Subject/Grade: Math, Grade 4/5Lesson/Date: Word Problems with Subtraction Time:
Stage 1: Desired Results
Lesson Students will use and learn personal strategies that will aid them to have a better understanding
Overview: in solving word problems with subtraction. In this lesson, the teacher will teach students how
to solve word problems involving with subtraction and learn a new strategy that could aid
them. At the end of the lesson, students will apply their understandings through answering
questions and answering the worksheets that is provided.
GLOs: Students will develop number sense through word problems
SLOs: Students will show an understanding of subtraction of numbers with answers to 10 000 by
(limited to 3- and 4-digit numerals):
Using personal strategies for subtracting.
Estimating differences
Solving problems that involves subtraction
Lesson Students will:
Objectives Recall using personal strategies for subtracting
Demonstrate an understanding of how to solve word problems involving subtraction
Apply their understanding of how to solve word problems involving subtractions
Stage 2: Assessment Evidence
Assessment Students answering my questions while doing the presentation will allow me to assess
their understanding
The provided worksheet given to students will allow me to assess their understanding
of solving word problems and subtraction
Stage 3: Learning Experience
Prior to PowerPoint Resources: Program of Studies
Lesson: presentation http://funin4b.blogspot.com/2012/09/subtraction-
Worksheets poem-freebie.html
Whiteboard
markers
Time: Content/Description Differentiation/
Assessments:
Introduction:
Review of Previous Concepts/New Learning:
o I will do the handclap pattern that my TA does to Pre-assessment (FA)
allow students to settle down and give me their
attention.
o I will explain to students that we will be working
on solving word problems with subtraction. At the
end of the lesson, students will have a better
understanding of solving word problems involving
with subtraction.
o Ask students what personal strategies/math tools
they use that would help them subtract. For
example, drawing, number line, and using their
fingers.
Transition: Start presenting the PowerPoint created for the
class
Body:
Subject/Grade: Math, Grade 4/5Lesson/Date: Word Problems with Subtraction Time:
Learning Activity 1: Going over a word problem as a
After students have given me their different personal whole class will allow for
strategies/math tools that they use when they subtract. I differentiation, because it will
will tell them that I will provide with another strategy show students how to do the
that they can use to aid them, which is START- proper steps in solving a word
TAKING-LEFT. problem and that we can all learn
I will explain the meaning behind START-TAKING- together.
LEFT and make them chant it so that they can
remember it better. Providing them with the
Then we would go over one example of a word Subtraction Borrowing Poem
problem. allows for differentiation, because
I would start using the START-TAKING-LEFT some students use this strategy to
method and writing it on the board aid them.
Write down the important numbers by asking the
students.
Then answer the question by asking students.
While we are going over the question, I would provide
another strategy that could aid the students with
subtracting, which is the Subtraction Borrowing Poem
Then repeat the same process with example 2, but more
emphasis on writing down the important numbers.
When presentation has ended, make them chant
START-TAKING-LEFT again, then ask them what
each word means.
Transition: Start getting the worksheets ready
Learning Activity 2: Providing different levels of
After presentation, I will provide students worksheets worksheet allows for
that I have created to assess their understanding. differentiation, because not every
Explain to them that there are 3 types of worksheets, student is all on the same skill
which is worksheet number 1,2, and 3. level and by providing them with
Tell them that the higher the number the more different worksheets it will allow
challenging it is them to find a worksheet that is
They have 3 choices to choose from or challenge them more suitable for their level.
by making them answer all 3.
Tell them that if they need help, they can ask Mr. Providing them help will also
Zentner and I allow for differentiation, because
Tell them that they must hand it in at the back table some students need that push or
when they are done guidance from the teachers.
Give them options that they can do when they finish
Giving students different options
early, such as Math coloring sheets that Mr. Zentner
on what to do after finishing
has been using or they can be leaders and help out with
allows for differentiation, because
other students.
some students will finish early
compared to others and by
providing them with Math
coloring sheets it will allow them
not to get bored and it’ll give
them something to do.
Transition: Remind students that they have 5 minutes left to
finish up their worksheet
Subject/Grade: Math, Grade 4/5Lesson/Date: Word Problems with Subtraction Time:
Consolidation:
Review of Key Concepts/Point to Next Class:
I will ask students what strategy we learned in today’s
class that will aid them with word problems involving
subtraction
Remind them to make sure they write their name and
hand in their sheets at the back of the table or to me.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
The students responded well with the lesson! Students were engaged, taking notes, and were doing the
worksheets, while other students were being leaders helping others who needed help. Students
followed the expectations well and one student suggested a very good expectation, which was not
yelling out the answer.
2. Specific strengths of the lesson plan and delivery:
Writing down expectations helped a lot with the students
Voice level was loud and clear
Students getting engaged in chanting START-TAKING-LEFT
Having options for students to do once they finish early
3. Specific weaknesses in the lesson plan and delivery:
Make sure to check on every student if they are taking notes or doing the worksheets.
Make sure to lower my voice and noy have a loud voice all the time or else I will lose my voice in the
long run.
4. What must be addressed to improve this plan?
Making sure to walk around and reminding students to take notes and tell them to ensure they are
doing the worksheets.
Be loud when I need to grab students’ attention, then lower voice when explaining.
5. How I have grown from this teaching experience:
I have grown in this experience knowing that writing down expectations works really well in the
classroom. I have also grown in making sure to check on every student ensuring that they are taking
notes and are following along.
