Math Lesson Plan 1: Arrangements of Numerical Values (NEW)

Teacher: Jenna Graziadei Grade Level: 1

I. Content and Standards

Connecticut State Standards:

1.OA.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.OA.3 Apply properties of operations as strategies to add and subtract.

1.OA.4 Understand subtraction as an unknown-addend problem.

1.OA.5 Relate counting to addition and subtraction.

Content Standards: Students will grasp the concept of representing numbers in different
manners while utilizing their developing subtraction skills. This will enhance their
number sense. The focus will be on abstractly working on real-life subtraction problems
with items brought from home to make use of previously discussed mathematical
concepts and strengthen them while engaging in a hands-on task. The concepts will be
grasped to use in future math activities and other relevant situations within and outside of
school.

II. Prerequisites

In order for this lesson to be approached and completed in a successful manner, the
students must understand the number sequence, be able to identify numerical values, and
have basic subtraction skills. These abilities will enable them to interact with the lessons
activity that will expand their knowledge of subtraction, word problems, and number
representations. Additionally, it is important that the children have adequate
communication and collaborative skills in order for the group work to be conducted in a
positive and successful manner.

III. Essential Questions

1. How can I use written numbers, number lines, ten-frames, pictures, number bonds,
tallies, and number sentences to represent a value?
2. How can I explain and show my work to others so that they understand my efforts
and thought processes?
3. How will I use this process in the future?

IV. Instructional Objectives

At the end of this lesson the students will be able to do the following:
1. Analyze and solve subtraction-based number problems.
2. Utilize all knows and practiced techniques to represent numerical values.
3. Apply this knowledge in future situations where he or she must use tools to solve
mathematical problems and represent solutions in several manners.

V. Lesson Goal

If this lesson is successful, the following goals will have been achieved:

1. The students would be able to exhibit strong skills in subtracting within ten signaling their
preparedness to begin work with greater numerical values.
2. They will be able to use the relevant vocabulary from the lesson to discuss their
mathematical thinking and strategizing, that includes the following terms: subtract, take
away, show, solution, different, same, number, number line, number bond, number sentence,
tally, and ten-frame.
3. The students would be able to show their mathematical thinking through the use of the
number representations studied. Proficiency in this is necessary in order to use these tools in
more advanced contexts. Understanding and mastery of these strategies would be observable,
which would exhibit to the teacher that the students are prepared to use the tools with larger
values, as well as in new topics such as place value where they will function as concrete
visual representations of their learning.
4. If the two goals above are achieved in this lesson, the students will have mastered this
content in the concrete stage of learning given that their development took place within the
situation that required the use of manipulatives to form sound skills. They would be ready to
transition to the pictorial/representational stage in which the concepts of subtraction and
number representations would be discussed through imagery without the use of
manipulatives. Mastery at the pictorial/representational stage would enable the students to
successfully transition to the abstract stage within which the use of words and symbols would
be the primary approach to such problems without the use of manipulatives or pictorial
representations for strategizing and solving. The mathematical models, or mental maps of the
students will be gradually developed and refined pertaining to subtraction and number
representations.

