Lesson Plan Format

Teacher Candidate: Amber Kibler Date: 09/14/2021 Time: 9:40- 10:55

Cooperating Teacher: Heather Freed Coop. Initials: HF
Group Size: 19 Grade Level: 1st grade
Subject or Topic: Math- Solve Problems: Compare Situations Section: Topic 1- Lesson 5

I. Objectives, Standards and Assessments

A. Standard(s): 1.OA.A.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 objects, drawings, and equations with a symbol for the unknown number to
represent the problem.

B. Performance Objectives (Learning Outcomes)

After completing practice problems, the first-grade students will be able to successfully solve subtraction
problems that involve comparing to find how many more objects are in one group than another group by
using manipulatives, drawings, and numbers to help them.

C. Assessment/Evaluation Plan
a) Formative Assessment:
1. Observation of accuracy of student’s work/ Anecdotal Notes/ Check problem #9 with
a star
b) Summative Assessment:
1. Topic 1 Assessment given to all students after lessons in unit are taught (Lesson 1-1
to 1-10).

II. Instructional Materials

A. Computer
B. Projector
C. enVision Visual Learning Video (Lesson 1-5)
D. Math packets- lesson 1-5 (pages 33-36) (1 packet per student/ 1 for teacher for instruction)
E. Pencil (1 per student)
F. Math Trays (1 per student)
G. Connecting Cubes (10 per student/ 5 red & 5 blue)
H. Cover sheet (1 per student)
I. Blue Crayon (1 per student)
J. Red Crayon (1 per student)
K. Yellow Crayon (1 per student)
L. Green Crayon (1 per student)

III. Subject Matter Explanation

A. Prerequisite Skills
1. Understanding of numbers and count sequence
2. Hands- on work with manipulatives (connecting cubes)
3. Ability to write numbers 1-10
4. Conceptual understanding of subtraction
5. Understanding of how concrete and pictorial models translate into symbolic
representations
B. Key Vocabulary
1. Subtraction
2. Equation
 C. Content
1. Students will be able to find how many more objects are in one group than another
group by solving subtraction problems.
2. Subtraction equations can be used to show situations in which two quantities are
compared.

IV. Implementation
A. Introduction
a) Hook
1. enVision Math Visual Learning Video Lesson 1-5
b) Activation of Prior Knowledge
1. “Previous lessons we have worked on how to solve subtraction problems using our
connecting cubes and writing an equation.”
c) Setting Today’s Objective
1. “For today’s lesson, we will look at solving subtraction word problems that involve
comparing two groups where you will find how many more objects are in one group
than another group.”

B. Development
1. Instruct for students to get out cover sheets, math trays, and connecting cubes (5 red
and 5 blue cubes). Put cubes on our math trays.
a. Reiterate that the cubes are not to be played with during the lesson, they are
only to be used for working and solving problems.
2. Pass out math packets- 1 to each student and 1 for myself.
3. Have students write their names on the top of the packet, then stand up and show
their wiggle ball. Once all students have their wiggle ball in their hand, instruct that
wiggle balls are quiet and at count of 3 choose where to throw your wiggle ball (up,
down or to the side).
b) Solve & Share:
1. I will begin the lesson with posing the Solve & Share problem on page 33.
2. I will have students repeat the “I can” statement with me.
a. “I can…. solve word problems that involve comparing.”
3. I will have students get tracking fingers ready and have students follow along as I
read the Solve & Share problem out loud for the students.
a. “Lori sees 5 red cars and 3 blue cars. Did she see more red cars or blue
cars? How many more? How can you tell?”
4. Students will take out red crayon and highlight 5 cars. They will then take out a blue
crayon and highlight 3 blue cars. They will then circle, how many more.
5. Ask students how many red cars did Lori see?
a. 5- have students show on their papers 5 red cubes.
b. Choose a student to come up to the projector and model.
6. Ask students how many blue cars did Lori see?
a. 3- have students show on their papers 3 blue cubes.
b. Choose another student to come up to the projector and model.
7. Ask students does Lori see more red or blue cars?
a. Have students push the cubes together to see how many more red cars there
are. Explain that the first 3 cubes have a partner (red to blue cube).
b. Red
8. How many more red cars do you see?
a. 2
9. Have students write an equation for the problem.
a. 5-3=2 more red cars

c) Visual Learning Video:

