CRYSTAL PUENTES LESSON ON SUBTRACTION WITH COOKIES

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 &9
K.OA. Operations and Algebraic Thinking-1. Represent addition and subtraction with objects, fingers, mental images, drawings, 2 sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 The lesson objective is for the students to subtract numbers between 1-10 using manipulatives. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will show that they met the learning objective through their participation in class. In addition, the students will be given the opportunity to use manipulatives while they complete a cookie subtraction sheet. Their completion of this activity will further demonstrate that they met the learning objective. What modifications of the above assessment would you use for language learners and/or students with special needs? For students with special needs, I would ensure that there is constantly one adult at the table to assist them in completing their worksheet. The number of cookie subtraction problems and the numbers that the students will be working with will vary depending on the students abilities. For the language learners, the use of manipulatives and visuals will assist them in making connections between concepts of print, which will provide additional support in helping them participate in the lesson and complete the informal assessment. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences A week and a half before, the students were introduced to the concept of subtraction (taking away) where they were given problems such as, c-___=a. However, they have yet to complete subtraction problems independently that following the c-b=a format. Strategy to connect school learning with prior experiential knowledge and/or cultural background I will be using media to assist the students in making home and school connections with subtraction using cookies. The students are all familiar with what cookies are and some may be familiar with Sesame Street, but I will be using both tools in connecting subtraction to their every day lives. In addition, the students will be able to use their background knowledge in completing a concept map on subtraction. Pre-assessment strategy The students pre-assessment strategy will be their ability to recall what has been taught concerning subtraction in completing a concept map. While completing the concept map, the students will be able to provide words that come to mind when the word subtraction is given, in addition to providing real world examples where subtraction is used. Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be asked to use words such as total, subtraction, take away, and left in addition to working on standard subtraction problems that follow the c-b=a format. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. All learners will be able to use their background knowledge in providing words that come to mind when they think of the word subtraction. In addition, when it comes to completing their worksheet, the number of questions asked and the numbers that the students will be working with will vary depending on their ability levels. For example one group may receive 7 problems where they will be asked to work with 6 (of their 10) cookies in answering the problems, then another group may receive 7 problems where they will asked to work with about 8 (of their 10 ) cookies, and finally the last group will receive 9 questions where they will be asked to work with all 10 of their cookies on average. Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing. Time Teacher Students 04 min Students will watch a 2 minute clip of Sesame Street where they will be able to watch the cookie monster and his friend use subtraction with cookies. Teacher will ask students to pair share about what they saw in the video in addition to thinking about different words and times where subtraction is and can be used in school or at home. 05 min The teacher will complete the concept map with the students. She will create a cookie jar that will be filled with different words/scenarios that the students think of when they think of the word subtraction while also recalling different words and possibly problems that were presented in the video. Students will be introduced to different subtraction problems and shown how to complete the subtraction problems with the manipulatives when given the standard c-b=a format. Every time the subtraction sign is said and displayed the students will also be asked to show that they are taking and eating the cookies like the cookie monster. Students will be shown how to use the cookies to solve the problems, but the students will also share with the class other ways that they know how to solve subtraction problems. These ways will be written on the outside of the cookie jar on the concept map. 04 min Students will be informed that they will be completing a worksheet where they will have chance and option of using the manipulatives The worksheet will be modeled, the students will complete a quick pair share of instructions, and then students will be dismissed to their seats. Before the students are dismissed, they will also be informed that they will have a chance to eat the manipulatives (cookie Students are sitting on the carpet and raising their hands to participate. Sitting on the carpet and raising their hand to share Students are watching the video

Resources/ Materials iPad, projector and video of subtraction from Sesame Street

LargE paper, white board markers, white board, and magnets

06 min

Students are sitting and raising their hand to solve different problems

The students are doing the motions to show what subtraction means. Taking away.

White board, white board markers, and concept map, 10 cookies, and cookie jar sheet to place the cookies on when solving the problem.

Students are raising their hand to show other ways they know how to solve subtraction problems.

27 worksheet and a pencil

cereal), but only if they are on their best behavior while they complete their worksheet and when it is time to clean up. They will also be reminded of how they should treat their manipulatives.

10-13 min.

Students are completing their worksheet and the teacher is walking around to support the students as they complete their worksheet. Time will also be called while the students complete their worksheet. Teacher will ring the bell. Clean up instruction will be given and the teacher will ask the students sit on the carpet. The teacher will ask the students to talk to their neighbor and share what they learned and did today in math. Then the students will raise their hand and share with the class. Teacher will thank the class for participating and listening to instructions. He or she will also ask the class to continue thinking about when and where subtraction is used at school and at home because we will continue learning about subtraction tomorrow.

Students are working on their worksheet

27 Worksheets, 27 Ziploc bags with 10 cookies (cereal) in each, and 27 cookie jar sheets Bell

02 min

Students are sitting at their desks and after instructions are given the students will place their materials where they need to be and sit on the carpet. Students are sitting on the carpet completing their pair share

04 min

Students are sitting and listening to instructions.