VI. Instructional Procedures

Prior to the lesson, the materials required for the activity will be organized to ensure
that each child has all that he or she will need.
 The students will sit on the floor in the area in front of the Smart Board using level 0
voices and whole body listening. They will bring their bag of 10 items from home and
their white board supplies.
Slide 1- With the teacher, the students will read the lessons learning target in unison.
The teacher will explain that the students will begin this exploration by counting their
objects as the slide instruction.
Slide 2- The students will then be instructed to turn and talk with their partners to share
information about the items that were brought in and just counted. This is intended to
spark their interests.
Slide 3- The students will follow the instruction the is explained and written on the
slide that requires that 5 of their items be shared with their friend.
Slide 4- The teacher will explain that while the peer has borrowed the items, the
students must solve for how many items remain in their possession. This is intended to
encourage the students to make meaning out of a situation involving subtraction. It
establishes relevance in a structured real-life circumstance.
Slide 5- The teacher will give students the opportunity to volunteer to show their
solutions in various manners on the board. Their peers will check their work. By
allowing students to offer different representations, it reinforces the idea of the diverse
thought processes that can result in a variety of number representations to explain ones
thinking. The teacher will explain that these are different ways to show the same
number. This initiates the meaning-making process related to number representations.
Slide 6- The teacher will review the solution to the initial problem and the number
representations that he or she has deemed to be relevant for the lessons activity. The
students will have the opportunity to ask questions should they feel confused about the
subtraction process or the use of any type of number representation.
Slide 7- Once the items are returned to the rightful owners, the teacher will explain that
they will practice a few problems together. Each stage of the word problem will be
presented individually in order to give the students time to work through each step. The
teacher will model each step as the students replicate the process. Thinking aloud will
take place to encourage the desired thought processes to take place. Once the students
have had time to solve the subtraction problem, they will turn and talk with their
partners to confirm their solutions, which will then be shared with the class by holding
up the correct number of fingers.
Slide 8- The students will use their white boards to show their solution in a variety of
ways. The teacher will model for the students one method. He or she will ask the
students to attempt at least two more ways reiterating that they are to show the same
number in different ways using the number bond, number sentence, tally, ten-frame,
and/or number line. After sufficient time has been taken to work through the number
representations, students will volunteer to exhibit their work on the board for their
peers. If additional prompting and modeling is necessary, the teacher will make the
appropriate judgments to do so.
Slide 9- A new subtraction problem will be on the board. Each stage of the word
problem will be presented individually in order to give the students time to work
 through each step. The teacher will read them out loud, but no modeling or thinking
aloud will take place to encourage more independence in the process. Once the students
have had time to solve the subtraction problem, they will turn and talk with their
partners to confirm their solutions, which will then be shared with the class by holding
up the correct number of fingers. If additional prompting and modeling is necessary, the
teacher will make the appropriate judgments to do so.
Slide 10- The teacher will give the students more independence in the task by not
modeling number representations. He or she will ask the students to attempt at least two
more ways, different from those previously attempted, while reiterating that they are to
show the same number in different ways using the number bond, number sentence,
tally, ten-frame, and/or number line. After sufficient time has been taken to work
through the number representations, students will volunteer to exhibit their work on the
board for their peers. If additional prompting and modeling is necessary, the teacher
will make the appropriate judgments to do so.
Slides 11-14- The teacher will carefully review the instructions for the activity with the
students. They will repeat the expectations to show the teacher that careful listening
was taking place, which is necessary for them to know what is expected during the next
stage of the lesson.
Slides 15-20- The teacher will read each word problem out loud. The students will be
given 7 minutes to work through the problem, which will include time discussing their
solutions and number representations with their peers. The teacher will structure the 7
minutes with reminders based on the activity instructions discussed on slides 11-14.
The hypothetical situations explained for each word problem are intended to establish
meaning by simulating real-life situations in which subtraction would be the necessary
operation. It is likely that the teacher will be unable to cover all 6 subtraction problems
planned on the slideshow. The intention would be to over-plan as to use the entire
lesson time for practice and reinforcement of strengthening skills rather than there be
time to spare during which the teacher would be required to spontaneously devise an
activity. As the teacher travels around the classroom, he or she will involve the students
in discussions as to why it is important to show their solutions in different ways.
Prompting would be use to guide them towards understanding that the different
approaches can represent diverse thought processes, as well as the fact that numbers
appear around us in different ways, so the use of those tools will help them become
stronger mathematicians.
The teacher will move about the classroom while each problem is taking place to listen
in on the students conversations, interact within their discussions, prompt when
necessary, and answer any questions. Key terms that should be heard and reinforced in
the teachers interactions with the students include the following: subtract, take away,
show, solution, different, same, number, number line, number bond, number sentence,
tally, and ten-frame. This language will help to highlight the mathematical content
covered in this lesson. The use will expand the math vocabularies of the students
guiding their strategizing and critical thinking. The teacher will also complete the
anecdotal notes and activity tracker portion of the assessing during this time.
 The teacher will ensure that the students who received alternative activities based on
their progress on the learning trajectory are fairing well with the content. Additional
guidance through prompting and modeling will be utilized when necessary.
As the teacher analyzes the progress of the students within the lesson, judgments will
be made as to whether there are students who need to be more challenged, or if there
are others who need further instruction through the process. This will correlate to the
students standing along the learning trajectory and progress gathered on the activity
tracker.
The teacher will regain the attention of the students. They will be instructed that they
should pack up their supplies and return to their seats in front of the Smart Board.
Slide 21- The teacher will take this opportunity to reinforce the importance of number
representations. The teacher will explain a hypothetical situation of entering a
classroom and finding the tally chart. The discussion regarding this image will present
the idea of numbers appearing in different manners for reasons such as collecting data.
The teacher will explain the second hypothetical situation of entering a classroom and
finding the number line with a star on 13. The discussion regarding this image will
present the idea of numbers appearing in different manners for reasons such as tracking
information, like adding up the days that school has been in session. The students will
be guided to visually search their classroom for other ways that numbers are
represented. Ideas will be offered through raising ones hand.
Slide 22- The student rubric will then be reviewed as a class and the children will
complete it based on their personal stances. This will be done by holding their hands to
their hearts and showing their numerical self-score. The teacher will swiftly scan the
students to identify anyone who feels that they are at the lower levels of learning, which
will be noted for reflection and future instruction purposes.

