DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13)

Teacher Candidate: Nicole Teran Grade Level: 1st Title: Use Doubles to Subtract CONTEXTUAL FACTORS (classroom factors) Contextual Factors: 27 students - 13 girls, 14 boys 25 Caucasian, 1 Tongan, 1 Black/African & American Indian mix Vision: Student #25 glasses Low readers: Pulled for Resource: Student #26, Student #7, Student #1, Student #5. Not Pulled: Student #2, Student #14 SPED: Student #7, Student #2 Left-handed: Student #7, Student #21, Student #18, Student #10, Student #19, Student #3 Reading: Red: Student #15, Student #2, Student #7, Student #26, Student #14, Student #1, Student #5, Student #10, Student #6, Student #25 Yellow: Student #21, Student #11, Student #24, Student #19 Green: Student #23, Student #9, Student #22, Student #17, Gabriella, Student #13, Student #18, Student #20, Student #8, Student #3, Student #16, Student #12, Student #4 Student #10 and Student #11 are identical twins

Classroom environment: The classroom is arranged into three rows facing each other. Row 1 has 10 students, 5 desks facing each other. Row 2 has 8 students in four desks facing each other. The third row has 9 students, 4 desks facing each other, and one facing the front. Student #1 will not complete his work. He says he finished and lost it, but will put it into another childs desk. He also runs to the bathroom often to get out of work. He needs to be reminded to stay on task, and often does the bare minimum. He will not do busy work. Student #10 and Student #11 are very social, they continually ask questions, and point out when others are off task. Both are emotional, Student #10 is more emotional and will cry more often. Student #7 has high functioning Autism. There are two resource teachers who come in at different times throughout the day. He is okay with change, but can not be told when to do assignments, at times he will be on task, other times he will do his work own schedule. When Student #7 is not on task give him choices. You can start the assignment now, your you can start it in one minute. You can do the assignment at your desk, or you can do it at the boring desk. (The kidney table.) If he still will not work on the assignment as if he wants to do it during recess or at home. Anything sent home will be brought back the next day. His mom is excellent at making sure it gets done. He also has snacks in the cupboard by the sink with the kangaroo. Sometimes these work to help focus him. Basically your have to reward him with one pretzel, fruit snack, cracker, etc. for every question answered. Student #26 is busy and has behavioral issues. It is usually just a cry for attention. Give him 2-3

minutes and he is usually okay. Student #5 and Student #2 are very low. Neither can really read, nor does either know all of the letters in the alphabet. They will fake their way through doing assignments. Always pull for Tier 2 and 3 if possible! Have Student #5, Student #21, Student #3, and Student #2 read any writing to check for understanding (as their handwriting is often too hard to read.)

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) State Standard/Objective: Core Standards of the Course Domain: Operations and Algebraic Thinking Add and Subtract within 20 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-Content appropriate Content Walk-Away: I will understand that I can use doubles to subtract. SIOP 1-Content objectives Language Walk-Away: I will be able to prove, through speaking and writing, that I can use doubles to subtract. SIOP 2-Language objectives Vocabulary: Chapter 2 Review Difference The answer to a subtraction problem. Minus The sign used to show subtraction Subtract To take away. Chapter 4 Count back On a number line, start at the greater number and count back. Fact family Addition and subtraction sentences that use the same numbers. Missing addend You can use subtraction facts to find the missing addend. ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Students will be able to link double addition facts with using doubles to subtract. Content Walk-Away Evidence (Summative): Students will be able to use the doubles strategy to subtract. Language Walk-Away Evidence (Summative): Students will be able to Modifications/Accomodations (ELL, IEP, GATE, etc.) All students should be able to understand this concept without any modifications.

