CEP Lesson Plan Form

Teacher: Anna Baker Date: 10.24.2022

School: Eyestone Elementary Grade Level: 1st Content Area: Math

Title: Use Addition to Subtract Lesson #: 1 of 2

Lesson Idea/Topic and
Rational/Relevance:
Students will use a part-part-whole mat to help them to subtract. They have
used the part-part-whole mat in previous instruction to help them add, and
it will be used again to add to help subtract. The student’s previous
instruction with the part-part-whole mat will help to accomplish subtraction
using the mat.

Student Profile:
Ms. Kinsella’s class has 18 students. Class instruction takes place at their
carpet spots, at their desk/table groups, and in small groups. Of these 18
children, 4 of them are in the bubble group (right below grade level), 5 are
in the enrich group, 5 are in the reteach group, and 4 are in the on-track
group. Two students leave for math interventions during class time. There
are a few students who have some trouble staying on task, but generally the
class is very well behaved.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1.OA.B.4: Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when added to 8.

1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. 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)

Understandings: (Big Ideas)

The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has at least one related addition
fact.

Inquiry Questions: (Essential questions relating to knowledge at end of the unit of instruction, select applicable questions from the standard)

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

How can I use addition facts to help find subtraction facts?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student's voice)

Use a part-part-whole mat to solve addition facts to find subtraction facts.

I can:

Use my part-part-whole mat and addition to subtract.

This means:

I can subtract using a part-part-whole mat.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Assessment question at the end of the individual work in the math book.

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Use Addition to Subtract

The purpose of this lesson is to teach students how to use addition facts that they know
to find subtraction facts that they are not proficient with yet.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials Approx. Time:

45 minutes
Materials:
Counters
Pencil
Math book
Part-part-whole mats
Video on smartboard
Challenge page
Anticipatory Set The strategy I intend to use is the call back “Track the…” (board, calendar, whatever they
need to be focusing on).
I am using this strategy here because: The students are familiar with it as their teachers
use it daily and it is used to redirect attention back to the topic at hand.

Procedures The strategy I intend to use is: Guided Practice & Repetition
I am using this strategy here because: The students math book has guided practice work
that can be done as a whole class and individual questions that follow to practice for
understanding and repetition.

Teacher Actions Student Actions Data Collected

1. Teachers will 1. Students will
instruct students to complete their
complete their solve and share
solve and share problem out of

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

problem. their math book

2. Once the problem and then share
has been solved, their answer and
teachers will thinking with their
instruct students to assigned partner.
share their thinking 2. Students will come
with their assigned and sit in their
peer. normal carpet spots
3. Teacher will call and watch the
students to their Visual Learning
regular carpet spots video on the
to show the Visual smartboard. When
Learning video on the video stops, the
the smartboard. students turn and
When the video talk to their
stops, the teacher neighbor and think
will have students through the
turn and talk to question that the
their neighbor and video is asking.
think through the 3. After the video is
question that the complete, the
video is asking. students will go
4. After the video, the through the guided
teacher will go practice problems
through the guided with their teacher
practice questions on the smartboard.
in the math book 4. When dismissed,
with the students. students will go
5. Once the guided back to their seats
practice questions and complete their
are completed, the independent work,
teacher will dismiss the assessment
students back to question in the
their seats using math book, and
the “1 stand up, 2 their challenge

Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form

face your seat, 3 page when they

quiet walking feet finish the
to your seat” independent work.
transition phrase
that the students
are used to hearing
and using.
6. Once all the
students are back in
their seats, they will
begin working on
their independent
work math
problems while the
teacher walks
around to ask
extension questions
and to answer
clarifying questions.

Closure The strategy I intend to use is: Check each students work and then have them put their
bookmark back in their book and put them away in their desk.
I am using this strategy here because: This how they are used to ending a lesson.

Differentiation Content Process Product Environment

Modifications: Understanding Guide students Students will The students
that the thinking by work through will be in their
numbers that asking their assigned seats
are wrote questions such independent and be
down are the as, “Which work with reminded to
numbers that number is the assistance from stay on task as
are part of the whole?” the teacher as needed. They
problem that is “Which number needed. can raise their
trying to be is the part?” hands and
solved. “Which number receive

Colorado State University College of Health and Human Sciences Page 5

CEP Lesson Plan Form

are we trying to assistance from

find; the whole teachers.
or a part?”
Extensions: Ask students to Students will be Students can
explain how given a explain their
they found challenge page thinking to
their answer, once they their teachers
and why they complete their and their peers
used the independent when asked.
method that work. They can also
they did. assist peers in
Challenge solving the
students problems when
thinking by they ask for
asking them to help.
tell and write
the ‘flip flop’ of
the problem
that they
solved.
Assessment Students will complete the assessment question at the end of the chapter after their
independent practice in their math book. The teacher will observe who is able to use the
part-part-whole mat correctly to solve the problem and who needs more assistance and
more time with the concept to be proficient.

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
a. The lesson objective was achieved, by being able to talk through their
independent work. I walked around to the students while they were working and
when they were finished working asked students to explain their work and
thought processes. While also asking extension questions to challenge the higher
students. Based on the responses, I was able to tell which students understood
and grasped the lesson and objective.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
a. If I was to teach this lesson again, I would start the morning by reviewing the
social contract. This is a step that is done every morning in the classroom that I
simply forgot to touch on. I would have assigned more problems for the students
to work through independently during independent work time. Since I didn’t,
several students finished the independent work and their challenge page rather
quickly, and I did not have a plan for what to have students do when they
completed the work.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
a. For the next lesson, I envision continued practice. This unit focuses on
subtraction and teaching students different methods to master subtraction
allows them to fill their toolbox. Continuing teaching subtraction using addition
helps students to master the technique and be confident enough to use the skill
during assessments.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

a. Co-teaching was not used.

Colorado State University College of Health and Human Sciences Page 7

CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

Colorado State University College of Health and Human Sciences Page 8

CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

Colorado State University College of Health and Human Sciences Page 9