VII. Materials and Equipment

A slideshow will be used by the teacher within the short lecture portion of the lesson to help
communicate and explain concepts that are necessary for the students to be able to engage in
the lesson. This will also entail a scaffolded example of the task that the students are intended
to complete within the period.
A Smart Board will be used to project the slideshow on. This interactive board will allow the
students to share their ideas for all to see during the appropriate points of the lesson, which can
serve to further engage them in the discussion.
The students will use the 10 objects brought in from home as the manipulatives for the lesson
to incorporate their interests into the mathematical learning involved in the activity.
An laminated activity worksheet will be used by the students to provide a template and
resource to practice representing their solutions in a variety of numerical representations.
For students who exhibit mastery of the learning trajectory stage relevant for the lesson, an
alternative worksheet will be provided that is intended to challenge them to begin developing
skills in the next stage of the learning trajectory.
 For students who could be observed to be having difficulty reaching the learning trajectory
stage relevant for the lesson based on previous math classes, an alternative worksheet will be
provided that is intended to guide the students through the lesson in a more structured manner
with an approach that is consistent with the previous stage of the learning trajectory.
A student-centered rubric will be utilized by the teacher as a formative assessment for the
purpose of gathering information about how the children felt upon the completion of the
lesson.
An activity tracker will be used by the teacher. As he or she travels around the classroom while
the students work on each problem, the successes and struggles with subtraction and using
number representations will be noted. The teacher will ensure that they observe all points on
the tracker for each student at least twice. As per the directions on the document, a will
represent success, x will represent that the student has yet to perform the skill correctly, a circle
will represent that the student did not attempt a particular skill, or an empty box will signify
that the teacher did not observe the students skill during the given problem.
The teacher will have a packet that contains a blank table with the learning objectives and
standards, as well as space for anecdotal notes. A rubric guideline will also be available. Notes
will be taken during the lesson while walking around listening and interacting with the
students. The remaining parts of the table will be complete at a later point in time when
assessing students on their efforts.
Based on the progress that is expected to be exhibited prior to, during, and after this lesson and
activity, the teacher will use the trajectory rubric to make judgements about each students
progress.

