UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Madison Vaught PSMT Name: Mrs. Michelle Parkes

Lesson Plan Title: Super Subtraction Lesson Plan Topic: Math
Strategies!
Date: 2/2/17 Estimated Time: 45 minutes
Grade Level: Kindergarten School Site: Vassiliadis ES

______________________________________________________________________________

1. State Standard(s):
K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or
equations

K.OA.A.5: Fluently add and subtract within 5

2. Teaching Model(s):
 Direct Instruction
 Kagan Structures:
o Pair Share
 Lemov Strategies:
o Stretch It
o Name the Steps
o Exit Ticket

3. Objective(s):
 I know 5 different ways to subtract numbers from 1-10.

4. Materials and Technology Resources:

 (5) Giant number lines
o (55) pages of construction paper
o (2) rolls of masking tape
 (1) 2’x1.5’ whiteboard and marker
 (5) mini whiteboards and markers
 Projector
 Unifix cubes
 Timer
 Arrows
 Center instruction pages (See attached)
 Worksheets (See attached)
 (6) Small number lines
  (6) Jumping frogs
 (6) Ten-frame charts

5. Instructional Procedures:
a. Motivation/Engagement: (15 minutes)
o TW say, “In a few minutes, we will be going outside for a fun math activity.”
o TW write ‘4-1=’ on the classroom whiteboard
o TW ask, “How can we use our froggies and number lines to help us solve
this problem?” (DOK 1)
 Possible answer: “We can start on the 4 and jump to the left 1 space”
 TW model 4-1 on the number line and ask students for the answer
o TW say, “Now we are going to become froggies on our very own number
lines!”
 TW take students outside to number lines (set-up before lesson)
 TW go over all rules and expectations:
 Only one student is to be jumping at a time
 Every student who is not jumping will be working with their
group members and using their small number line to answer
each problem
 Any student who is off-task will not be able to participate in
the activity and must clip down upon returning back into the
classroom
 TW break off WG into 5 different groups, each group sits in a line
behind a number line
o Each group will have first member line up right behind the number 0
o TW model how the activity works:
 TW ask, “If our problem is 7-3, what number would I start on?”
(DOK 1)
 Answer: “7”
 TW start on 7
 TW ask, “What do I do next?” (DOK 1)
 Possible Answer: “Turn and hop back 3 spaces to the left”
 TW hop back 3 spaces to the left
 TW ask, “What do I have left?” (DOK 1)
 Answer: “4”
 T should remind students waiting that they must answer each question
in their small groups using whiteboards and small number lines
o TW write the first problem on the 2’x1.5’ board: 6-4
 TW ask, “Our first problem is 6-4. What number should you start
at?” (DOK 1)
  Answer: “6”
 TW make sure each student begins at number 6 square
 TW say, “Okay now hop to solve the problem and raise your
hand when you have the answer”
 TW call on S for the answer
 TW repeat this process until each student has gone 1 round
(ALL PROBLEMS MUST BE SUBTRACTION)
o TW take students back into the classroom
b. Developmental Activities or Learning Experiences: (25 minutes)
o TW write ‘6-5=’ on the board
 TW ask WG, “What is 6-5?” (DOK 1)
 Answer: “1”
 TW ask S, “How did you get that answer?” (DOK 2)
 Possible answers: “counting fingers”, “drawing pictures”, “ten
frames chart”
 TW say, “Besides that strategy, what is another way we can solve
this problem?” (DOK 2)
 Possible answers: “counting fingers”, “drawing pictures”, “ten
frames”
 TW explicitly model each of these strategies (Lemov: Name
the Steps)
o TW have students repeat objective that is written on the board
o TW say, “Today we are going to talk about a new way to subtract.”
 TW show unifix cubes on the projector
 TW ask, “Who can show me how to use these cubes to show 6-5?”
(DOK 3)
 Possible demonstrations: S will build a stack of 6 and then take away
5, or S will group 6 together and move 5 over to the side
 TW ask, “What is your final answer?”
 Answer: “1”
 TW ask, “How did you get this answer?” (Lemov: Stretch It)
 Possible answer, “I put 6 cubes together and took away 5 to get 1.”
o TW say, “These are called manipulatives. Everyone say manipulatives.”
“Manipulatives are things we can grab and move around to help us solve
problems. I can use unifix cubes like these, or even paper clips, candies, or
pennies to help me solve problems.”
o TW call up another student to show 10-1
o TW say, “We will be doing subtraction centers. Each center has a different
subtraction strategy on it and I want you to use that subtraction strategy to
 solve the problems on your worksheet. Please only do the section on your
worksheet that goes with its matching center.”
o TW go over rules for centers:
 I will let you know when to rotate to the next center
 Please follow the arrows on your desk when you rotate
 After you solve the problem, talk to partner about the answer you got
and how you got it (Kagan: Pair Share)
 Although you are working with your partner, each person has to try the
strategy and find their own answer first before talking to your partner
 Anyone off-task will have to clip down
o TW pass out worksheets (1 per each student) and have students write their
name at the top
o TW model each center:
 Counting Fingers
 TW say, “Please find the ‘Counting Fingers’ section of your
worksheet and put your finger on it. When you get to the
‘Counting Fingers’ center, you will answer the problems in this
section only. When you get to this center, you can only use
your fingers to help you solve the problems in this section.”
 Number Lines
 TW say, “Please find the ‘Number Lines’ section of your
worksheet and put your finger on it. When you get to this
center, you will answer the problems in this section only. At
this center, you can only use your froggies and number lines to
help you solve the problems in this section.”
 Drawing Pictures
 TW say, “Please find the ‘Drawing Pictures’ section of your
worksheet and put your finger on it. When you get to this
center, you will answer the problems in this section only. At
this center, you can only draw pictures to help you solve the
problems in this section.”
 Ten Frames
 TW say, “Please find the ‘Ten Frames’ section of your
worksheet and put your finger on it. When you get to this
center, you will answer the problems in this section only. At
this center, you can only use your ten frames to help you solve
the problems in this section.”
 Manipulatives
 TW say, “Please find the ‘Manipulatives’ section of your
worksheet and put your finger on it. When you get to this
 center, you will answer the problems in this section only. At
this center, you can only use the unifix cubes on the table to
help you solve the problems in this section.”
 TW say, “If you need help, read the directions at your table, ask your
group members, and then ask me.”
 TW allow the students to start
o Each station should take approximately 2 minutes (depending
on how quickly students are working through problems and
discussing)
 TW collect worksheets after students get through each station
c. Closure: (5 minutes)
o TW pass out exit tickets
o SW complete exit tickets. SW write their name on the ticket and the five
different strategies that they used to subtract (Lemov: Exit Ticket)
o TW say, “This lesson made you practice using different strategies to solve
subtraction problems. Why is that important?” (DOK 2)
o Possible Answers: “We can choose the one that makes the most sense
to us.” “We can choose the easiest one.”
d. Extension: After the lesson, if time permits, students may continue rotating through
each station and solve supplementary subtraction problems.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

