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Lesson Plan Design

Subject: Math

Grade: Kindergarten

Lesson Topic:

Subtraction

Candidates Name: Kelli Murphy

ID #

023364934

Site Supervisor: Les Delos Santos NU Supervisor: Cathi Dow

Date: ____February 22, 2016_____________________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
Content Standards:
K.CC.3 Write numbers from 0 to 20. Represent a number of
objects with a written numeral 0-20.
K.CC.4 Understand the relationship between numbers and
quantities; connect counting to cardinality.
K.CC.5 Count to answer how many? questions about as
many as 20 things arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered configuration;
given a number from 1-20, count out that many objects.
K.OA.1 Represent addition and subtraction with objects,
fingers, mental images, drawings, sounds, acting out
situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and
add and subtract within 10.
Purpose:
Students will learn how to subtract within 0 to 20 by using
manipulatives. They will also practice writing equations so
they can further practice writing their numbers and
organizing given information to solve.

Prior Learning:
Students are already familiar with and can write their
numbers from 0 to 20. They have learned how to add
numbers. They understand the basics of subtraction and have
had practice with numbers 0 to 10. They have been
practicing solving word problems. They can sit and listen to
age appropriate stories and understand concepts from the
reading.

Rationale:
This lesson plan is meant to meet the
common core requirements for
Kindergarten. The main focus areas for this
lesson are Counting and Cardinality and
Operations and Algebraic Thinking.

We are in the second half of the school year

and the focus is shifting from addition to
subtraction. Students have been exposed to
subtraction basics already, so we will be
focusing on expanding to numbers 0 to 20
and asking them to show more of their
work or be able to explain their work. We
are also working on understanding multiple
strategies to get the answer.

The students are familiar with equations

because we have done extensive work with
them while they were learning addition.
Students have learned how to use
manipulatives, tally marks, their fingers, 10
frames, and number lines. Students are
familiar with the numbers from 0 to 20 so
we have focused on practicing subtraction
already with the numbers 0 to 10. Students
have practiced using word problems in
their morning work so they have the skills

necessary to be successful in this lesson

plan.
Focus Learner/Behavioral Expectations:
During the reading of the story they will be asked to sit
quietly with no talking and to pay attention to the reader and
the story. When they are asked to return to their tables,
students are expected to work cooperatively with their peers.
Students will be working with personal white boards and will
be expected to work on their math while the lesson is in
session.

The students in the class are always very

chatty, so when they are asked to come join
me on the carpet we will have a reminder
talk that there should be no talking while
the reader is reading. They should be
focused on the story and prepared to
answer any prompted questions.
The second part of the lesson plan involves
students using their own personal
whiteboards to solve math problems. Since
the kids have not used whiteboards much
this year I know they will want to doodle,
so to avoid this happening during the
lesson, I will provide them a few minutes
to get that out of their system. Once the
minutes are over, they will be expected to
focus on their math.
We will also be pairing some of the
students so they are expected to work well
as a team and be respectful of their partner
and other peers.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Learner Outcomes/Objectives:
Students will demonstrate their understanding subtraction
concepts by forming proper equations and by showing their
thinking on number lines or with manipulatives.

Mastery:
Formative assessment: Mastery will be measured by
observation. Both myself and my master teacher will be
walking around while students are working to watch them
use their manipulatives, writing their equations, and solving
the word problems.

Rationale:
The goal for this lesson plan is to further
familiarize students with subtraction
concepts. They have learned basic
subtraction terms so we will be continuing
to use these words in the lesson. They have
also had much practice on forming
equations so we will continue to work on
that with this lesson. Lastly, I have been
trying to incorporate more use of
manipulatives in the class so that we can
get a visual understanding of their learning
and so that students can provide multiple
ways to solve the same problem. We will
allow them to show us by using a number
line and manipulatives.

Formative assessments will be done by

both teachers throughout the lessons
entirety through observations and through
working with students and interacting with
them as they complete their problems.

Since we will be doing this as a class, one

equation at a time, we will be able to
observe multiple pairs and students at a
time.
3. Pre-assessment Activity: (Determine students abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development.)
Linguistic background:
The class is very multicultural and there are a few ELL
students in class, but they are all very comfortable speaking
English and keep up with the unit vocabulary just as the
other students do.
1 student goes to Speech 2 times a week.
Academic Language Abilities:
There are very diverse levels for reading and math in our
class. About 6 of 26 students require more teacher interaction
and assistance on math and reading/writing activities and are
below grade level.
Content knowledge:
Students are expected to do well in this lesson supported by
prior experience and through teacher guidance. Students
have been guided on learning multiple strategies to solve
problems so they can pick a strategy that works for them.
Cultural and health considerations:
We have a mixed class with Spanish students, Middle
Eastern students, European, and White students.
1 student has a peanut allergy.
Physical, social, and emotional:
Students are active, social and mostly cooperative. Most of
them are involved in afterschool activities or go to ESS.
Socioeconomic Considerations:
Most of the students are from upper-middle class and upper
class socioeconomic neighborhoods. Parents are very
involved in the campus both financially and physically.
A few students are from a lower class socioeconomic
neighborhoods and do not have as much help at home.
Interests, Motivations, and Extra Curricular
Developmentally appropriate interests. Average motivation to
learn.