VIII.Assessments/Evaluations

Student Rubric: The student rubric will include various levels of understanding that the
children can use to assess how they feel about their completion of the lesson. The
teacher will explain each level in reference to the lessons topic to guide the students
through analyzing their own progress.
Anecdotal Notes: The teacher will walk around the classroom checking on the progress
of the students. He or she will take notes as they listen to the children communicating to
complete the assignment. The students can explain to the teacher how they are going
about finding the solutions with the project given. This will help to get a perspective of
their thought processes. Notes will be taken on any questions students may have
because if one child has a misunderstanding, it is highly probable that other students
will as well. In the case that help is needed, guidance will be provided through
prompting so that students can arise to the correct answers themselves. This will help
assess the students understandings of using persuasive text to discuss topics associated
with diversity.
Teacher Rubric: A rubric will be used to assess each students focus, safety,
collaboration, assignment completion, assignment accuracy, and understanding of the
lesson. This will help assess the students ability to solve subtraction problems and
represent solutions in various manners.
 Activity Tracker: A chart that contains the skills that the teacher should observe during
the lesson are listed. There are spaces for observations to be noted for each skill four
times. The teacher will make the appropriate notations based on what he or she
observes for a student at a given time. This activity tracker is necessary because in
particular, it provides additional information related to the childs use of the number
representations, which are tools that should be mastered in order to appropriately utilize
them with more advanced content, such as place value.
Trajectory Rubric: A rubric that has been created based on the learning trajectory
associated with subtraction will be used to analyze the developmental progression of
skills related to the topic that will enhance each students mastery of the new concepts.
This is a method to monitor progress in order to guide those who require additional
assistance, allow those typically developing to carry on in their learning at the
appropriate pace, and challenge those who can be observed to be exceeding in a given
area.
Portfolio for the full-time teacher: A portfolio would be used to assess each students
overall development and progress throughout the unit and school year, as well as
analyze their use of their new skills in future situations. Through math lessons, project,
and the mathematizing of the school days for the students, the educator can track the
childs utilization of skills developed in this lesson and thereafter. The portfolio would
be comprised of all projects and activities created within each subject area. It would be
created and bound by the students as to make a final product that can be used and
discussed during conferences. The finalized portfolio would be graded with a rubric
with defined guidelines to give the student the appropriate score and provide some
written feedback.

IX. Differentiation

The materials used in this lesson, including the slideshow contain word banks and key words
that are highlighted or colored. This is intended to help ELLs and students with special needs
by guiding them to focus on the terms necessary for them to be able to execute the lessons
assignment. It also serves as a way to stress the particular ELA vocabulary that they should
learn to be familiar with as they progress through the subject of ELA.
By performing an example with the class, ELLs and students with special needs will be able to
visually understand what is being expected of them.
As I walk around the classroom while the students work on the assignment, I will put some
extra attention on any ELLs and students with special needs to ensure that they understand the
task and procedure.
I can offer alternative phrasing or methods for what they are being asked to do and guide
them through additional examples.
If I am aware of these key terms in the main language spoken by the child, I can help them
to associate the words with the English translations.
I will utilize any accommodations that could benefit the students with special needs to
maintain their activeness in the lesson.
 Beyond my guidance, other students will be able to collaborate with ELLs and students with
special needs that can possibly present the information in a different manner that the child can
better understand.
If necessary and available, I may have the opportunity to have a language specialist teacher
within the classroom during the period who can provide further guidance to the ELLs, as well
as a special education teacher to guide the students with special needs.
By reading the rubric directions aloud, the students with individualized educational needs can
better understand the task and be more capable of completing it.
For students who exhibit mastery of the learning trajectory stage relevant for the lesson, an
alternative worksheet will be provided that is intended to challenge them to begin developing
skills in the next stage of the learning trajectory.
For students who could be observed to be having difficulty reaching the learning trajectory
stage relevant for the lesson based on previous math classes, an alternative worksheet will be
provided that is intended to guide the students through the lesson in a more structured manner
with an approach that is consistent with the previous stage of the learning trajectory.