o Accommodations:
o TW give more time at stations to students who need it
o Modifications:
o High-flyers will be partnered up and given a different worksheet with more
problems per section and a few problems up to 20 (Subtraction with numbers
1-20)
o Differentiation:
o Movement and hands-on learning (manipulatives) will be integrated
o Students will create and utilize visual representations to solve problems

7. Assessment and Evaluation of Learning:

a. Formative: Teacher observations, worksheet, exit ticket
b. Summative: None

8. Homework Assignment: Students will think up their problem and use a manipulative of their
choosing to help them solve the problem. Students will return the next day and share their
problem and how they solved it with the class.

9. Reflection:
a. Strengths: The students loved the engagement activity with the life-sized number
lines and were all eager to participate. The use of the second room for the engagement
activity was quite helpful because it gave us more space and we were able to move
quickly from that activity back to the classroom and then right into our instructional
portion of the lesson without disengaging the students by cleaning up. The students
were able to make connections between each of the subtraction strategies; they
realized that each of the strategies used would give them the same answer to a
subtraction problem. The explicit modeling at each station helped the students
visualize what they were supposed to do at each station. The use of the arrows and
instructional pages were also very helpful at each station so students knew what to do
when they got there. The pictures on the worksheets helped students who struggled in
reading the titles of each station know what to do as well.
b. Concerns: After jumping on the life-sized number lines, students seemed a little
confused as to where they were supposed to go. Some students argued over which
whiteboard was theirs upon finishing their jumping. Some students were also off-task
when it wasn’t their turn to jump. Some stations took longer than others (Ten Frames
and Manipulatives), so the timing was a little off. Finally, some of the students
struggled with the assessment.
c. Insights: Upon teaching this lesson again, I would remind students to stay in the same
order for the whole activity and model what that looks like so students are not
confused about where they are supposed to go. I would have students write their
names at the top of their individual whiteboards during the engagement activity so
that they won’t fight over them. I would also give the students just one warning and
have them face the consequences listed in the lesson plan so the students stay on task.
I would add more problems at some of the stations so the timing is better. The stations
that should have more problems are Counting Fingers, Number Lines, and Drawing
Pictures. Per the assessment, I would have a problem at the top of the exit ticket like
‘6-5=’ and have students show me at least two different strategies to solve it.
Name _____________________ Date __________

SUPER SUBTRACTION STRATEGIES!

Counting
NUMBER Fingers
LINES
Drawing Pictures
7-2= ____

3–1= ____ 5-3= ____

4-1= ____
9-5= ____

9-3= ____
MANIPULATIVES
Ten Frames

8-4= ____
10-9= ____
10-7= ____
6-6= ____
Name _____________________ Date __________

SUPER SUBTRACTION STRATEGIES! (1-20)

Counting Fingers MANIPULATIVES

NUMBER LINES
Counting
8-4= ____
Fingers
14-10= ____ 7-2= ____
10–10= ____
10-9= ____ 13-6= ____
5-3= ____
9-5= ____ 8-7= ____
5-0= ____ 6-3= ____
7-1= ____ Drawing Pictures

Ten Frames

19-5= ____
12-7= ____ 4-1= ____
3-3= ____ 15-4= ____
9-3= ____
Use your fingers to help you
subtract!
If the problem is 6-1= ____ hold up 6
fingers and put 1 away like this:

NUMBER LINES
 Use your froggies and number
lines to help you subtract!
If the problem is 6-1= ____ start with the
froggy at the 6 and hop 1 space back like
this:
 Ten Frames

Use your ten frames to help you

subtract!
If the problem is 6-1= ____ start with 6
counters and take 1 away like this:
 MANIPULATIVES

Use your cubes to help you

subtract!
If the problem is 6-1= ____ stack 6 cubes
together and take 1 off like this:

Drawing Pictures
 Draw pictures to help you
subtract!
If the problem is 6-1= ____ draw 6 shapes
and cross 1 off like this:

Exit Ticket
I know 5 different ways to subtract. They are:
1.
2.
3.
4.
5.
Exit Ticket
I know 5 different ways to subtract. They are:

1.
2.
3.
4.
5.