SRU Elementary/Early Childhood- Formal Lesson Plan Template

LESSON PLAN DETAILS

Teacher Candidate: Dana Villella Date: 2/1/24 Time: 9:00-10:00 & 1:30-2:30

Lesson Title: Standard Algorithm Grade: 4 Content Area: Math

Unit Timeline: Briefly describe or list how this lesson relates to prior and future topics/skills in this learning
sequence.

This lesson builds upon previous lessons of subtraction strategies. I have taught the ‘break one number apart’
method, and the number line ‘add up’ method. Both strategies were taught proceeding this lesson, continuously
building confidence and getting comfortable with subtraction before introducing standard algorithm. While
teaching these other subtraction strategies, I was also consistently reviewing estimation and place value
understanding as an introduction for each lesson and will continue to do so, as place value is valuable to solving
subtraction problems and overall math skills. This relates to future topics and skills because students, from this
point on, will be expected to use standard algorithm in future lessons and specifically in 5th grade.

KNOW YOUR LEARNERS

Description of Learners: What are the students’ cognitive, emotional, physical, and language strengths and needs?
Describe their personal, cultural, or community assets.

Students in this 4th grade class are diversified on a cognitive, emotional, and physical level. Out of Mr. Polakoski’s
21 students, 17 of them all learn math on a 4th grade level. Three students have gifted IEPS with specific learning
goals. Two students have IEPs with alternative math goals but are still in the general education classroom for math.
Those students receive support from a PCA. One student has a 504 plan. Three students who are not with us for
math go to the ABA room and receive math instruction at their appropriate level. One student leaves for a learning
support classroom to receive math instruction at a 2nd grade level. Together, the whole class perseveres through
the content that they need to get through and get met where they are whether that be through enrichment,
accommodations, modifications, or going to a separate classroom for a specific class. Emotionally, they are all
fourth graders at about 9 or 10 years old, which can call for stress as they have higher expectations of
independence with every school year and different emotional needs. Community assets and culturally speaking,
they come from a walkable community and are close to a major city. With this, we see a range of cultures, however
much of the physical student population at Washington Elementary is 78% Caucasian with a diversity score of .38
compared to the average PA diversity score of .57. Mr. Polakoski’s homeroom all speak English as their first
language.

UBD STAGE 1: IDENTIFY DESIRED RESULTS

Standard(s)
Include the code and descriptor of PA Core Standards
Standard - CC.2.1.4.B.2
SRU Elementary/Early Childhood- Formal Lesson Plan Template

Use place value understanding and properties of operations to perform multi-digit arithmetic.

Enduring Understanding(s) Essential Question(s)

Describe the overarching take-away that is valuable List the broad/overarching foundational questions
beyond this lesson. students should ponder throughout this unit or course.

Using the standard algorithm for subtraction will help
the students understand place value concepts and get
them prepared for 5th grade.
Why do we use standard algorithm to subtract versus
other methods?
What is the purpose of learning different methods of
subtraction?

How do I make easy numbers to work with?

Why do we borrow/regroup?

Does borrowing change the equation? How or how

not?

Define regrouping.

UBD STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Objective Assessment Assessment Accommodation(s)

Students will be able to measurable
and observable action verb,
content, conditions, criteria.
What evidence will you collect or
observe to indicate that the
objective was met by each student?
Describe how you can change the
assessment format or procedures
for any of the following: setting,
timing/scheduling, presentation,
response.

Given an exit ticket on Schoology,
students will be able to solve one
multi-digit subtraction problem
involving regrouping using standard
algorithm at 80% accuracy.
Evidence that I will collect is the If students need more time, I can
typed in answer to the subtraction give them additional time to finish
problem on Schoology. After they their exit ticket during specific
submit their answer, they turn in math LEBO time (intervention time)
their piece of scratch paper to the at the end of the day.
brown table. I will check any missed
problems that are typed in on
Schoology with their scratch paper
to see where they made an error.
Then, I will conference with that
student about the exit ticket to
ensure understanding.
SRU Elementary/Early Childhood- Formal Lesson Plan Template

Pre-requisite Skills/Common Misconceptions and Challenges: Describe the prerequisite skills the students already
know that will help them meet the lesson objectives? What misconceptions and challenges can you anticipate?

