CEP Lesson Plan Form

Observation #1 Lesson Plan -- Delaney Disch

Teacher: Delaney Disch Date: 2/7/2024

School: Beattie Elementary School Grade Level: Kindergarten

Title: Solve Subtraction Word Problems Content Area: Mathematics

Lesson Idea/Topic and Daily calendar + weather routine then math (subtraction word problems)
Rational/Relevance:
Our daily calendar and weather routine provides a structured opportunity
for students to engage with important concepts such as upcoming events on
the calendar, the number of days in school, and the current weather. This
routine allows students to gain valuable experience understanding the days
of the week and the months of the year and how weather affects daily
activities such as recess attire. Additionally, the selection of a teacher helper
each day helps foster a sense of responsibility and anticipation among
students, as they eagerly await their turn to assist with these routines.

As we transition into our math lesson, the focus shifts to subtraction word
problems. Word problems play a vital role in demonstrating to students the
practical applications of mathematical concepts in real-life scenarios.
Throughout our subtraction unit, students have been introduced to
fundamental concepts such as the minus sign and the distinction between
addition and subtraction (what it means to take away). Building on this, this
lesson challenges students to apply their knowledge by interpreting word
problems, drawing corresponding visual representations and writing
equations that match. By engaging in this process, students deepen their
conceptual understanding of subtraction and learn to apply various methods
to solve mathematical problems effectively. This emphasis on practical word
problems also allows students to see the connection between math and
real-world situations.

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CEP Lesson Plan Form

Student Profile: Overview:

This Kindergarten class has 18 vibrant and enthusiastic students who are
excited to learn. Despite their diverse academic abilities and personalities,
this group as a whole thrives in an environment that provides clear
instructions and structured activities, with frequent wiggles breaks to
channel their boundless energy and maintain engagement throughout
lessons.

Exceptionalities:

● three students in this class particularly demonstrate exceptional

skills in math, reading and writing
● two students face challenges in managing their behavior. To support
their learning, they each have individual behavior charts aimed at
helping them control their bodies while the teacher is speaking and
following directions effectively.
● One student in our class struggles with poor attendance, which has
impacted their academic progress in core subjects.

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

K.OA.A.2 - solve addition and subtraction word problems and add and subtract within 10, e.g. by using objects or drawings to represent the problem.

K.OA.A.1 - represent addition and subtraction with fingers, mental images, drawings, sounds (e.g. claps) acting out situations, verbal explanations, expressions or
equations.

Understandings: (Big Ideas)

Apply – students draw from previous knowledge of using the minus symbol and what it means to subtract / take away

Identify- students identify where to put a minus sign and an equals sign in an equation.

Explain – students describe how their subtraction equations represent the given word problems.

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

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CEP Lesson Plan Form

● What does it mean to subtract?

● What sign do we use when we are subtracting?
● Why is it important to do math with a pencil?
● What happens to our answer if I take one more away?
● What does our subtraction sentence tell us?
● How did you know where to put the minus sign and where to put the equal sign?

Evidence Outcomes: (Learning Targets)

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

I can:

- Find the difference between two numbers

- represent a word problem with a picture
- represent a word problem with an equation
- write numbers 1-10
- participate in group discussions

This means:

- I can use strategies to show the number of objects being taken away in the word problem such as crossing them off or circling them
- I can represent numbers through tally marks, written numbers, drawing objects and more.
- I can accurately write numbers 1-10, using resources if necessary
- I can answer inquiry questions asked by the teacher and wait quietly when it's not my turn to speak
- I can try by best to solve word problems and use a pencil to erase mistakes

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

Demonstrates approaches to learning

- students identify number of objects in each category

- students represent word problems through pictures
- students represent word problems through equations

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in this lesson?
Yes
Approx. Time and Materials
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Solve Subtraction Word Problems
Purpose: The purpose of this lesson is to give students opportunities to practice using their
foundational knowledge of counting and writing numbers as well as writing equations and
using the minus and equals sign to apply to word problems. This allows them to see how
their math skills can be applied to real situations and that it goes beyond just numbers.
Which model(s) will be used?
One teach, one assist
Why did you choose this model(s) and what are the teachers’ roles?
As the one who is teaching, my role is to guide the class through our calendar routine then
transition them into math and conduct the math lesson. I am responsible for providing the
instruction and content. The teacher assistant's role will be to correct any behaviors that
occur while I’m teaching and hand out papers that are part of the lesson if necessary.
During independent work, both me and the assisting teacher will help students who need
support. As I am still working on classroom management alongside teaching content, I asked
if my mentor teacher could be there to provide this assistance to ensure that every student
is engaged in the learning. As I gain more experience teaching this block, my mentor teacher
will transition into observing and popping in and out of the room while I teach.
Approx time: 50 minutes total
~ 9:00-9:05 - wrap up morning work
~ 9:05-9:15 - Helper of day, pledge, calendar + weather
~ 9:15-9:20 - Math brain break
~ 9:20-9:30 - Solve and share
~ 9:30-9:35 - enVision visual learning video
~ 9:35-9:40 - guided practice
~ 9:40-9:50 - Independent practice
Materials needed:
● projector
● weather laminated cards
● calendar with laminated number
● days of school manipulative cubes
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CEP Lesson Plan Form

● pencils
● enVision math visual learning video
● enVision math solve and share worksheet
● clipboards
● enVision math problems worksheet

Anticipatory Set The strategy I intend to use is: Introduce lesson by connecting back to the last math lesson
where students learned how to write a subtraction equation with outwords and only using
numerals and signs. I will then ask inquiry questions about subtraction to let them know
that's what we will be working on and to provide them with a review of the aspects of
subtraction we have already learned such as using the minus symbol and what it means to
take away.

