Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Sandra Lozano
Standard:
1.0A. 1-2, 1.0A. 3-4, 1.0A. 7-8

Math

1st

11/10/ 2014

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? Underline content type.
Students will know how to solve subtraction math stories by creating drawings and forming number bonds.
II. LEARNING OUTCOME (Objective):
Given _a short review lesson and worksheet, students will __know__(level of cognition) _how to solve
subtraction math stories_(content) by _completing a subtraction worksheet__(proving behavior or activity)
DOK/Cognitive Rigor Level: Knowledge
Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):
Word problems will be read out loud so all students will comprehend what the problems are asking. Visuals
will also be used in order to gain full comprehension.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
Students have dealt with subtraction math stories and number bonds and they have been tested for
comprehension. Since many students have not mastered the concept, a review lesson will be
conducted. After the lesson their teacher will check for understanding by testing them.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Students will be given a personal subtraction math story problem and it will be solved together
as a class.
Ex: I had 6 Halloween candies and then I gave a few to my friend. If I now have 4 candies left,
how many did I give to my friend?
Student friendly objective: By the end of our lesson you should __know____(level of cognition)
_how to solve subtraction math stories and be able to create number bonds__ (content) by
_completing a worksheet with very little mistakes proving behavior or activity)
Purpose: Why are students learning this? Why is it important?
If students can solve math problems that deal with the number ten and below then they can eventually
solve problems of a hundred and higher.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1:

a. T input Application Problem

Shanika saw 5 pigeons on the roof. Some more pigeons flew onto the roof. She then
counted 8 pigeons. How many pigeons flew over?
Write a number bond and both addition and subtraction number sentences to match the
story. Box the solution in your number sentence, and include a statement to answer the
questions.

Students will be creating a number bond Ex:

Students will be creating addition and subtraction number sentences that match the story
__ + __ = __ & __ - __ = __
Students will be boxing their answers
Students will writing an answer sentence

a. T model
Drawing how many pigeons were originally on the roof

Making a number bond frame Ex:

8 is the total goes in the circle to the right - 8 is how many pigeons were on the roof at
the end of the story
5 branches out to one of the circles 5 is how many pigeons were on the roof originally
How many pigeons flew over? What number + 5 will give me 8?
Drawing 3 more pigeons & putting 3 on the other circle of the number bond
Creating an addition number sentence by looking at the number bond:
5+3=8
We had 8 pigeons by the end of the story and to figure out how many flew over we can
also subtract 5 from 8:
85=3
At the end, 3 pigeons flew over.

b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Students will be using their whiteboards to create a different addition or subtraction
number sentence that uses the same numbers from the number bond.
Checking to see if they can create a number sentence that corresponds with the
problems answer.
Students will be given a few minutes to complete a number sentence then students will
be told to raise their whiteboards.
Step #2: _Problem Set_(worksheet)__
a. T input
In total the problem set worksheet has 4 problems
Teacher and students will be completing the first 2 problems together
Enforce that they need to show the same steps in solving the problem: create a drawing,
a number bond, number sentence, and a solution sentence.
a. T model
The 2 problems will be worked on the class projector
Solving the problems with the required steps: create a drawing, a number bond, number

sentence, and a solution sentence.

b. Student response: Check for understanding: active participation: think pair share, choral response,
etc.
Questions will be asked to the class as a whole; choral response
Pair share will be used to answer questions as well
Thumbs up or thumbs down to check for understanding
C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Students will now work on the remaining 2 problems from the worksheet
The 2 previous problems will be left on the projector as a sample
Walking around to see if there is a common problem that students may be confused on
If so, guiding the students through the problem
Reminding them about the steps that will help them solve the problem
Will use the projector for more guidance if needed
D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.

Projector
Whiteboards for students
Problem set worksheet

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation
Asking for thumbs up or thumbs down
Pair share
Choral response
Using whiteboards to check for understanding
Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
Worksheet needs to be fully completed before they go out to recess
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)
Students who have trouble paying attention will have preferred seating by seating near the
projector and me.
Visually Impaired students will be seating at their specially equipped desks.
Visually Impaired students will be given a larger print worksheet.

VII. HOMEWORK (if appropriate):

N/A