Pre-requisite Skills:

-Place value knowledge

-How to set up a standard algorithm equation

-Subtraction instruction with regrouping

-Subtraction instruction without regrouping

-Number line method of subtraction

Common Misconceptions/Challenges:

-Regrouping changes the numbers in the equation

-You can just subtract going straight down (no need to regroup)

Content Vocabulary and Language Supports: List and define (in student friendly language) the key academic
terminology related to the main concepts of this lesson.

Standard Algorithm- a set of steps to complete a process

Regrouping/borrowing- when the bottom number is bigger than the top number you are subtracting by and you
have to borrow from its neighbor to make the top number bigger.

Ten-thousands place-10,000

Thousands place-1,000

Hundreds place- 100s

Tens place- 10s

Ones place-1s

UBD STAGE 3: PLANNED LEARNING EXPERIENCES AND INSTRUCTION

Lesson Segment Instructional Procedures Differentiation for

Teacher Actions,
Questions, and Modeling
Individual & Group Needs
Students’ Actions and Describe how you can change the
Anticipated Responses assessment format or procedures
for any of the following: setting,
timing/scheduling, presentation,
response.
SRU Elementary/Early Childhood- Formal Lesson Plan Template

Hook/Launch/Engage The teacher will explain

Describe how you will to the class that she has a Students will listen to
build interest, challenge for them. She directions.
engagement, wonder, will show the map on the
relevance and/or activate projector, and say
prior knowledge. something like,
“Here is my map. I am at
this castle, and my
problem is that I need to
get to that X to get my
treasure. However, I need
to stop 5 times to get to
the X. Here are the places
I need to stop. We see my
starting number, at the
castle, is 314. I need to
stop 5 times to get to 614,
which is the X. Remember
to pick easy numbers to
work with. As you pick
these easy numbers,
write them on the arrows
to show how you are
getting to the next box.
On the back, you will add Students will work with
these numbers together their partners on the Students who need more
to find the code to open challenge and find the time to finish the challenge
the treasure. Can you code for the treasure will receive it during math
help me find the code?” box. LEBO intervention time at
the end of the day.
*While students are If students finish early,
solving, the teacher will they will work on the
be handing out back of the sheet on
scratch/graph paper. two KenKen problems.
For students who get done
She will tell the students early, they will be asked to
that if they finish early, find other combinations of
they may work on the numbers to get the
KenKen's on the back of Students will answer the treasure.
the worksheet. posed question after
turning and talking to
She will go around and their partners.
check each ‘code’.

When students are all

finished, she will then ask Students will give snaps.
the students to think, pair
and share, “What method
did we just do to find our Students will put the
treasure box code?” map worksheet in their
math folders.
The teacher will direct the
SRU Elementary/Early Childhood- Formal Lesson Plan Template

students to give snaps to

peers for recalling a
subtraction method they
learned earlier in the unit.
They will be directed to
put worksheets in their
math folders.

Learning Tasks & The teacher will start out

Activities by saying, “4th grade, Students will listen.
List the brief steps in a yesterday I introduced
logical sequence. Include our 3rd strategy of
key questions, directions subtraction. A third ‘tool’,
for tasks, and methods to for our toolbox. This is
transition learner actions our most complicated
or thoughts tool, so we are going to
continue practicing it
today. First, lets review
place value.”

The teacher will go over The students will raise

place value using the
place value chart. She will
write a problem on the
board and ask where each
number would go on the
chart, and have students
flip to that number. She
will explain that the ones,
tens, hundreds, and
above should ALWAYS be
stacked on top of each
other. She will remind
them that this is the
purpose of using grid
paper for now.
their hand to say each
number in the
corresponding place
value. Students can
physically put flip the
numbers on the chart.
Only students who are
raising their hand will be
called on.

Then, the teacher will

show the students the
worksheet they will be
working on today. The
worksheet has a standard
algorithm side, and a
blank side. She will
explain that for each
problem she gives them, Students will listen.
they must solve once
using standard algorithm,
and once using a different
method that they have
learned to check their
SRU Elementary/Early Childhood- Formal Lesson Plan Template

work for the second part

of the paper. She will
explain that they should
get the same answer, and
that they are doing a
second method only to
check their standard
algorithm and for extra
practice.

She will then model one

subtraction problem on
the board and projector,
reminding students to
line up all digits according
to place value.

