USF Elementary Education Lesson Plan Template (S 2014) Name:

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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Content
What Standards (national MAFS.K.OA.1.1-Represent addition and subtraction with objects, fingers, mental images, drawings,
or state) relate to this sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding How can I create subtraction problems using counters?
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you I can create subtraction problems using manipulatives.
teaching? I can create subtraction without using manipulatives.
(Student-centered: What will I can solve a subtraction equation.
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following - This objective is important because the students are expected to be fluent in
questions: subtracting and adding within 5. The students will be expected to add and subtract
Why are you teaching this 20 problems within 2 mins.
objective? - This is the last week of subtraction and I wanted to add as many visuals as I can to
Where does this lesson fit help my students who are still struggling.
within a larger plan? - This concept is important because it will be build upon in future grades.
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will - The students will have a unit test at the end of the chapter.
you know students have - At the end of the lesson, students will be given a question in which they will have
mastered your objectives? to create a problem and find the difference. The students will share the problems
with me.
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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What Content Knowledge - Teacher must know how to subtract and have number sense.
is necessary for a teacher
to teach this material?

What background - Student understand adding and are very familiar with creating their own equation.
knowledge is necessary for - They are very visual learners and love to share their work with their peers and
a student to successfully teachers.
meet these objectives? - The students have been working subtraction for 2 weeks, so they understand what
the minus sign means and that is when you talk it away.
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions - Students might add instead of subtract.

might students have about - Students might think when you subtract there are 2 groups of counters, instead
this content? there is only one.
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
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Lesson Implementation
Teaching Methods The lesson is whole group and I will be using a guided release approach. I will start by
(What teaching method(s) will giving direct instruction and then the students will work independently.
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).
5
Where applicable, be sure to mins Teacher 1. Have students sit in their desk, and review the concept of
address the following: subtraction.
What Higher Order 2. Explain that the minus sign means to take away
Thinking (H.O.T.) questions 3. Ask students that when I subtract, am I creating 2 groups or
will you ask? just one?
How will materials be 15 Students 4. Model how to use the mats
distributed? mins 5. Hand out materials
USF Elementary Education Lesson Plan Template (S 2014) Name:
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Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size:

Who will work together in 6. Explain to students that they are working indepently, but
groups and how will you Teacher voice clips will be moved to whisper voices.
determine the grouping? 15 7. Students will work for about 10 minutes.
How will students mins Student 8. Get students attention
transition between 9. Give word problem (use students name)
activities? 10.have students write the equation and the difference.
What will you as the 5 11.Give them a minute and have them flip their answer over so I
teacher do? mins can see every students answer.
What will the students do? 12.Ask a student how he or she found their answer.
What student data will be 13.Do this about 5 times.
collected during each 14.Summarize the lesson and how when we subtract we are
phase? taking away.
What are other adults in 15.Collect materials.
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if a student struggles with the content?
Students will receive previously made equations and they will have to find the
difference. If they are still not understanding, they will be invited to my table.

What will you do if a student masters the content quickly?

- Students can then practice with number higher than 10.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
USF Elementary Education Lesson Plan Template (S 2014)
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Grade Level Being Taught: Subject/Content:
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Name:
Group Date of Lesson:
Size:
If applicable, how does this lesson connect to/reflect the local community?
- The word problems I will give at the end of the lesson will reflect their
local community. For example, Landon went to target to buy 10 oranges,
but he left 5 in his cart on accident. How did he bring home?
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
- Students will be able to create their own subtraction problems instead of
getting handed already made problems.
How will you differentiate instruction for students who need additional
language support?
- If playing with the counters are not enough, he or she can manually draw
pictures and cross them out, or he or she can act out some problems.
-MV will sit at my table while practicing subtraction problems so I can scaffold each
problem with her.
- 10 counters per student
- subtraction mats
- 18 dixie cups
- White board markers
- Paper towels
USF Elementary Education Lesson Plan Template (S 2014) Name:
____________________________________
Grade Level Being Taught: Subject/Content: Group Date of Lesson:
Size: