UNT Lesson Plan Template

Pre-service Teacher: Grade(s): First School/Mentor Teacher (if

Lizette Moran grade applicable): Gililland Elementary
School/ Mrs. Rivas

Subject area(s): Unit Lesson Title: Strategies for

Math Topic/Theme: Subtraction
Number and
Operations
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
1.3.E explain strategies 74.4(c)(2)(E) use I.B.1 Perform computations with real
used to solve addition visual, contextual, and complex numbers.
and subtraction and linguistic
problems up to 20 using support to enhance VIII.A.1 Analyze given information
spoken words, objects, and confirm
pictorial models, and understanding of
number sentences increasingly
complex and
elaborated spoken
language
74.4(c)(3)(E) share
information in
cooperative
learning
interactions
74.4(c)(4)(F) Use
visual and
contextual support
and support from
peers and teachers
to read grade-
appropriate content
area text, enhance
and confirm
understanding, and
develop
vocabulary, grasp
of language
structures, and
background
knowledge needed
to comprehend
increasingly
challenging
languages.

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 74.4(c)(5)(F) Write
using a variety of
grade-appropriate
sentence lengths,
patterns, and
connecting words
to combine
phrases, clauses,
and sentences in
increasingly
accurate ways as
more English is
acquired.
Lesson Objective(s)/Performance Outcomes
The students will be able to write an equation using standard notation (-,=) correctly
The students will be able to solve a subtraction problem with numbers within 20 using
strategies as picture models, equations, and number line to help them solve the
problem.
Assessment (Description/Criteria)
Diagnostic Assessment: The teacher will be checking for students prior knowledge in
subtraction strategies by informally assessing the strategies they use to solve for the
short story problem I give to them.
Formative Assessments: The teacher will informally and formally assess the students by
what the students are saying and writing in their paper to solve for one of the problems
in their math book, and by collecting their paper to check if the students did all the steps
and how they used the strategies they know.
Summative Assessment: The teacher will give the students an exam in the end of the
lesson to check for students comprehension of the strategies and how to solve for a
short subtraction problem story.

Materials and Resources

Math booklet, pencil, paper, number lines in their desk, hula-hoop, crayons, counters,

Management of the Instructional Environment

I will only choose those students that are quiet and listening to answer the question. The
students that are just saying the answer and not raising their hand, their answer will not
be counted. I will be given stickers to those students that are paying attention and doing
their work. I will choose another name from the name cup if the student that I chose is
talking/not listening. I will be moving names, and the students that are not listening will
get a sad face for the day.
Technology Integration
n/a

Diversity and Equity (Accommodations, Modifications, Adaptations)

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Those students that fidget a lot and cannot stay at their seat will be given a cushion that
helps them focus. The students that are not really good in English will be given more
time to answer the question from the test and also the group questions. The students
that are low in math will be partnered up with their bilingual partner that has a higher
level in math then them to help guide the struggling student. Students will be able to
use number lines that are on top of their desk, objects to help them solve for the
question. Students with speech problems will be given more time to know what they will
want to say to solve the question. The students that finish faster than the others will be
able to answer the question again using a different strategy.

Activities/Procedures
Day _1__ Engage __15-20__ Minutes
I will get all the students to the carpet. There I will give the students a short story
problem that says Anna has 6 crayons in her desk. Anna lets James borrow 4 crayons.
How many crayons does Anna have now? This will be my opening question. I will give
the students time to think of the answer. Then I will ask the students how many crayons
does Anna have now? I will choose someone that is raising their hand and sitting quietly.
I will ask the student how they got the answer and what strategy did they use to solve
for the answer. I would ask the student what is another strategy that they could have
used to answer for the question. The students may say a number line, the four
quadrants, or using pictures for help. I will tell the students that those are some of the
strategies that we can use to answer the question.
I would then tell the students that today they will be learning/ going over some of the
subtraction strategies that we have learned so far. This will help them in the future to be
able to locate important information from the questions given to them, and dont get
tricked. Will help them be able to subtract faster and get the correct answer when
sharing something with a friend.
I would tell them that the objective for today is that the students will be able to write an
equation using standard notation (-,=) correctly, and are able to solve a subtraction
problem with numbers within 20 using strategies as picture models, equations, and
number line to help them solve the problem.
The students will have two more problems for them to do where I will choose a student
to solve the problem using the four quadrants to help them use the number line,
pictorial model, using a hula-hoop to let them see the whole number then the parts of
the whole number to see the how much they take away and how much you have left.
This will help the students get more experience in working with the strategies to solve
for the story problems.

