LESSON PLANNING TEMPLATE

Name Emily Divan Grade level Kindergarten Observation: 3

general goals of LESSON long term: To think of math in abstract terms short term: To notice that math relates to life experiences specific goals of lesson long term: To understand the process of subtraction short term: To come up with their own, correct, subtraction story. 1. title of Research Lesson: Subtractions Literacy

2. standards addressed: CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. CCSS.Math.Content.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. CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

3. background of the LESSON: Students did a subtraction worksheet on Thursday of last week that is very similar to this one. They have also been working on subtraction for two to three weeks and are beginning to understand the concept.

5. lesson procedures time activities (Divide this into sections. Sections might include: Set-up, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.) Get students to transition from Language Arts into Math. Have them put anything theyve been working on in their mailbox and meet me on the carpet in a circle. dialogue (Teachers Questions; Anticipated Student Responses) environment (Materials, Strategies, Adaptations)

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10:25 10:30

Me: Ok, now I need you guys to quietly get in a circle for math. Student responses: Math! Is it lunch time? Miss Divan I want to sit next to you Me: Ooo I see _____ sitting like a five star listener, Im going to give them a green stick *Dont be afraid to send to seats/give red sticks

Easel Markers Post-it notes with pictures pre-drawn?

10:30 10:32

Explain what we will be doing today

Me: Ok, before we get started I want to let you know what were going to do. First, were going to review a little, then were going to start something new, and before we go to recess youve got to complete a worksheet. Ok? Alright, lets go!

10:32 10:35

Review: Recall that we have been working on subtraction, as well as the stories we did with Easter baskets on Thursday. Explain subtraction.

Me: Who can tell me what weve been doing in math? Student responses: Addition! Subtraction! Im hungry! Me: Who said subtraction? Oh my

Sample of Thursdays math activity Post-its with predrawn pictures Easel

goodness youre absolutely right! Now, I need a smartie smart student to tell me what that big long word, subtraction means Student responses: It means you had more and then you had less It means you had to take some away from something Me: Oh so it means we started with some of something, then we took some away and ended up with less? OkNow, I need another smarty student to remind me what we did on Thursday in math. Does anyone remember what we made? Student responses: We made pictures to go with number sentences. We put eggs in a basket and then some fell out so we had only a few left. Ethan made a really cool Easter basket! Me: Do you remember the story we made with our baskets? I think it went something like, I put __ eggs in my basket, but ___ eggs fell out. Now I have ___ eggs! Does that sound like a story to you guys? Were going to do the same thing but with different pictures today, ok? 10:3510:45 Introduce the lesson: Go through examples of subtraction stories (fish swimming, monkeys swinging, and fries on a plate). Me: I have more subtraction stories for you guys today. (Pull out large sticky-notes with pictures of fish swimming in the ocean)

Markers Worksheets for subtraction stories for later

Post-its with predrawn pictures Easel Markers

First, I have this one with fish swimming, and I want to know what makes this picture different from the ones of ice cream cones or circles weve been using to do our subtraction. Students: Its got fish. Theres more pictures with it. Me: Good! Are all the fish facing the same way? Students: NO! Me: Theyre not? What are these fish doing? (Point to fish swimming toward me) Students: Swimming at you! Going that way! Me: And what are these fish doing? Students: Going away. Going home. Leaving Me: Oh so my fish are doing something different? Ok, now I see. Ok, so lets start to tell our story. First, I need someone to tell me how many fish I have in my ocean. (Call on student) Student: Four! Me: I have four? In my whole entire ocean? Student: Oh wait, six! Me: I have six fish in my ocean? Student: Yeah! Me: Very good! OK, so I have six fish in my ocean right? Right (call on student whos not engaged)? So I have six fish in my ocean, but who can tell me, did some of my fish swim away? (Call)

Worksheets for subtraction stories for later

Student: One, Two, Three, Four FOUR! Me: Four of my fish swam away? Student: Mmmhmm Me: Oh ok thanks! So I had six fish in my ocean, but four of my fish swam away (write on number sentence lines), how many fish do I have left? (Call on student to tell/write it). Student: Two! Me: I have two? How did you know? Student: Because you have six to start, but then these four go away and so you end up with two left! Me: Oh ok now I see. Thank you for explaining that to me! So I had six fish, and four swam away. Now I have two fish left! Who can raise their hand and tell me what my number sentence would be? (Call) Student: Six take away four equals two! Repeat for Monkeys 10:45 10:47 Explain Activity: Going to write our own subtraction story Transition to tables and hand out paper Me: Ok, so guess what? You guys are going to write your own stories! It can be anything that makes a story. So you could do I had two puppies in my house and then one left, now I have one puppy left or hamburgers on a plate, or ice cream cones in your hands. Who can tell me what story they are going to do? (Call) Students: Im gonna do doggies.