1. After the Solve & Share problem, I will then invite the students to the carpet.
 2. Remind students when they are at the carpet, they are finding a spot where they are
ready to learn, eyes are facing forward, sitting Criss cross applesauce.
d) Guided Practice:
1. Review Visual Learning Bridge at the top of page 34.
2. Problem #1- Use cubes to write a subtraction equation. Then write how many more.
a. Peggy draws 6 frogs. Mike draws 3 frogs. How many more frogs does
Peggy draw than Mike?
i. Have students highlight important information- 6 frogs and 3 frogs.
ii. Have students put 6 cubes of one color over the frogs that Peggy
drew.
iii. Have students then put 3 cubes of another color over the frogs that
Mike drew.
b. Write the equation:
i. How many frogs did Peggy draw?
1. 6- Have students write 6 first.
ii. How many frogs did Mike draw?
1. 3- Have students write 3 on the second line.
c. Have students push the cubes together to see that the first three frogs have a
partner.
d. How many more frogs does Peggy have than Mike?
i. 3
e. “When we compare Peggy’s group of frogs to Mike’s, we see that Peggy
have more frogs than Mike does.”
3. Problem #2- Draw cubes to show the subtraction. Then write an equation to match
the story. Tell how many.
a. Read students problem #2- Sue has 3 dogs. Julia has 1 dog. How many
more dogs does Sue have?
i. Have students highlight important information- 3 dogs and 1 dog.
ii. Have students put 3 cubes over the dogs that Sue has.
iii. Tell students that we have to put how many dogs Julia has because
they didn’t give us that information.
1. How many dogs does Julia have?
a. 1 dog- have students put 1 cube down.
2. Have students write the equation.
4. Have students cross out problems #3, #4, and #5.
5. Continue with this format for problems #6 & #7.
a. I will read the problem and spot check the students as they build,
scaffolding if needed.
b. When students finish, I will have a student come up and share what they
built.
c. We will then draw the cubes and write our equation.

e) Independent Practice:
1. Tell students to complete problem #9 on the independent practice on their own. Tell
students when they finish that the girls will bring their papers to myself to be
checked for understanding. Tell students that the boys will go to Mrs. Freed to be
checked for understanding.
a. I will reiterate that when students are waiting in line that they are waiting
quietly with their bodies still like a respectful and responsible pouncer pal.
b. Students will receive a star when their work is correct and finished.

C. Closure

1. I will end the lesson by telling students:

 a. “Today we learned how to solve subtraction problems that involve
comparing two groups to find how many more objects are in one group than
another group.”
b. “We also learned that subtraction equations help is to show how the two
groups are compared.”
c. Have students restate “I can” statement again.
i. “I can… solve word problems that involve comparing.”

D. Differentiation and Accommodations

a) Differentiation Plan/ Accommodations Plan
1. For some students with higher level thinking skills, I have those students complete
the higher order thinking problem during independent practice to expand their
knowledge.
a. When students display mastery of the content, I also cross off some of the
problems and have these students complete higher level thinking problems
as well.
2. For some struggling students, they will be able to use their connecting cubes for this
lesson if need for visual support and hands- on learning.

3. I also have struggling students come to work at my table for extra help to
accommodate their needs to make them successful.