Day _1__ Explore __10__ Minutes

The students will work with a story problem from their math book (page 14, unit 6). The
students will only have to do the first question with their bilingual partner. Their bilingual
partner and they will use the four quadrants, which is what I know, What I am looking
for, Strategy I used to solve/ equation, and then the answer (in sentence form, and if in
equation the students will have to circle the answer). I will be walking around and to
check if students understand what the question is asking, if they are using the strategies
correctly, and if they are not then I will guide the students to help them solve the

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answer. While the students are answering the question I will be going around and also
asking them what is the question trying to ask you? Will you be subtracting or
multiplying? If students are using a number line I will be asking when you use a number
line and you are subtracting do you go backwards or forwards? If they are using the
pictorial model I would ask them how many kids did they draw and why did they take
that many amount of kids off? This will help me see if they understand the question.
Some students can draw one circle and make believe that is the hula-hoop where in the
inside they have all 14 students in the park then when it tells you the students that went
home you can mark them out from the inside and draw them on the outside of the hula-
hoop.

Day _1__ Explain __5-7__ Minutes

When the students are done I will tell the students to sit back down in their chair. I will
pick one student from the name cup and their bilingual partner and they will have to tell
me what they did in the four quadrants and what strategy they used to solve the
question. I will draw the four quadrants and ask the two students to tell me what they
put for each square. I will ask the whole class if they have everything or if they are
missing something. Then when those two students are done I will ask the whole class to
tell me if anyone else used a different strategy to answer the question. I will choose
another group that used a different strategy to let the whole class see how they will be
able to use this strategy to help them solve for a short story question. Here I will ask the
students what were the clues/ words that help them solve the question? How did they
know that they had to subtract not add? Would they be able to use any strategy they
have learned so far to answer this short story question and why?
Day _1__ Elaborate __10-20__ Minutes
The students will then do a different short story question in page 38, unit 6, but this time
the students will have to use a different strategy than the one that they did for the first
short story question. I will create three centers. In the first center the bilingual partners
that are there will be able to use the number line tape to answer the question. The
second center, the bilingual partners will use pictorial models to answer the question. I
will give them colors if they want to color their drawing. The third center, the bilingual
partners will use the hula-hoop strategy where they will be able to see the whole number
first (using counters or cubes for the number) then they will take away from the whole
number and make them parts of the whole number by removing some cubes or counters
from the inside of the hula-hoop to the outside of the hula-hoop. These way students can
see how many are left and how many they took off. All the students will do the four
quadrants when doing the centers and make an equation for the short story. If they
finish this question quickly then I will rotate the groups to another center so they can do
the next question. I will be going around to check if students need guidance and to see if
they understand how to use the strategies to solve for the short story problem. Partners
should guide each other if the other partner does not understand. I will ask those
students that have a different answer why do they think they got a different answer then
everyone else? Did they do something different that might have made you get a
different answer? Afterwards we will go over it as a class and do the four quadrants to
help the students see why we got that answer, and for students to see that it does not
matter what strategy they use, they will always have the same answer if they do the

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strategy right.
Day _1__ Evaluate _10-15___ Minutes
When they are finished I will tell the students to go back to their sits and put their offices
up. I will give them a new question where they cannot have any help from no one. The
question will be Pam gave her bunny 18 carrots. Mr. Bunny only ate 5 carrots. How
many carrots did Mr. Bunny not eat? The students will be able to use any strategy they
would want to use to solve the short story problem. I will take their paper and check for
the students strategy and how they solved the answer to see what I need to go back to
re-teach.

Reflections and Documentation/Evidence of Lesson Effectiveness

Quesitons for Engage:

Anna has 6 crayons in her desk. Anna lets James borrow 4 crayons. How
many crayons does Anna have now? Ans: 2

Max has 9 donuts. Max gave 3 donuts to his parents. How many donuts does
Max have left for him to eat? Ans: 6

Juan has 15 marbles. Juan let Max have 7 marbles from his collection. How
many marbles does Juan have left to play with? Ans: 8

Question for explore:

There were 14 children playing in the park. Then 5 children went home. How
many children were still in the park?
Ans: 9
Question for elaborate:
Maxs soccer team has 15 balls. His team let Rosas soccer team borrow 6
balls. How many balls does Maxs team have left?
Ans: 9

Dory has 12 ice-creams. Dory dropt 7 ice-creams to the floor. How many ice-
creams does Dory have left?
Ans: 5

Question for Evaluate:

Pam gave her bunny 18 carrots. Mr. Bunny only ate 5 carrots. How many
carrots did Mr. Bunny not eat?
Ans: 13