# Lesson Plan Template Name: Alison Lucas Date: 10/25/2010 Location/grade: Bach Elementary School, first grade

Topic: Math lesson 2-12 from the Everyday Math curriculum, entitled Subtraction Number Models. Big Ideas/Learning Goals/Driving/Questions: To broaden experiences with extending number models to include change-to-less situations. Context: Part of the Everyday Math curriculum, which is used on a daily basis Content Standards or GLCEs (state or district -Meaning, notation, place value, and comparisons -Number relations and meaning of operations -Fluency with operations and estimation Objectives/Assessment Students will be able to: -Predict the number of cups that will be left standing -Become fluent in “less than”, “subtract”, and “-” -Play High Roller Student will: -Correctly count dots on dice to find the sum Teacher will: -Observe High Roller game -Collect and assess High Roller Record Sheet

Duration: One hour- 1:10- 2:10 (the Math block) Materials: 12 cups, overhead projector, High Roller Record Sheet (copied front and back), dice (2 per partner group), white board, student math journals

Teaching Sequence

Time/Task Number of the day Teaching the lesson

Instructional Moves Call on students to write on board -Cup demonstration: 9 cups in a row (“how many are standing?”), knock over 4 (“how many did I knock over? How many are left standing?”) -Change-to-less diagram: on overhead, “another way to say 4 less is subtract 4” -More cup demonstrations -Students predict cups left standing: “I will place 7 cups standing up” (write 7 on overhead), “I will knock over 3 cups” (write subtract 3 on overhead), “how many cups will be left standing?”, write student answers, check by knocking over cups -Subtract= - symbol, illustrate this with another example (12-5=7) -Choose a partner to play with. -Players take turns: talk about who goes first -I role 2 dice and record the roll in the first 2 squares (prewritten on white board). Keep the “High Roller” and cross out the smaller number. -I role the smaller die again and record the number. Count on from the number to get the sum, record on line. -Talk my partner through taking a turn. -Demonstrate another round. -Partners at table: one partner for front of worksheet, other for back -Students should work on pg. 23 in math journal once they have completed High Roller -Close by asking a few questions about game

Considerations Students are familiar with this daily routine Students are still at their tables Ask volunteers to knock over cups!

Playing High Roller

Students should go to carpet and sit in buddy spotscall them to carpet by colors of clothing High Roller Record Sheet, pg. 334 in Math Masters

Math Journal and Closing

All students may not get to this/finish. They can finish it as bell work tomorrow.

Reflecting on students’ learning: Did your students accomplish the goals and objectives you determined for them? How do you know? I would have preferred more opportunity to walk around in order to observe students playing High Roller (I was needed as a partner for the odd number of students in the room) in order to more fully access students’ accomplishments. However, I can tell from the record sheets that students were playing the game correctly, and “counting on” to add the dots in each roll. Students were very active during the “less than” lesson and the explanation/demonstration of High Roller. I made sure to include many opportunities for student participation so I could assess comprehension. For this reason, I also made efforts to call on children who did not usually actively participate. How did your instructional moves help students make progress toward the lesson goals and objectives? What instructional and/or management moves would you repeat? What would you change? Why? One thing I could have done differently would be to include a short introduction (even a sentence or two) before beginning of the “less than” cup lesson. This would have given students a clearer idea of the goals and objectives of the lesson. I think that including students in the “less than” cup demonstration by asking them for suggestions for the number of cups to start out with fostered interest and involvement. How will you use what you learned to inform your teaching? What next steps will you take? Some of my movement was a bit awkward. For example, I could have put the cups on a higher surface or arranged the High Roller demonstration so I wasn’t reaching over the student to write on the white board. I need to specifically consider these physical aspects of my teaching.