I am using this strategy here because: asking questions about subtraction will set up the
context for the lesson and provide a clear understanding of what we will be learning about
today. Asking questions is also a good way to stimulate curiosity and engage students
thinking at the forefront of the lesson.

Procedures The strategy I intend to use is: guided practice, transition into independent practice.
I am using this strategy here because: using guided practice allows me to provide direct
instruction, ensuring students have the necessary understanding to try a couple problems
on their own. It also allows me to model the strategies they could use to think through the
word problems and provide an example for them to reference when they try on their own.
The time allotted for independent practice allows students to apply what they learned
during our guided practice and also provides assessment data for me to gauge students
current understanding of subtraction and representing math word problems.

Teacher Actions Student Actions Data Collected

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CEP Lesson Plan Form
Connect back: Briefly connect
back to previous lesson
Inquiry questions: Ask inquiry
questions (listed above) to
whole group, incorporating
use of hands and movement
for some questions
Model word problem: Read
the solve and share word
problem outloud to class while
modeling a good strategy to
use when listening to word
problems using projector
Quick assessment: Conduct a
quick assessment by asking
students to touch their nose if
they think a minus sign goes
here and touch your ears if
they think minus sign goes
here
Solve and share: send
students to desk to complete
the solve and share, asking
them to return to the rug
when they finish
choose three students to
come up and share their work
up front with the class and
explain their thinking
Visual learning video: Show
enVision math visual learning
video and asking questions as
it plays to assess learning and
maintain engagement
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During whole group
instruction, students are
sitting on the rug with eyes
on the board and hands to
themselves, listening to
teacher and answering
questions when prompted
During solve and share,
students who are sharing
explain their work to the
class
During guided practice,
students are sitting on the
rug, using clipboards
appropriately and following
along as I model problems
During independent
practice, students are trying
their best to complete the
problems on their own and
raising their hand if they
have questions
During closing, students are
actively listening and
answering questions as they
are asked
Which students are
participating in whole group
discussions by answering
inquiry questions and using
their hands to show
numbers as prompted?
completion of handout - did
they draw pictures to
represent the word
problems, did they attempt
to write an equation using
numerals, minus sign and
equals sign
accuracy of work on the
handouts - do the pictures
accurately represent the
word problems provided,
do the numerals written
reflect the problem and are
in the correct spaces, are
the minus and equal signs
in the correct spaces?
CEP Lesson Plan Form

hand out the next paper and

tell them to grab a clipboard
and a pencil then meet back
on the rug.
guided practice: walk through
the first two problems on the
worksheet, asking whole
group questions about the
second one
Independent practice: have
them try the last two on their
own while walking around,
assisting and assessing
understanding. if students
aren't getting it, do the next
page as guided practice
Closure: Wrap up the lesson
by reviewing what it means to
take away and pointing out
that when you do a
subtraction equation, the
answer or the difference is
always going to be smaller
than the number we start off
with.
Closure The strategy I intend to use is: whole group reflection discussion
I am using this strategy here because: reflecting on what we did during the lesson allows
students to remember what they learned and allows me to revisit the main ideas from the
lesson (what it means to take away, what sign we use for subtraction, how to represent
word problems with pictures and equations)

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Differentiation Accommodations: Content Process Product Environment

Provide hints individuals walk Complete 1-2 of Students who
such as writing through the the 4 provided are struggling
a minus symbol process of independent can sit closer to
in the air if they
solving one of practice me or the
don't know the problems problems board
what symbol to with students
write who need
additional
support.
during solve
and share, can
give students
sentence
format to
explain their
thinking: “I
drew ___ to
show ____”
Modifications: Content Process Product Environment
If a student is provide look for identify a
struggling with students with students effort designated
an independent manipulatives to complete the quiet work
practice to use when problem and if space for
problem, create listening to they attempted students who
and easier word problems all of the steps may need it
word problem rather than reviewed
with smaller drawing it during guided
numbers for practice
them to try

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Extensions: Content Process Product Environment

ask students to ask students to ask students to ask students to
think of their explain how show an think about a
own they solved the equation to a subtraction
subtraction problem, word problem word problem
word problem encouraging without using based on
that they could them to use the equation something in
solve. math outlines the room or
ask “can you vocabulary provided in the something we
think of objects such as in all, enVision do as a class
we can take away, are worksheet (such as
subtract?” left, equals, attendance)
minus, etc.
Assessment During the whole group lesson and guided practice, I will look for students who are actively
participating in discussions and attentive listening. During solve and share, I will look to see
if the students selected to share made an effort to visually represent the word problem
through a picture as well as an equation and demonstrate their learning by explaining their
thinking and process to the class.
While students are engaged in independent work, I will monitor for students who are
following directions and focused on their own work. I will look for students who utilize
strategies we have learned to solve word problems and who accurately use the minus and
equal signs in their written equations. In addition, I will assess students' ability to correctly
write and place numbers in their equations based on the given information from the word
problems. For students with lower math skills, I will be looking to see if they can accurately
write numbers 1-10 and attempt to draw pictures to represent word problem.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

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.

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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.

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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?

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