Im gonna do hearts! Me: Doggies will work, but I dont know that hearts will. Remember what my fish and monkey stories had? Students: Grass! Details! Me: What were my fish doing? Students: Swimming! Going away! Me: Yeah! And my pictures showed that. So make sure what you draw can tell a story. Ok, heres what I want you to do. When I call your table, I want you to go back to your seat with your head down and wait for me to pass out the paper. Ill explain what were doing then. (Call students who are sitting like five star listeners to go back to their seat) 1, 2, 3, Eyes on me! Students: 4, 5, 6, Eyes on you! Me: Ok, I want you to put your name up here (point). Who can tell me what they think goes here? (In the blank space?) Student: Picture! Story! Me: Right, here you draw your story. When you are done with your story, draw your number sentence here (point to bottom line). Trevon, can you tell me what you do with this paper? Trevon: Write your name, draw your picture, then put your number sentence at the bottom.

Me: Right! When you think you are done, what do you do? Students: Raise your hand! Stay in your seat and raise your hand! Me: Right. When you think you are done, raise your hand and Mrs. Crouch or I will come check ok? (Hand out papers) 10:47 10:57 Individual work on Subtraction Story: Students will take the rest of the time to draw out their subtraction story in pencil. Me: What are you drawing? Does it make a story? Only pencils, no coloring today thats tomorrow. Etc. Students: Miss Divan, look what Im drawing! Im doing doggies. Im done can I color it? Me: When you are done with your first subtraction story, get another sheet of paper and tell me another one. Me: When you are done, put your subtraction story on Hannahs old desk and line up at the door. Sticky Notes with example drawings/stories Pencils Subtraction story worksheet

10:57 11:00

Get ready for Recess/Lunch

Hannahs empty desk

6. evaluation: (How will you know whether or not you have achieved your short-term specific goals? What did the childrens responses to this lesson tell you about whether your goals were met? Do students understand the examples on the board? Do students understand what they have to draw? Are students able to create their own subtraction stories? Are students engaged in the activities? Do the students appear to have a grasp on subtraction overall? Please focus on the following domains: 1c Setting Instructional Outcomes (value, sequence, and alignment; clarity; balance; suitability for diverse learners) 2b Establishing a Culture for Learning (importance of content; expectations for learning and achievement; student pride in work) 2d Managing Student Behavior (expectations; monitoring behavior; response to misbehavior) 7. post-lesson reflection: What would you change about I would change a few things about this lesson, namely my explanation of subtraction stories and my this lesson and why would expectations/instructions for them to work on their own. I was not clear in explaining how stories are different from those changes improve it? what weve been working on, and I did not give students clear expectations or instructions about what to do at their tables. This resulted in my students not knowing what to do or not understanding the lesson. Changing these things would make it easier for the students to understand subtraction stories, as well as what to do when they are done or at their tables. How did your organization I had not thought through all the things I would say to the students, and this affected students capability to and materials affect the understand/learn the material. Also, though I had prepared the pictures and planned out the worksheet, I didnt plan success of the lesson? out what I would say or the instructions I would give and this made it very difficult for the students to know what to do at their tables. I thought I was organized, but now I know the difference between organizing materials and organizing my mind. What were some challenges What surprised me most was the thought going through my mind, I know this, I understand it, so why dont they? with this lesson? What I know that sounds bad, but I think its one of the hardest things to get over when you become a teacher. I was surprised you? surprised that my planning didnt pan out like it had with previous lessons, and I was surprised at my ability to move on with the lesson even though I knew the kids werent getting it. Sure, I was frustrated, but I didnt want them to see it because I knew it would only make it harder for them to learn. Additional comments? This lesson taught me that some lessons DO NOT go as planned, even if you think youve planned out everything. It also taught me to move on from bad lessons, revising them and fixing our instructional strategies so that the next time we teach we do it better. I got to teach the lesson again on Tuesday, and with the comments from my cooperating teacher and mentor in mind the students seemed to better understand the lesson.