Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date: 11/21/14

Lina Godoy
Math
Kindergarten
Standard:
KOA1-Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
During this lesson students will learn how to subtract by using manipulatives, a worksheet and working as
a whole class
II. LEARNING OUTCOME (Objective):
Given the opportunity to use manipulatives, students will understand subtraction by demonstrating with
hands on activities with 100 percent accuracy
DOK/Cognitive Rigor Level:
DOK 1
Language Demands: There is no demands, just understand how subtraction works. If a student needs
instructions in Spanish, this will be done during instruction time
III. CURRICULUM CONNECTION
Prior to this lesson students will have learned their numbers from 1-10. Students will have learned
addition. After this lesson, students will learn how to create their own number sentence and will be
able to do word problems, either subtraction or addition
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: I will ask them a few addition questions and then tell them that now they are going to
learn how to subtract. Show them the sign of subtraction. Have them do it with their arms and in the
air.
Student friendly objective: By the end of our lesson you should understand subtraction by doing
the subtraction worksheet and working with the cubes
Purpose: This is a new concept for them, and they need to learn how to subtract. They have learned
how to add, so now they are learning the opposite of adding,
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Magnet Circles
a. T input Now we are going to use the squares and magnet circles to show how we subtract. I
am going to put up 8 circles, now Im going to take away 3. Count with me as I put them up on
the board. Now lets count how many we take off, which is 3. Now lets count how many we have

left.
a. T model- Show them on the board with circle magnets. I give myself a problem and have the
students help me count. I then write out the number sentence and the students help me out with
it.
b. Student response: I have active participation and choral response
Step #2: Students participating
a. T input- Okay now I will choose from the sticks and have one of you guys come up here and I
will give you guys a number sentence. [student comes up]. Put up 7 magnets, count with your
classmate. Now I want magnets from what you just put up. Count with him class. How many
does he have. Have the student count and point to the magnets. 2 are left.
a. T model- The student will model the number sentence, and the rest of the students will be
helping out and chiming in
b. Student response: I have active participation and choral response
Step #3: Manipulatives
a. T input- Now I want us to go back to our desks and you will find 10 cubes on top of your desk.
Lets pull them apart. Now put in front of you 8 cubes and put the rest on the side. Lets count all
together. Now take away 4, and put those cubes away from you. Now count how many we have
left. How many class? Put up your fingers to show me how many cubes you have left.
a. T model: I will be on the overhead, showing them with the cubes. They will be responding and
counting out the cubes as we do the problem. I will go around checking for understanding
b. Student response: Check for understanding: active participation: choral response
Step #4: Write out the number sentence
a. T input: Now I will hand out a piece of paper. I will give you another problem. Now lets still
work with the cubes. Put out 5 cubes. Now write it on your paper. Now take away 2 cubes. Put in
your paper 2. Now dont forget the sign for subtracting. Now you should have 5-2. How many do
we have left? Count the cubes. We have 3 left. So we put 3 after the equals sign.
a. T model- I will still be on the overhead showing the students and helping them making a
number sentence. I will go around making sure that they are putting in the numbers and the
answer. I will give them another one just verbally. I will
b. Student response: Check for understanding: active participation, choral response, one on one help
C. APPLICATION ACTIVITY (Practice and/or Reflection):
They will have a worksheet that I provided. It contains pictures and has Xes on some of those
pictures. They will have to count how many there is all together, put in a number on the space
provided. Then they will count the ones wit the Xes over it. Now they have to see how many are not
with an X. They have created a subtraction number sentence. This activity is timed:10 minutes. I will
be going around to make sure they are getting the worksheet.
D. MATERIALS & RESOURCES: White Board, Magnetic circles, lined paper or white, cubes, and a
handmade worksheet (subtraction with pictures)
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During the lesson, I check for understanding by doing a choral response, and having the
students actively participate. During manipulatives, I will go around to check for understanding. When
the students write out their number sentence, I will be going around as well.
Summative: The worksheet at the end will show if they got how to write the number sentence. I will go
around and ask them to read the number sentence.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
The teacher pointed out the students with ELD, and I will assist them first and still
look around to see who else is struggling. Ask at all time if they understood, or if they
werent sure, they could ask again. To challenge high achievers, I would do it
individually, give them problems that add up a little more than 10, since they know
their numbers more than 10.
VII. HOMEWORK (if appropriate):
Take home a subtraction worksheet.