​_____ Mentor Teacher: _________​Mrs. Kates​________

Practicum Supervisor: ____​Brittany LaBelle​_________ Date: ____​February 5, 2019​_______

Grade: ___​1st​​ ____​ Subject: ____​Math​_____ Topic: ___​ Subtracting multiples of 10​___

After completing the lesson plan, indicate whether or not your lesson plan addressed each FEAP.
FEAP Yes No N/A
1. I included a lesson objective aligned with National or state standards 1a, 1c
aligned with the learning objective. x

2. I developed a coherent plan that builds on prior lessons, activities, and 1b,1d,1e
x
pre-assessment data.
3. I developed a plan to connect the lesson content to students’ prior 1f,
knowledge and experiences during the “opening” of the lesson and
throughout the “main activity.” 2a-2g, 3e x

4. I developed a plan to check for students’ understanding during the lesson. 4d, 5b
x

5. I developed a plan to evaluate or assess children’s learning as a result of 1d, 1e, 4c

their participation in the lesson. x

6. I stated behavior expectations in my lesson for how I want students to use 2b

materials, engage with peers, and transition from one location or grouping
(e.g., whole group to small group) to another. (i.e., ​I know what I will say x
when I provide directions​).

7. I stated the questions I plan to use to facilitate student learning and 2f, 3a, 3b,
engagement in my lesson plan and selected two or more ways children will 3f
have an opportunities to respond (e.g., verbally, written, thumbs up, x
buddy talk).
8. I stated how I would use technology during my lesson to facilitate student 2f, 3a, 3b,
learning and engagement. 3f, 3g x

9. I stated how I would individualize (i.e., accommodations and 2h, 2i, 3c,
modifications) and differentiate instruction for children who require more 3d, 3h x
support or enrichment activities.
Practicum supervisor will also complete rating when providing feedback to the practicum student. Practicum supervisor
will inform any disagreements on ratings between practicum supervisor and the practicum student. When submitting
the revised lesson plan to the practicum supervisor, practicum student will provide explanation or rationale on how the
revised lesson plan addressed the FEAPs in the lesson plan.

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Copyright​©​ 2019 Anita Zucker Center for Excellence in Early Childhood Studies & Unified Early Childhood Program, University of
Florida. Do not adapt or distribute without permission.