Bridgewater College Teacher Education Program Lesson Plan

Name: Kinsey Dunlap

Subject/Grade
Level:

Lesson Title:

Unit:

Subtraction

Subtraction

Math/Kindergarten

Date or Lesson
#:
4/18/2016

Virginia SOL/National Standard:

SOL MA.K.6

The student will model adding and subtracting whole numbers, using up to 10 concrete objects.

Measurable Lesson Objective(s):

The students will successfully identify that subtracting means taking away. The students will identify the minus sign and
what it means. The students will be in a whole group and small group setting.

Materials/Technologies/Resources Needed:

Chart paper/dry erase board

20 mid-assessment worksheets

23 subtraction books

Markers

Offices

Unifix cubes

Assessment (Formative and/or Summative):

The teacher will assess students through observation on the rug, at table rotations, and the mid-assessment worksheet.

Anticipatory Set (Hook & Agenda):

Teacher will:

Students will:

Today we are going to be like

Linus the Minus! We are going to
be taking away!

Listen and respond to the

teacher.

Access /Review Prior Knowledge:

Accommodatio
ns/Differentiati
on:

Anticipated
Time:
10 sec.

Teacher will:

Students will:

Everyone show me what the

minus sign looks like with your
arm. When we see the minus
sign, what does that mean?
Which number shows us how
many we take away? (Write a
problem on the board.)

Students will listen and respond.

Accommodatio
ns/Differentiati
on:

Student response 1: The minus

sign means we take away or
subtract.

Anticipate
d Time:
3 min.

Student response 2: The second

number.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the
longest portion of your lesson plan.

Teacher will:

Students will:

Whole Group: 8:50-9:00

-Review subtraction

Students will listen and respond

to the teacher.

-Review: Subtract means to find out how

many are left when a number of items is
taken away from a group.
-Review the ways we can subtract: with
finger and draw pictures and cross out.

*Split class into 3 groups for Math Table

Rotations

Students will independently

complete the mid-assessment
on Subtraction.

Rotation 1 9:00-9:10
Group 1 w/Teacher,

Group 2 at Lion Table (Mid-Assessment:

Use offices. Students will receive
"Finding Differences" worksheet to
complete independently. If they finish
early, they may turn it over and write/draw
more subtraction problems.),

Students will figure out how

many cubes to subtract by
looking and listening to the
subtraction sentences.

Accommodatio
ns/Differentiati
on:
For visual
learners, have
students model
the subtraction
problems
and/or write
them on the
dry erase
board.

Anticipate
d Time:
10 min.

10 min.

For students
that are easily
distracted,
have them sit
at a different
table.
For the visually
impaired,
provide a dry
erase board to
see the
subtraction
sentence more
clearly.

10 min.

10 min.

Group 3 at Elephant Table w/Mrs. Shifflett

(Students will receive unifix cubes to help
model subtraction. The teacher will write
subtraction sentences on the board
and/or orally speak subtraction
sentences. Students may also have a dry
erase board to write subtraction
sentences and answers.)

Rotation 2 9:10-9:20
Group 3 w/Teacher, Group 1 at Lion
Table, Group 2 at Elephant Table

Rotation 3 9:20-9:30
Group 2 w/Teacher, Group 3 at Lion
Table, Group 1 at Elephant Table

Group w/ Teacher Lesson:

-My Subtraction Book
-Students will receive a subtraction book.
-For the low group, go through the book
together and color the shapes.
-For the middle group, go through the
majority of the book together, then allow
them to complete one or two on their own.
-For the high group, go through several
problems together, then have them
complete the majority of the book on their
own.
*Students may use markers.

Closure:

Students will listen and respond

to the teacher. Students will
complete the subtraction books
by coloring in the shapes to
figure out the answer.

Teacher will:

Students will:

When students are ready to

rotate to the next table, the
teacher will ask students to
show the minus sign again and
ask what they do when they
see the minus sign.

Listen and respond to the

teacher.

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:
30 sec.

Students response: The

minus sign means we are
going to take away/subtract.

Declarative Summary Statement: Today you learned that you can use pictures and objects to help
you subtract or take away.
Activity If Extra Time Remains or Technology Fails:
Teacher will:

Students will:

If extra time remains, the

teacher will go through more
subtraction problems on the dry
erase board.

Listen and respond to the

teacher.

Accommodatio
ns/Differentiati
on:

If extra time remains, the

teacher will finish reading the
subtraction book, Monster
Musical Chairs

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.

Anticipate
d Time: