UNT Lesson Plan Template
Pre-service Teacher: Ashlei Grade(s):Kindergarten School/Mentor Teacher (if applicable):Jennifer
Furlanetto Thomas
Subject area(s): Unit Topic/Theme: Lesson Title: Subtraction Smash
Math Subtraction
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
§111.2. Kindergarten §74.4. English Language I. Numeric Reasoning A. Number representation 1.
Proficiency Standards. Compare real numbers.
(b) Knowledge and skills
(2) Cross-curricular
(3) Number and operations. second language
The student applies acquisition/listening.
mathematical process The ELL listens to a
standards to develop an variety of speakers
understanding of addition and including teachers,
subtraction situations in order peers, and electronic
to solve problems. The student media to gain an
is expected to: increasing level of
(A) model the action of comprehension of newly
joining to represent addition acquired language in all
and the action of separating to content areas. ELLs may
represent subtraction; be at the beginning,
(C) explain the strategies intermediate, advanced,
used to solve problems or advanced high stage
involving of English language
adding and subtracting acquisition in listening.
within 10 using spoken In order for the ELL to
words, concrete and pictorial meet grade-level
models, and number learning expectations
sentences. across the foundation
and enrichment
curriculum, all
instruction delivered in
English must be
linguistically
accommodated
(communicated,
sequenced, and
scaffolded)
commensurate with the
student's level of English
language proficiency.
The student is expected
to: (D) monitor
understanding of spoken
language during
classroom instruction
and interactions and seek
clarification as needed;
Lesson Objective(s)/Performance Outcomes
Student will demonstrate an understanding of decomposing numbers within 10 using spoken words, concrete
and pictorial models, and number sentences.
Student will use visuals and support to write and complete number sentences with correct signs.
Assessment
Formative- Completed writing of number sentences in math notebook
Materials and Resources
Subtraction Song( https://www.youtube.com/watch?v=7oiLU3jQH-E)
Chart paper
Subtraction smash game worksheet(presented below)(several copies with different numbers for
differentiation)
“The Action of Subtraction” By: Brian Cleary
(“I Can Subtract!” Book students completed if needed for reference)
Play dough for each student(in plastic bag)
Students Math Notebook
Management of the Instructional Environment
During the reading, and song the students will be seated on the half circle carpet.
During the explanation of game, students will be seated on the on the circle carpet in the back of the room.
Students will go back to their seats to work on subtraction smash and complete their number sentences.
Technology Integration
YouTube used for Subtraction Song, presented on SmartBoard.
Diversity and Equity (Accommodations, Modifications, Adaptations)
Visuals will be provided and modeled using the smart board and
Students will be provided with support as needed during activity.
Students will be provided with different numbers on their worksheet depending on math level.
Activities/Procedures
1. Teacher will introduce lesson by reading “The Action of Subtraction,” Teacher will guide understanding
about subtraction concepts presented in the book. Teacher will present examples on chart paper
having the students help solve some of the problems from the book.
2. Teacher will tell students that before they learn a new math game they will review their subtraction
sign song. (https://www.youtube.com/watch?v=7oiLU3jQH-E)
3. Teacher will call on students to recap the signs just presented in the song for review.
4. Teacher will gather students around the circle carpet in the back of the room and teach how to play
Subtraction Smash.
5. Students will learn to spin using their pencil, create balls of dough to represent the first number and
then spin again to find the second number. The students will learn to smash the balls of dough that
represent the second number.
6. Teacher will show how to create a number sentence with ”First number minus second number equals
our answer.” Teacher will model how to write their number sentence in their math notebook.
7. The teacher will call on a couple students to practice the game until all students seem to understand.
8. The students will go back to their seats and teacher will have students pass out play dough and Smash
sheets.
9. Teacher will assist students with activity check math notebooks for understanding.
10. The teacher will choose students(time permitting) to share their number sentences.
Reflections and Documentation/Evidence of Lesson Effectiveness
This lesson turned out to be even more engaging than I thought possible. Students were so excited that play
dough could be used for math. Because of the bulk of the time spent explain the game, when the students
went back to their desk to play it, very little struggled with understanding the process. I found myself not even
repeating myself as much as usual. A couple of the higher students finished faster than others. I had them
either make more number sentences or practice making large numbers using their play dough. After they all
had 5 number sentences they were able to have 10 minutes of free play with the play dough. During the
lesson I walked around and glanced at every ones math journal and checked for understanding. Before
correcting students I would give the whole class reminders of what was expected and how to do it, before
correcting and helping single students. I would reteach this lesson for students that did not master it by
implementing math stations that were individualized for the different levels of learners in the classroom.
