This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Alicia Cochran Grade-Level: 1st Lesson Date: 3/22/23
Title of Lesson: Single step word problems Cooperating Teacher: Margret Williams

Core Components
Subject, Content Area, or Topic
Mathematics
Student Population
22 students
4 504’s
1 IEP
Learning Objectives
Students will be able to solve story and picture problems using addition and subtraction.
Students will be able to identify a number sentence to solve story and picture problems.
Students will be able to use strategies to solve story and picture problems.
Students will be able to explain the strategies I used to solve story and picture problems.
Virginia Standard(s) of Learning (SOL)
1.6 The student will create and solve single-step story and picture problems using addition and
subtraction within 20.

Materials/Resources
Word Problems Subtraction:
https://www.youtube.com/watch?v=9Z2gpbYiEXo

White boards

Dry Erase markers

Solve the Subtraction Number Stories (worksheet)

“Are You Ready for the Chapter?” Practice page

High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
Reading 10%
X Lecture 05%
Safety Considerations
N/A

Time
(min.) Process Components
1 *Anticipatory Set
TTW ask the students what they remember about the previous days’ lessons on single
step word problems.
1 *State the Objectives (grade-level terms)
I can solve story and picture problems using addition and subtraction.
I can identify a number sentence to solve story and picture problems.
I can use strategies to solve story and picture problems.
I can explain the strategies I used to solve story and picture problems.
10 *Instructional Input, Modeling, or Procedures
TTW show the video YouTube-Word Problems Subtraction to the students:
https://www.youtube.com/watch?v=9Z2gpbYiEXo
TTW model for the students, “Are You Ready for the Chapter?” TSW complete practice
page- students will practice writing an equation to solve a subtraction story.
5 *Check for Understanding
TTW ask the students the following questions:
“What are some different ways we can solve subtraction word problems other than just in
our heads?”
“What strategy do you use when solving subtraction word problems?”
“How would this word problem look if we solved it using math mountain?”
12 *Guided Practice
TTW tell subtraction stories for students to solve. Students use white boards to draw a
picture and write an equation to solve problem. Example: I have 8 pencils. 6 of them are
broken. How many are not broken? I have 11 cookies. I ate 7 of them. How many
cookies do I have left? Repeat with several examples.

10 *Independent Practice
TSW Solve and complete the Subtraction Number Stories (worksheet).

8 Assessment
TTW verbally read to students 3 subtraction math problems. TSW write the equation and
answer on their whiteboards to show the teacher. TTW take this data as an informal
assessment.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

8 *Closure
TTW have students read their word problem answers and tell which strategies they used
to get their answer on their whiteboard. TSW tell which strategies they liked the most:
math mountain, pictures, or counting up.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
Students with trouble counting will begin to count with manipulatives
Students with 504’s for math will be pulled to a small group table.
Classroom Management Strategies (To ensure a positive learning environment).
Punch card reward system
Blurt out blocks
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

For this lesson on single step word problems I was most definitely intrigued to see that in

the Virginia SOLs 1st graders are supposed to learn how to solve single step word problems with

addition and subtraction. Especially, since in my first placement with my 5th graders they also were

solving single step word problems. One of the main differences that I noticed is that my 5th graders

were solving word problems with decimals. Whereas my 1st graders are solving single step word

problems with numbers below 20.

One of the ways that I made sure that my lessons met the standard was to plan as a team

on what the students were going to accomplish for math. It really amazes me how much more I am

able to meet the standards of learning when my 1st grade team of teachers meets and

collaborates together to make sure that instruction is effective and meeting the required standards.

As Ross puts it, “The importance of teams working together to develop their craft is an essential

component of a successful school. It is important to help these teams stay focused on their

curriculum, while using data to make small, necessary adjustments to the curriculum.” (Ross,

paragraph 11) While we were all planning we made sure to choose methods that allowed the

students to choose their own strategy when completing single step word problems.

The SOl for this lesson plan is SOL 1.6 The student will create and solve single-step story

and picture problems using addition and subtraction within 20. One of the ways that I made sure

that my lesson fit this SOL is by focusing on the subtraction portion of the SOL (addition part of the
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

SOL was done in a later lesson.) To make sure that this lesson fit all of the competencies I also

made sure to use white boards for student interaction as well as worksheets that had student

involvement. The students were also able to use manipulatives (counting cubes to help them to

subtract.) I also made sure to include an informal assessment at the end of my lesson to mentally

make note of who needed more practice and who needed to move on. As Reading Rockets puts it,

“Informal assessment information can help you decide the following: How to plan daily instruction

so that student needs are met, How students should be grouped for instruction so that each

student receives instruction at the right level of difficulty” (Reading Rockets, paragraph 2-3)

Overall, my lesson went well and all of my students did well with the lesson and really loved

the use of the cubes to help them count and subtract from their total. As Hand 2 Mind puts it,

“Studies have shown that students using manipulatives in specific mathematical subjects are more

likely to achieve success than students who don’t have the opportunity to work with manipulatives.

Following are some specific areas in which research shows manipulatives are especially helpful:

Counting Some children need to use manipulatives to learn to count. Place Value Using

manipulatives increases students’ understanding of place value” (Hand 2 Mind, paragraph 13)

They also loved that they had the option of using math mountains, pictures, and counting up

strategies for subtracting. I loved teaching this lesson, and I love teaching my 1st graders!

Works Cited

Informal classroom-based assessment. Reading Rockets. (2023, February 28). Retrieved

March 27, 2023, from https://www.readingrockets.org/teaching/reading-basics/assessment

Cchiaro. (2020, July 23). Curriculum writing and Team Planning. Graduate Programs for
Educators. Retrieved March 27, 2023, from
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

https://www.graduateprogram.org/2020/02/curriculum-writing-and-team-planning/

Benefits of math manipulatives | hand2mind. (n.d.). Retrieved March 27, 2023, from
https://www.hand2mind.com/resources/benefits-of-manipulatives

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021