V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives
(Reflection on student success written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)
 I was nervous to teach this lesson because it was my first lesson that I was going to be teaching
to them. I also was scared because of the fact that my mentor teacher told me that this lesson
was a difficult one for students in previous years.
 I felt that the students did very well with this lesson. For Independent Practice, I checked the
girl’s papers and Mrs. Freed checked the boy’s papers. It is seen that the girls in the class have
more difficulty with math in general than the boys. I had three girls that came to work at my
table during the lesson. These students are the ones in Tier 3 intervention. To assist them, I had
them use their manipulatives to help solve the problem which was a good support for them to
solve the problem.
 According to Mrs. Freed, the boys did very well. Only two boys needed extra support to help
them with the problem. For those students in Tier 2 and Tier 3 intervention, they struggle with
identifying and writing numbers. They were able to use their number line to assist them in
writing their numbers. Overall, the students did very well with this lesson. I feel that for it
being my first math lesson taught to the students, I was successful in delivering the material to
them.
 For next lesson, I will make sure I browse through the room checking in on the students during
the lesson. I will also consider ways on how to accommodate and differentiate the lesson based
on the student needs. This will come with learning more about the individual students’ needs.

B. Personal Reflection on Teaching Effectiveness

(Questions written before lesson is taught. Reflective answers to questions recorded after lesson is
taught.)
1. Am I prepared for the lesson?
a. I felt that I was prepared for this lesson. I had my lesson plan written ahead of time
and reviewed the material for the lesson many times prior to teaching. I had three
 copies of the lesson plan ready: one for myself, one for Dr. Bates, and one for my
mentor teacher. Prior to the lesson, packets for Unit 1 were already prepared for the
students. I also knew for this lesson that the students were going to need their math
trays, connecting cubes, cover sheet, along with a red, blue, green, and yellow
crayons. I went ahead double checking that each student had enough cubes in their
math tool bags. I also got out a math tray, connecting cubes, cover sheet, and crayons
for instruction in preparation for the lesson. I had important pieces of the content
highlighted throughout my lesson plan. This helped me to ensure that I was not
leaving out any important concepts in the lesson. I was nervous when I started
teaching the lesson, although after a few minutes went by I felt more confident.

2. How do I make this lesson inclusive for everyone?

a. To make this lesson inclusive for all students, connecting cubes were provided for
instruction. Mrs. Bodner and Mrs. Freed walk around room to assist children if they
needed further instruction or support, especially those who are in Tier 2 or Tier 3
Intervention. I used manipulatives and directly modeled throughout the lesson which
was a benefit to the visual learners as well. If students struggled answering a question,
I would rephrase the question for them to be able to understand what I was asking.

3. Who am I teaching?
a. I knew that for this class all of the students are different in many ways and have
various backgrounds. Most students are able to understand the concepts and pick up
on the material, although there are a few students in our class that are receiving Tier 3
Intervention Program Services. I made sure that these students were accommodated
by using manipulatives (connecting cubes) for the lesson and directly modeling the
instruction. Having the lesson start with a Solve and Share problem allows the
students to solve the problem on their own. I have students come share how they
solved the problem no matter if the answer was correct or incorrect. I also knew that
there are some highflyer students in the class. There are extension problems and
higher order thinking questions for those highflyer students. I do assign those
problems for them during independent practice and for homework.

4. How will I know what the students have learned?

a. The students complete the independent practice problems after whole group
instruction. When the students finish, they bring their papers to either my mentor
teacher or I to be checked. The students complete one problem at a time. If students
get the problem, correct then they are given a star next to that problem. This shows
me that the students understood the concepts taught in the lesson. If students do not
get all of the independent practice problems completed by the end of the lesson, then I
will assign homework for them. They bring in their homework the next day where it
will be checked for understanding. If it is displayed that the student did not understand
the concept, then they are pulled for remediation. Students also get the homework
practice sheet on the lesson that I taught to further extend their knowledge. They do
not have to return this paper. They do this for extra practice at home.

V. Resources (in APA format):

Charles, R. I., Bay-Williams, J. M., & Berry, R. Q. (2016). Scott Foresman Addison Wesley enVisionMath
2.0 (Vol. 1). (477-482). Glenview, IL: Scott Foresman, Pearson Education.