prove, through speaking and writing, that I can use doubles to subtract. Approx. Time ACTIVE LEARNING PLAN Activate/Building Background Knowledge Math warm up - Vocabulary What are some strategies we learned for addition? Wait for response. What two strategies have we learned for subtraction? Wait for response. (slide #2) Remind me again, what are doubles? Write double facts to 10 on the board. Review yesterdays lesson Subtract Using a Number Line (slide #4) SIOP 7-Linked to background, SIOP 8-Linked to past learning, SIOP 9-Key vocabulary Formative assessment: Learning Goal Recall vocabulary, past strategies, and yesterday lesson Success Criteria Students will recall vocabulary, past strategies, and yesterday lesson Assessment Strategy Students will recall vocabulary, past strategies, and yesterday lesson

Modification/accommodations: (ELL, IEP, GATE, etc.) Student #7, on the rug with the rest of the class. Student #26, on the rug with the rest of the class, move him to a chair in the middle of an aisle if he is being disruptive. Focus Lesson (I do it) Movie (slide #12) How can you use doubles addition facts to help you with subtraction? Wait for response. (slide 5) Go through 3-5 double subtraction problems. SIOP 4-Supplementary materials, SIOP 5-Adaptation of content, Formative Assessment: Learning Goal Students will understand that even numbers are double addition and subtraction facts. Success Criteria Students will be able to solve double subtraction facts. Assessment Strategy Students will work through and answer double subtraction problems.

Modification/accommodations: Student #7, on the rug with the rest of the class. Student #26, on the rug with the rest of the class, move him to a chair in the middle of an aisle if he is being disruptive. Guided Instruction (We do it) Move to desks pull out 3 pages from book. Put you name on all three pages. Put your homework in your homework folder. Put your head down on your desk. First page of math - Slide #6 How many red train cars do I have? Wait for response.

How many yellow train cars do I have? Wait for response. How many train cars do I have in all? Wait for response. Next the red train car goes to the right, and the yellow train cars go to the left. How many red train cars go to the right? Wait for response. How many yellow train cars go to the left? Wait for response. Now we can write a number subtraction sentence to show the train cars. In a subtraction number sentence, which number goes first? Wait for response. What number would come next? Wait for response. SIOP 6-Meaningful activities, 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques, 18-Wait time, 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking, 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Turn to the last page, the page with story problems and writing. (slide #10) Work through the story problems as a class. Read the HOT Problem. Have the students answer multiple ways. Sort through their answers to come up with the writing. Write the writing on the board. Have the students copy it. Formative Assessment: Learning Goal Students will be able to work out subtraction doubles problems. Success Criteria Students will work out subtraction doubles problems. Assessment Strategy Students will work through and answer double subtraction problems.

Modification/accommodations: Student #7, work at the back table if needed. Student #26, at the front table if needed. Collaborative/Cooperative (You do it together) Work with your shoulder partner on the See and Show. Whisper talk, and explain your answers to your partner. (Slide #7) 16-Opportunity for interaction, 17-Grouping supports objectives, (Quick - I Do) Have the students wait until everyone is finished. Show the students how to work out problems 11-14 with drawing matching lines. (Slide #9) Formative Assessment: Learning Goal Students will be able to work out subtraction doubles problems, explaining them to their partner. Success Criteria Students will work out subtraction doubles problems, and verbalize their thinking to their partner. Assessment Strategy Students will work through and answer double subtraction problems with a partner.

Modification/accommodations: Student #7, work at the back table if needed. Student #26, at the front table if needed.

Independent (You do it alone) Work on the On Your Own section of your math. When you are finished bring it to me. Then take out your take home books and quietly whisper read. 30-Assessment Summative Assessment: Students will be able to subtract using double facts. Modification/accommodations: Student #7, work at the back table if needed work with an adult. Student #26, at the front table if needed - work with an adult. Kaylie - work with an adult. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Have the students put away their take home books. Take the even numbers to 20 and have the students tell me the double fact. Then verbally tell me a subtraction number sentence with the doubles. 27-Review vocabulary, 28-Review concepts, 29-Feedback SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students N/A Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment TEACHING NOTES What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? REFLECTION AFTER LESSON How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?