X. Trajectory Accommodations

Past the level of the trajectory of the lesson

Students in this advanced stage of learning will be provided with an activity that relates
to the lessons content, but guides them through learning in the next stage of the
learning trajectory, which is Numbers in Numbers. A worksheet will be provided that
includes word problems where the start unknown. The students will continue to use
their manipulatives to work through the problems. The instructions outlined on the
worksheet require that the students solve the start unknown addition problems
through the use of subtraction that can be done using their knowledge and strategies
developed in the earlier stages of the trajectory. Once solved using subtraction, the
students will represent their numerical solutions in different manners on the laminated
activity sheet provided to all. The parts and whole used in these alternative word
problems are consistent with those presented on the slides, although the phrasing is
intended to challenge them more. Therefore, solutions should be consistent with those
of their peers regardless of the differing activity.
Not on the level of the trajectory of the lesson
Students in this stage have yet to reach the typical or advanced levels of mathematical
thinking as their peers. Therefore, tactics must be implemented to provide additional
guidance. The alternative worksheet will guide them through the previous stage of the
learning trajectory, which is Counting Strategies. This worksheet will include the same
word problems as those on the slideshow being complete by most other students, but a
template will be provided to help the children count down to the solutions. This
structure takes the form of listing the whole, and then providing individual lines for the
student to write the previous numbers to subtract the given part. The student should
realize that by counting down, the final number written is the missing part, or solution
to the subtraction problem. The instructions outlined on the worksheet require that the
 student uses their manipulatives to visually and physically work through the problems.
Their solutions should be written on the laminated sheet used by all to exhibit
knowledge of various number representations. With the extra help of the alternative
worksheets counting down strategy, the students should be able to successfully
complete the lessons activity and work towards developing a skill level making it
possible to transition to the next stage in the learning trajectory.

XI. Technology

A slideshow will be used to expose students to the information and skills necessary to be able to
practice their subtraction skills and brainstorm the many different ways to represent numerical
values. The Smart Board will be used to present the slideshow that will allow the students to
further interact with the lesson by including them in brainstorming tasks during the lecture
portion of the lesson. They will have opportunities to volunteer to write on the board as ideas are
gathered.

XII. Self-Assessment

Student Rubric: The teacher can use the information from the student rubric to make
swift determinations about any necessary review or lesson approaches for the following
days.
Anecdotal Notes: Observations gathered from the teachers anecdotal notes provide a
context for any questions, confusions, or individual student challenges that should be
addressed in future lessons. The teacher can use this information to structure review
sessions for skills and concepts. Most importantly, the teacher can take specific notes
about difficulties with subtraction such as the strategy that is observable and points of
error. This is necessary in order to be able to appropriately instruct the students who are
struggling with the concept through offering alternative approaches in reteaching.
Activity Tracker: Given that there is no activity worksheet for analysis, this will serve
as the product from the lesson to analyze each students work with the various points
studied and practiced in this lesson. The teacher can make judgments of any areas of
need, as well as identify students who require a more challenging task. Reflections will
impact the lesson on the following day. It will help the teacher identify the childs
ability to use different methods of number representations in which proficiency is
necessary for more advanced content, as well as difficulty with the overall concept of
subtraction. The anecdotal record on the teacher rubric would be the location that the
teacher can take specific notes about difficulties with subtraction such as the strategy
that is observable and points of error.
Teacher Rubric: The teacher can use information about each students focus, safety,
collaboration, assignment completion, assignment accuracy, and understanding of the
lesson to ensure that learning objectives were met and skill development associated
with the defined standard took place. If the teacher acknowledges any lack of progress
 or concerns in within any of the grading categories for a single student or several, plans
can be made to address them the following day and guide improvements for students.
Trajectory Rubric: The teacher can use this information to analyze the progress of each
student across the trajectory associated with subtraction and number representations. It
will allow him or her to track their development of prior knowledge related to the topic
as they approach mastery of all of the skills that will lead to mastery of shapes and
patterns. This will help ensure that they their mathematical knowledge is developing
appropriately, or identify students who require additional instruction.