LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
 Micaela Powers
 Mrs.Sites, 1st grade, Riverheads Elementary
 Thursday September 26, 2019

A. TITLE/TYPE OF LESSON
Whole Group & Small Group: Subtraction using 10 frames to subtract within 10.

B. CONTEXT OF LESSON

I know the students are ready for this lesson because we have just finished our addition unit and the
students are becoming more aware how numbers can interact with each other. I also administered the
subtraction pre-tests, graded, and grouped the students into groups that I think they will learn well in.
For the most part they are by level, however, I made a few adjustments based on behavior that I think
will help the students be able to focus more in small group. This will my 4 th day teaching this unit of
subtraction so I have somewhat of a grasps on which students are struggling as well as where the
students are getting confused. This seems to do a lot with the mindset of seeing two numbers and
adding them together right away. So I will be focusing a lot on the “take away” aspect of subtraction
and the minus sign in particular and what it tells us when we see it. I’ve noticed that hands on learning
grabs my students’ attention and allows for them to be less distracted by other things going on in the
classroom so in the small groups, students will be working with manipulatives to help solve. They will
be doing so in a way that incorporates the method we are currently teaching which is cube blocks and
ten frames.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These “knows” through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)
I know how to use a ten frame to
I understand that when I subtract I subtract. I will use a ten frame to subtract.
take way instead of adding I will use block cubes to subtract.
together. I know how to use blocks to I will subtract 2 numbers within
subtract. 10.
I understand that I can subtract I know the minus sign/subtraction
using different manipulatives and means take away.
methods to solve.
(Why: So that I can subtract 2
given numbers within 10.) (How: I will know I have it when I
(What: I can subtract numbers can correctly use my manipulative
within 10.) to find the difference. )

D. ASSESSING LEARNING
 A full assessment for the unit will be next Wednesday with a quiz. However, for this lesson in
particular I will asses with an exit ticket so I can see where the student learning is at this point which is
about half way to the quiz. The exit ticket will be them answering two subtraction problems, one in
equation form and one in word problem form (same format as their upcoming quiz) using any method
we have learned. This will show me their readiness for the quiz, if my teaching on this subject is
effective, and what methods are sticking with them throughout the learning process. I will be able to
look at these and determine what types of similar methods may help them further their knowledge on
subtraction.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Computation and Estimation

1.6The student will create and solve single-step story and picture problems using
addition and subtraction within 20.

1.7 The student will

B). demonstrate fluency with addition and subtraction within 10.

F. MATERIALS NEEDED
Play dough
Guiding math by myself worksheet
10 frames
Cube blocks
Dice
Subtraction Roll ‘em worksheet

G. PROCEDURE
Students will come in from recess and they will be rowdy so we will begin with a song we learned that
will help us place this energy in a good way.
Then we will create a 10 frame with our bodies. 10 students will come to the rug and stand in a square,
the number being subtracted will sit down in their square and we will count who is standing up. This
will be a visual whole body model of our ten frame.
Students will then come up to the board to answer subtraction problems using the 10 frame.
After mini lesson, students will be called back to their seats,
I will explain the 3 stations they may go to (these will be the same stations from yesterday, so this will
be done briefly).
Students will be asked to go to the correct station.
This will happen two times before we gather back at our seats for an exit ticket.

Mini- Watch video with song and hand motions. What: I can use a ten frame to
Lesson Review 10 frame method. subtract.
Whole body model. Why: So that I can subtract 2 given
10 frame on gynzy short review problems. numbers within 8 and 9
Have students come to the board to answer a few 10 How: I will know I have it when I
frame questions to review our 10 frame lesson from can correctly use a ten frame to
yesterday. find the difference.
https://www.youtube.com/watch?v=HvxSdytKqgg
MWS Play dough subtraction within 10 frame. I can ‘cross out’ (smash play
Powers dough) the appropriate number to
find the difference within a ten
frame.
Done at the appropriate level for
each student group.
MW Subtraction roll ‘em I can subtract using the cross out
Sites method within an equation.

MBM Roll & Subtract towers. I can build the correct subtraction
Coffman On carpet with blocks. problem with blocks to find the
difference.
Exit ticket 10-3 = ____ Students will be given a half sheet
     (or a symbol on gynzy.com) of paper to solve.
Take away 3. How many are left?

H. DIFFERENTIATION
Differentiation will be given to the students within their groups. As the students come to my table, they
will be within groups that are created based off ability. I will challenge the high group who has a pretty
good grasps on subtraction by given them more word problems. I will help guide the lower groups by
doing more problems together so we can have more accurate practice before we begin trying it by
ourselves. These students will work up to word problems. I will also differentiate by placing the
students in pairs for their math by myself station that I know will work together in a way that will
work well together. Students who need guidance will be placed with students who work better when
they are guiding others.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Some thing that could go wrong with this lesson in the kids can not handle playing with the play
dough during stations. This is my station and I will prepare for this by giving them 1 minute of play
time before we begin to get it out of their system. They will also be given two chances to try and show
me they can use the play dough appropriately before they will be switched to paper. It is the students,
however, who may not be able to use it correctly that will not handle it being replaced well. In order to
hopefully avoid this, those students will be given markers so they can still use something to clearly
show the taking away of the ten frame. Something else that could go wrong is my students on the rug
with the block manipulatives will not be able to use them quietly, in which case will be given 2
chances as well. A way I hope to avoid this is by placing the students with other students who I know
work well together and do not play together but encourage.