As she goes over the

problem, 884-678, she
will be going back from
the white board to the
projector, for engagement
purposes. She will write
this equation on the
graph paper and
emphasize the lined-up
place values. She will then
model what to do as a
refresher, by stating
something like, “I cannot
subtract 4 from 8. Can
anyone tell me why? Does
this make sense?” Students will raised their
had to guess the correct
“Remember my chart answer to the question.
from yesterday. If I had 4
ones (draw on white
board), and I need to take
away 8, can I do that?”

The teacher will share a

real-world example of
why we need to regroup
using skittles. “If I had 4
skittles and (students
name) wants 8, can I give
them 8 skittles?”
“No! There isn't enough
ones. We need to make
more ones by borrowing
a ten from its neighbor,
The teacher will ask
students to turn and talk if
they aren't raising their
Students will give the hand or if they are stuck.
teacher a thumbs up,
signaling she can now
solve going straight
down the place values.
SRU Elementary/Early Childhood- Formal Lesson Plan Template

and turning that 10 block

into 10 ones. This looks
like this when we write it
out.” The teacher will
then borrow 1 from the 8
and put a 14 over the 4 in Students will help the
the ones. She will then teacher solve the
ask the students following problem.
informally, by giving a
thumbs up, if she is good
to solve. She will then
solve the problem. She
will then show the
students that she is going
to check her answer using
the number line method
or break apart one
number method. She will
again model this with
student- centered
questioning. She will only
do this on the projector.

She will repeat this

process depending on
how the class was doing
with the previous
problem, with a little less
scaffolding and more
student involvement in
guiding her through
answering the problem,
474-329.
After the review, the
teacher will give students
4 subtraction problems to
work on. She will have
them posted on the
projector and
whiteboard. She will let
students know she will be
coming around to see
circled answers and both
the standard algorithm
and second strategy filled
out. She will emphasize
putting place values
stacked on top of each
other and putting
borrowed numbers in the
Students will listen to
instructions.
Students may work with a
partner if they are
struggling.
Students may raise their
hand and ask for teacher
assistance if they need
help.
Students will work on
the four posted
problems on the
projector and white
board independently or The teacher will walk
with a partner. around the room, checking
for understanding, and
Students will put this assist those who got the
packet into their math wrong answer.
SRU Elementary/Early Childhood- Formal Lesson Plan Template

corresponding place value folders when finished.

spot.

She will instruct students Students will work on

to work independently or their KenKens from
with a partner. before if they finish
early.
Students, when finished,
will be told to put these
into their math folders to
go over the next day. If
there is extra time, the
teacher will go over these
problems with them at
the end of class.

If students finish early,

the teacher will tell the
students to check their
work with the person
sitting next to them and
then finish their KenKen
on their worksheet.

Closure The teacher will instruct

Describe how you will the students to put
foster student-centered everything in front of
reflection, connection, them ‘on their circles’.
and/or integration of She will explain that
their learning. students will get a half
sheet of paper and solve
first using standard Students will write their
algorithm and second name on the paper and
using another strategy we copy the equation that
learned, which would be will be posted on the
using the number line or projector. They will solve
the break one number using the 2 strategies.
apart method. She will
tell students they will
show her they can use
both strategies, like they
just did for the practice
problems.

The teacher will give the

SRU Elementary/Early Childhood- Formal Lesson Plan Template

students a half sheet of

paper. She will explain
that they are doing exit
tickets a little differently
today. She will say that
they must put their name
when they get their exit
ticket, and then put their
pencils down. After students get the
same answer using both
She will explain that after strategies, they will
they solve the posted exit open their chrome
ticket using both standard books and submit to
algorithm and a second Schoology. They will
method, that they will then place their scratch
hold onto their exit ticket work on the brown
and upload their answer table, put their math Students will be given more
to Schoology using their folders away, and get time during math LEBO
chrome books. She will their things to switch. time to complete their exit
then explain while writing ticket if need be.
out,
“Schoology- Math-Current
Work-Subtraction Exit
Ticket”, so that students
know where to go once
they finish.

She will explain that

afterwards, students will
set their half sheets on
their paper, put back their
math folders, and get
ready to switch.

She will then leave the

exit ticket for them to
copy onto their scratch
paper on the projector.

Learning Theories/Research Rationale

Identify the child development theories, learning Describe how your selected teaching strategies align
theories, or current research on effective instructional with these theories or research.
practices as they pertain to this lesson.