Rationale:
Students have been assessed over the past 3
weeks that I have been in the class. Most of
the students can read and write their
numbers easily and with no assistance and
can understand equations and the multiple
strategies we have taught them to solve the
equations. They have proven their abilities
to complete addition problems, and have
shown us that they can subtract within the
numbers 0 to 10. They understand the basic
concepts of subtraction.
There are a few students, about 6 of them,
who will likely require extra assistance
because they tend to struggle with
understanding directions, staying on task,
and with solving math equations. They
require manipulatives to solve problems
and often have to physically count each
item when adding or subtracting. These
same students still prefer to count all items
in a full 10 frame while their peers can
understand that a full 10 frame means to
start with 10 and count up.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
Modification for Low Achieving and ELL Students:
Time allotted was to allow for all student levels to
complete the activity.
Numbers are displayed in the classroom as a visual aid
for assistance with number order and writing numbers
Students strategically paired with peers during math
lesson
Modeling the multiple different strategies that can be
used to solve the problems (number line, manipulatives)
and how to write an equation
Review of math terms such as subtraction, take away,
less than, fewer, how many, left, minus, remains.

Modification for High Achieving Students:

Allow them time to work on more subtraction with no
help from the teacher in the form of a fun game.

Rationale:
For the Low Achieving and ELL students, I
will make sure to model how to correctly
write an equation. I will point out where
the numbers are in the classroom so they
can use them as a reference for writing
them and for number order sense. I will
model the different strategies that we have
previously covered as well as review the
key terms of the lesson. Students will also
be paired with another peer to assist with
the lessons activities and the time given to
complete each problem will be modified so
they can follow along.
High achieving students will have the
opportunity to work on an additional game
related to the story if extra time permits.
The game is an I have, who has format
with the math subtraction equations. This
game will allow them to use their
subtraction skills in a more advanced
setting where they will be with peers who
are at a similar level and will not have
manipulatives so it will be mental math to
challenge them.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Book: Pete the Cat and His Four Groovy Buttons by:
Eric Litwin and Illustrated by James Dean
Personal whiteboards, markers, and erasers
Individual number lines that go from 0 to 20
Buttons
Groovy Button word problem cards
Document Cam
Poster paper
Groovy Button I have, Who has game cards

Rationale:
Personal whiteboards, markers, and erasers
will be provided to each student so that
they all can practice writing their equations
and showing me they can write their
numbers.
The individual number lines from 0 to 20
will be used as a support for them. They
can use their dry erase markers on them for
each equation and erase for the next
problem without having to physically draw
a number line.
Buttons will be used as their manipulative
since we are reading the book Pete the Cat
and His Four Groovy Buttons as a class, a
story about a Cat losing his shirt buttons.
Groovy Button word problem cards will be
displayed one at a time on the document

camera for students to visually see the

word problem they will be solving. Each
card has a different word problem with the
same verbiage, just different numbers to
solve.
Poster paper will be used to brainstorm
with students the subtraction ideas such as
take away, less than, remaining, etc.
Groovy Button game cards are for the
students who want to play a game for
additional subtraction practice. Designed
for more advanced students.
6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Introduction:
I will invite students to the carpet to enjoy a book. I will tell
students that we are about to do a math lesson, and that I
want them to think about what kind of math we might be
focusing on after reading the story.

Explain:
After reading the story we will discuss the math focus
(subtraction). We will review key words and concepts. We
will talk about our strategies for solving math problems and
focus on 2 or 3 types (number lines, manipulatives, and
drawing a picture). We will also review how to form an
equation.

Check for Understanding:

I will discuss with students how they will be receiving their
own white boards and markers and erasers and what is
expected of them. I will let them know that I want to see how
they are solving the problems when I walk around, and that I
expect them to write the equation with an answer and hold up
their white boards when prompted. We will also discuss how
to work correctly in partners.

Rationale:
I wanted to include multiple subjects and
since reading is so great for this age student
I chose to read them a grade level book that
involves the subtraction concepts. This will
serve as a bridge from their prior
knowledge of subtraction concepts to the
subtraction concepts we will focus on
today. Also be reading and hearing the
math it serves as a warm up for how we
will solve our word problems.

