Formal Lesson Plan Template

Name: Ximena Gomez Peralta

Subject: Math
Components

Date: Nov 9, 2016

Topic: intro to
subtraction

Grade Level: 1st

Duration of Lesson: 60 min

Description of Plan

Content Standard:
Choose ONE standard. Be sure
to write out the entire standard,
not just the number.

1.OA.A.1. Use addition and subtraction within 20 to solve word problems

involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown number
to represent the problem.
1.MP.1. Make sense of problems and persevere in solving them
1.MP.2. Reason abstractly and quantitatively.
1.MP.5. Use appropriate tools strategically.

Learning Objective:
Choose ONE objective that
leads toward mastery of the
standard
Must be specific,
measurable, and realistic.
Must have at least two parts:
learning and behavior

I can solve addition stories with a mystery number and write a related
subtraction number sentence.

Anticipatory Set:
Sometimes called a "hook" to
grab the student's attention
Focuses student attention on
the objective and the purpose
of the lesson
Activates prior knowledge
Requires ACTIVE
PARTICIPATION from ALL
learners

We have been learning about adding numbers or things together.

Est
#
of
mi
n

Raise your hand when you know what is the SIGN that we use when we
add numbers together.
All together - a cross (on a chart paper)
What are some words that we use when we use this sign? Add, put
together, plus (we will keep adding words as the year goes by)
________________________
Teacher draws a minus sign on the bottom part of the chart.
Talk to your partner and tell them what is the name of this sign.
All together - students might use minus or take away.
What are some words that we use when we use this sign?
take away, less, fewer, subtract. (we will keep adding words as the year
goes by)
Today boys and girls we are going to be using both of this signs to solve
addition stories with a mystery number and write a related subtraction
number sentence.

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4

Teaching-Input:
Using effective and varied
strategies, the teacher provides
information for students to gain
the concept, strategy, or skill.

Sitting in our math oval - facing the promethean board.

Once upon a time 4 trolls that went to play tag in the forest, some
more trolls came over and in the end there were 7 trolls playing.
Show on the promethean board 7 trolls.
Turn and talk to a partner to tell them How many more trolls came to play?
share the strategy you used.
Using the pick me sticks ask a student to write the number sentence (4 +
3 = 7) and the number bond. Circle the solution in both.
What does the 7 stand for? (the total, the number of trolls playing in the
end)
What does the 4 stand for? (The trolls playing in the beginning)
Separate 4 bears slightly from the group.)
How many trolls came over to play? (3 more trolls came to play)
Lets draw a line to show the two parts. 4 trolls were the first and 3 trolls
came.
Many of you use addition to come up with the answer but since we know
the whole and one part, we can use subtraction to find the other part.
Turn and talk to your partner about how we can write this sentence.
(circulate)
We can write 7 4 = 3 to show that we had 7 trolls and separated 4 of
them from the group, leaving us with 3 trolls for the unknown part.
You write the subtraction sentence on your board as I write it and circle
the answer to our question

Students will get their white boards, markers and a set of 10 cubes.
Once upon a time, 8 bears were fishing for dinner. 5 bears had been
fishing all day. The rest of the bears came after lunch. How many
bears came after lunch?
Using your cubes show me how would you solve this story.
Write a number bond that matches the story
Then write an addition and subtraction sentence and make a square
around the answer
Place 8 cubes on the floor. What does the 8 stand for? What does the 5
stand for? Emphasize that there are two parts within the total by drawing a
line between them.
Do both of your number sentences match the number bond?
Tell your partner how are these number sentences the same? How are
they different?
Today we learn how to solve a math story with a mystery number and
then use a subtraction sentence that is related to it.

30

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5

Teaching-Modeling:
Demonstrate and show examples
of what students are expected to
do (how to solve the problem,
answer the question, do the
activity etc.).

Students today you will get to practice some more math stories.
(project on the board the sequence of steps)

10

1. You need to break the total into parts by circling the picture.
2. Write a number bond
3. Write an addition number sentence
4. Write a subtraction number sentence.
5. Draw a circle around the answer to the question.
Model Question 1 with the class.

Check for Understanding:

Various strategies that are
ongoing throughout the entire
lesson.
Enables teacher to determine
whether ALL students have
"gotten it."

Circulate and listen as they are having their conversations with their
partners.
Talk to students to determine if they have understood.
Call on students for the answers.

Guided Practice:
An opportunity for each student to
demonstrate new learning by
working through an activity or
exercise with the teachers
guidance.

The lesson is made so students working independently for questions 2 - 4

Closure:
Actions or statements made
by teachers AND students
that summarize lesson
objectives.
Essential for helping students
integrate ideas, make sense
out of what has just been
taught, and to improve their
chances of retention and
transfer.
Must be done BEFORE
Independent Practice

Our learning goal today stated:

Observations as we do the guided practice

Teacher modeling will serve as a guided practice

Sa
me
tim
e
as
#5
7

I can solve addition stories with a mystery number and write a related
subtraction number sentence.
Boys and girls can you raise your hand and tell me what is the first step I
should do to solve a math story with a mystery number? drawing
What is the next thing? the number bond
Then an addition/plus number sentence and a subtraction number
sentence.
At the end draw a circle around the answer to the question

Independent Practice:
Students will practice independently their new skills in problems 2, 3 & 4.
AFTER proper closure, it is
important to provide time for
Two small group of students will work with an adult for extra support.
additional practice. It may be
group or individual work in class or
it might be homework.

15

Formal Lesson Plan Template

10 Assessment:
For this lesson the assessment will be a formative assessment based on
The formative and/or summative
observations and conversations with students
assessments that are aligned with This is an introductory lesson to subtraction.
the objective.
11 Differentiation:
How you will reach diverse
learners by varying the:
Content
Process
Product

We will be using the promethean, manipulatives and white boards.

Some students will need to use manipulatives to be able to complete their
independent work .
Two small group of students will work with an adult for extra support.
Students that finish will move on to work on enrichment activities (math
games) meant to improve their number facts for 7, 8, 9, and 10

12 21st Century Learning:

Includes technology as well as the
4 Cs: Critical Thinking, Creativity,
Collaboration, and
Communication.

Give opportunities for students to use to solve the problems during guided
practice/concept development
Using partners students collaborate and communicate with their partners
to solve the guided practices problems.

13 List of Materials, Handouts and other Supplemental Documents:

Problem set lesson 25
Chart paper and makers
Promethean
Cubes
White board, markers and erasers.