My teachings in this lesson align to constructivism

Through effective instructional practices in this lesson, I because rather than merely sitting and talking to
base my lesson plans on constructivism. students about standard algorithm the whole time, I
am allowing them multiple outlets of learning and
understanding whether that be through partner work,
SRU Elementary/Early Childhood- Formal Lesson Plan Template

independent work, using more than one strategy to

solve and check work, scaffolding whole-group
questions, and using manipulatives. I gave students
opportunities to take charge of their own learning by
providing them with the materials they need to build
their own subtraction problems, through the help of a
partner, and show me they know how to do standard
algorithm.

Materials: List specific materials, technology, and resources that you will use. Indicate quantities needed.

-Grid paper/blank paper (17)

-Treasure Map (17)

-KenKen (on back of treasure map, 17)

-Projector

-Chromebook (17, they have their own)

At-Home Connection: How will you share, reinforce, and/or extend the learning through communication with and
involvement of families?

This lesson is shared and reinforced at home by the distribution of a weekly newsletter. Each week, my cooperating
teacher sends families an email of the newsletter, which discusses a learning snapshot of what they are being
taught that week in each subject and weekly expectations. Along with each new unit the class starts, my
cooperating teacher sends out a parent letter discussing what will be taught in the unit their child will be learning.

LESSON REFLECTION
● How successful were students in achieving the lesson objectives? How do you know? Include data or
support your conclusion.

In this lesson, I was successful in that 88% of my students got 100% on their exit ticket which means my objective
of 80% of students understanding the lesson was met.I know this because my students typed in their answers on
Schoology. I got to see their name and their percentage, and since it was only one question, it was either 100% or
0% for each student. Their score was written next to their name, so I saw that only 2 students got a 0/1. So, 15/17
students were successful in multi-digit subtraction problem involving regrouping using standard algorithm

● Identify two things that went well during your lesson. Describe how your planning and implementation
led to this success.

One thing that went well during my lesson was the map activity I had created. Students seemed to love the
creativity during math and I loved to see them working in pairs and doing something a little out of the ordinary for
math class. While planning, I wanted something that was going to engage my learners in something like standard
algorithm with subtraction. Thinking of my time in math, I needed moments where it was fun to enhance my
learning motivation. I figured a map treasure box activity could do just that, which would spike their interest so
SRU Elementary/Early Childhood- Formal Lesson Plan Template

they get motivated to learn something as important as standard algorithm as they are going to use this skill for the
rest of their lives.

A second thing that went well during my lesson would be the overall engagement. With my map activity, I had
provided a KenKen which my students really love for when they finished the activity. Then, if students finished the
practice problems, they got to go back to their KenKen and complete it. My students also love exit tickets and get
excited to do them. I believe it is quite a motivator for them, so I keep using exit tickets during my time here as they
also tell me what students understand. I make sure that I include things that are going to keep my students excited
to learn.

● Identify one thing that was unexpected during your lesson. Describe what you can anticipate for future
lessons.

I was not expecting my students to be so overwhelmed with regrouping. As I was teaching regrouping, a lot of
students seemed to have a sort of fear of it because they didn't want to do the equation wrong. This was surprising
because students have been doing very well with subtraction with my previous lessons. So, for my next lesson, I will
take another day to go over subtraction with regrouping using the method of standard algorithm to calm all
anxieties. I can anticipate lots of student reactions when introducing a new topic. I will keep this in mind as I plan,
and reinforce the idea that we will take our time with big math topics to ensure everyone understands.

● Describe any changes you would consider if you were to teach this lesson again. Explain why these
changes would be beneficial.

If I were to change anything about this lesson, it would be to include some sort of video or something that will get
my students up and moving if possible. I feel students get a little antsy due to the long hour period in math, and
getting them up and moving even though they are learning a new topic in math will enrich their excitement even
more, which would promote student engagement and overall learning.

● As a result of teaching this lesson and the feedback you received from the cooperating
teacher/students/supervisor, what have you learned that will help improve your teaching skills?

I have learned to try to incorporate all my kinesthetic learners and visual learners, along with all other styles of
learning. Trying to meet all of those learners in one lesson is something I believe teachers should always strive for
as best as they can. This will improve my teaching skills by meeting every learner and provide consistently engaging
content to my students.

APPENDICES
Insert or attach all supplementary documents that you would need to develop for this lesson, such exit tickets,
quizzes, slides, questions, sample problems, game cards, graphic organizers, discussion questions, etc.
SRU Elementary/Early Childhood- Formal Lesson Plan Template