The students are coming off of a week

break from school, so it is especially
critical that I spend time refreshing their
minds with subtraction concepts. I also will
do this to assist students who are lower
achieving so they can see some modeling
and get a better idea of what is expected of
them and how they can solve problems.
I will check for understanding while I walk
around and observe them solving the word
problems, but I will be able to check for
understanding when I have them all show
me their whiteboards in the air at the same
time so I can make sure their equations are
all correct. I can ask students to explain
how they got their answers so they can
describe their thought process for others to
hear.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Transition:
I will ask students to return to their desks and prepare their
desks for the activity. Once I see that they have everything
put away I will hand out their whiteboards and pens and
erasers. At this point they will have 3 minutes or so to doodle
and draw on their whiteboards. Since we will just have read
Pete the Cat, I will prompt them to draw their best version of
Pete the Cat.
After a few minutes I will ask for the class attention again
and ask them to please clean off their white boards and put
their pens down ready to learn so we can do some examples
together and begin our math practice.
Guided Practice/Collaborative Practice:
We will begin by doing 2 word problems together as a class.
I will display the word problem on the Document Camera so
they can follow along, but will read it for those who cannot
read very well. I will model how to write my equation. Then
I will demonstrate how to use the number line correctly and
how to use the buttons for this example problem.
I will show them how I solved the problem and ask for
questions. Then I will ask them to try one with me. We will
work on another example together.

Rationale:
I want students to have their desks cleared
so that they are distracted by other supplies
during the activity. They also will need
their entire desk for their white boards,
number lines, and buttons. I will give them
time to doodle because I know that
whiteboards are exciting to these kids and I
want them to get the fun part out of their
system so they can focus when we are
working on our math.

I like to use the I do, we do, you do format

for math with my students because it really
seems to help them grasp the concepts
when it is modeled for them, and then
again when they do it with me. This is the
first time they have used these particular
number lines, so I want to make sure they
are understanding how they can use them
to help with seeing the numbers from 0 to
20 as well as to solve the subtraction
equations.
We will also review using manipulatives.
Not all the students need them, but there
are several low achieving students that do
rely on them, so we will go over how to
use them again and practice together so it is
fresh in their heads.

Check for Understanding:

Students will answer questions as I ask them to check for
understanding and to also ask their own questions.

To check for understanding, I will ask them

to answer my questions during the guided
practice.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Independent Practice:
After they have watched me solve a word problem, and then
completed one with me, I will have them do it in their pairs
or individually if they were not assigned a partner. We will
still be solving one problem at a time.

Rationale:
I decided to do one problem at a time so
that I can have time to walk around and
interact with students as they are solving
problems and allow partners to work
together to help those who are struggling. I
like to be able to read the problems out
loud because we have several students who
have trouble reading. I want to take that
aspect out so the focus can be math.

I will also try to throw in a challenge problem or 2 at the end

for those students who want an extra challenge and use
higher numbers for them to practice with.

I want to make sure that I am allowing the

advanced students to perform at their level,
so having a few challenge questions at the
end can help with deepening their learning.

Check for Understanding:

Teacher observation will occur for the activity duration.
Teachers will be walking from table to table and interacting
with students during the activity. When students are
struggling, teachers will assist them in using their strategies
and prompting them with questions that get them to think of
the way to solve. After the time is up, we will ask each
person to raise their whiteboard up to the front so we can
check that each person has the correct equation and answer.

To check for understanding, I will be

observing during the activity. I will be
walking around from table to table to offer
help when partners or individuals are stuck.
When I have all students raise their
whiteboards I can use this time to prompt
students with questions about what strategy
they used to solve their problems. I know
that by hearing peers describe how they
solved the problems that other students can
make connections they hadnt thought of
during their own thought process and the
learning can be deepened. I also can see
how well the understanding is of the
sharing student because if they can teach it
to me I know they have that understanding
of the concepts.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Formative:
Teacher observation throughout entire activity. White board
check at the end of each word problem.

Rationale:
I will be observing throughout the lesson. I
want to ensure that students are answering
questions I ask appropriately, that they are
following guidelines, and that they are
comprehending the information I am
providing.
I will make sure to spend extra time
observing the low achieving students so
that I can ensure that they are learning the
concept and not just copying their partners.
This way I can step in if additional
assistance is needed or determine whether
or not these students will need additional
practice to grasp the concepts.

10. Closure: (Describe how students will reflect on what they have learned.)
Once we are done with all the word problems I will ask for
students to clean up their whiteboards. I want to find out
what students liked about the learning activity. As we end the
lesson and I am collecting whiteboards I will be asking
students to raise their hands and tell me something they

Rationale:
I want to give students a chance to reflect
on the assignment. I also like to hear
feedback as this will be one of the first
times that they will be using whiteboards

learned today or have them share their favorite part of the

activity.
I will ask them if they have any questions about subtraction
or about the strategies we used so we can answer them next
time we have math.

of their own and using the new number

lines. Also, they have used manipulatives,
but I want to hear if they found them
helpful so we can encourage use of the
items they like in the future.
I also want to make sure there are no
questions or concerns about the learning. If
there are, I will document them so we can
address them together as a class.