UNT Lesson Plan Template

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

Paige Herr 1st Grade applicable):
Seven Hills Elementary/ Chrissie Vann

Subject area(s): Unit Lesson Title:

Math Topic/Theme: Using Addition to Solve Subtraction
Numbers and Problems
Operations
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
1.3D Decompose C. 3.E: share I.B.1: Numbers and Operations
numbers to add information in Perform computations with real
and subtract cooperative and complex numbers.
across ten. learning II.2.D: Algebraic Reasoning
1.3E Use interactions; Interpret multiple representations
strategies (think- C.4.D: develop of equations to and relationships.
addition, count- basic sight
on, and count- vocabulary,
back) to subtract derive meaning
one-digit of environmental
numbers. print, and
1.5G Use comprehend
strategies (think- English
addition, count- vocabulary and
on, and count- language
back) to subtract structures used
one-digit routinely in
numbers. written
classroom
materials;
C.2.E: use
visual,
contextual, and
linguistic support
to enhance and
confirm
understanding of
increasingly
complex and
elaborated
spoken language;
C.1.C: use
strategic learning
techniques such
as concept
mapping,
 UNT Lesson Plan Template
drawing,
memorizing,
comparing,
contrasting, and
reviewing to
acquire basic and
grade-level
vocabulary;
Lesson Objective(s)/Performance Outcomes
We will use a strategy (think-addition) to subtract one-digit numbers so we can represent
subtraction as an unknown-addend problem.
Assessment (Description/Criteria)
Formative
Students will complete their Stepping Stones journal that will be checked before they
can move on to stations.

Materials and Resources

Stepping Stones Journal
Origo Stepping Stones

Management of the Instructional Environment

In the opening, the students will sit on the carpet as we begin the new lesson.
During work period, the students will work at their table spots in their Stepping
Stones Journals. They will work independently, but can always ask a friend for help.
When the students are finished, I will check their work before they can go to math
stations.
Students will put their number on the board at whichever math station they would
like to do, and go find a spot with their partner.
The students will work independently on their work. When they are finished, the
will line up beside my small group, and I will check their work giving them one-on-
one feedback.

Technology Integration
Origo Slate
Elmo

Diversity and Equity (Accommodations, Modifications, Adaptations)

For one of my students who struggle with staying on task, I will set a timer for her
to complete her work.
I will have a small group at the back table with one-on-one support for any who
might struggle with this lesson.
The students are allowed to use any manipulatives to help solve their problems.

Activities/Procedures
 UNT Lesson Plan Template
1) Have the students come to the carpet, and sit in their spots.
2) Review what we have been learning about, which is fact families and unknown-
addends.
3) Start todays lesson by reading the student-learning target, We will use a
strategy (think-addition) to subtract one-digit numbers so we can represent
subtraction as an unknown-addend problem.
4) Project the domino showing 5 and 2. Ask, What is the total number of dots shown
on this domino?
5) Repeat this step with the dominos showing 4 and 7, 5 and 9, 3 and 6, 8 and 1, and
5 and 9.
6) Project the domino for 5 and 4 with the 4 covered up. Ask, What is the total?...
What number do you think is on the other end of the domino?
7) Discuss their ideas and encourage them to describe whether they used addition or
subtraction to help them figure out the answer. You might say, For some
subtraction problem, it can be easier to think addition to find a solution.
8) Project the sentences 9-6=___ and 6+___=9. Have the students identify which
numbers are the parts and totals.
9) Project the think-addition card. Discuss how the number at the bottom is the total
of the top two numbers. Have a volunteer come up to write a subtraction problem
to match what they see. (12-9=___). Ask, How could you use addition to figure out
the unknown part? What sentence could we write to think-addition? Have a
student volunteer to write the unknown-addend (9+___=12). Repeat with more
cards.
10) Model how to do their Stepping Stones assignment on Elmo. Have the
students be actively participating and answering the questions.
11) The students will work independently at their tables. When I have checked
their work, they can go play math stations that involve the think-addition strategy
and fact families.
12) In closing, review the Step Ahead Problem, and solve a think-addition
problem, such as 8+7=___. Have the students explain how they can figure out the
answer for clarification.
Reflections and Documentation/Evidence of Lesson Effectiveness

I believe my lesson over Fact Families and finding the hidden number to create addition
or subtraction sentences went really well. We have been working with Fact Families all
week, and I honestly thought this lesson could be difficult. The students understood the
lesson really well, with a few struggling students. The students that did struggle were
the students that always struggle with math. The small group I pulled included the
students that are low in math and need the extra support. I have incorporated fact
family activities so the students can continue to practice their fact families using
addition and subtractions sentences.

I thought I taught the lesson well, and I had the students very engaged. I followed to
Origo Stepping Stones lesson, which had several more problems to solve. I had to
condense the math opening twice before, to try to work on my time management.
However, when I am teaching the opening, I try to understand and see where my
 UNT Lesson Plan Template
students understanding of the lesson is, so if they need more time or more activities, I
do more. The students often stay engaged, but do get very bored and need some type of
movement or activity. I try to let the students to do all the thinking by questioning their
responses with more critical thinking. One thing I really need to work on is time
management. I have been able to manage my time management with a schedule
pattern in ELA, so now is my planning for Math. I am going to try to start setting a timer,
so I can help manage my time and the amount of time I spend on the opening. I want to
allow more time for the work period, so the students can work in their book and
participate in stations that are relevant to the lesson being learned. Another thing to
work on is grading the students work. I have been working with my mentor to try
different ways to check work, but we love to be able to give immediate responses to
their work to help them understand what they might have done wrong. I have
considered monitoring by walking around, and grading their work when they raise their
hand, but I need to work with a small group at the back table to help support their
learning, as they cannot do it on their own and complete the assignment. I was given the
option to have students grade, or to have an answer key on another table and when the
students are finished, they can go check their own work. I just worry about the students
not understanding their wrong answers, but more just copying the correct answers down
to get to so station sooner. I hope to get to try some new ideas and implement them.