The Actions of Subtraction Lesson Three
Content/Subject: Math/Subtraction Lesson Title: Comparing Using Pictures Name: Nicole Denny
EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN
Standards CCSS CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.1
Integration:
Apply Vocal and Instrumental Skills
2.1 Sing with accuracy in a developmentally appropriate range.
2.2 Sing age-appropriate songs from memory.
Objective/Target and I can - Students being able understand the concept of subtraction by comparing
statements – written in - Using pictures to compare
student friendly language
I can…
- Subtract by comparing pictures
Lesson Management: Focus Give Me Five: To get students attention I will raise my hand and say “Give me five”.
and Organization In return students will raise their hands.
Hands and Eyes: To make sure students are sitting properly and keeping their hands
to themselves I will say, “Hands and eyes”. In return students will refocus and repeat,
“hands and eyes”.
Scoreboard: I will keep a scoreboard tally of frowny faces and smiley faces that will
be rewarded or taken away from the class for exceptional or unacceptable behavior.
-I will signal students who are not on task with a look, a touch, or a by saying “no
thank you” or “not right now” as a warning.
Clip Chart: If students are continuously misbehaving or directly defying the
classroom rules they will be quietly asked to move their clip down on the clip chart.
Class Dojo: I will award dojo points to students who are doing exceptional work
during the lesson.
Brain Breaks: Small stretches or GoNoodle if needed to refocus.
Introduction: Creating - Use candy to show a compare to subtract problem
excitement and focus for the - Have students turn and talk about several questions
lesson target
“What is the difference between the candy that I have and the candy Ms.
Schultz has?”
“What does difference mean?”
“What would a equation/number sentence look like for a problem like this?”
- Pull sticks for students answers
- Have students show silent signals for the answer
- Give candy away for correct answers
- Have student volunteer write a possible equation on the bard
Students did really well with the concrete example. They enjoyed having a discussion
about candy. I found that they still didn’t understand what the word “difference”
meant. Not having the vocabulary made it harder for them to discuss their answers.
Input: Setting up the Lesson Part 1: Setting Expectations and Starting Lesson
for Student Success
TTW:
-Play counting to 100’s song to transition from calender time
-Introduce concept using candy problem
-Have students open their books to page 93
-Explain listen and draw problem
-Play listen and drawing problem while students draw
-Show model and draw problem
-Discuss vocabulary (compare, fewer, more)
-Add to anchor chart
● What are you trying to find out in the first problem? The second problem?
● How is finding fewer like finding more?
● How do you know your answer is correct?
Personally I struggled finding words to describe what the book meant by asking for
fewer and more when the answers were the same. Later I asked Crystal to help clarify
because I was not confident in the description I had given them.
TSW:
-Answer questions
-Listen to directions
-Follow guided practice
TTW:
-Do problem 1 and 2 with students
-Ask students to do 3 and 4 on their own
Students did well on these problems, however I worry that they do not understand
why they are doing what they are doing and how they are getting the answers.
-Monitor, ask, and answer questions as needed
-If students finish early challenge them with trying 5 after reading the problem for
them
-Work through problem 6 and 7 together
-Have students try 8 on their own
Task Analysis
-There will be scaffolding throughout the lesson. There will be gradual release as I
model a few problems, we do a few together as a class, and they do some on their
own.
-The lesson will be mostly whole group and then students will work individually for
the final few problems
Higher Level Thinking/ Webb’s Depth of Knowledge
Apply: Students will apply what they see in the pictures to write the numbers in the
equation following the pictures.
Understanding: Students must understand the new vocabulary terms such as fewer
and more to know what the problem asks them to do.
Students struggled with the terms fewer and more meant so they did not understand
what the questions asked of them.
Accommodations
-For students that are having difficulty students will raise their hand and I will come
work independently with them
-Students who move quickly through the assigned problems or scored higher on their
pretest will be given additional challenge problems
Methods, Materials, and Integrated Technology
Engagement Strategies: Turn and talk, hand raising for activities, silent signals,
drawing popsicle sticks, positive and specific reinforcement
Instructional techniques: Turn and talk, question and answer, silent signals
Materials & Technology:
-Document camera
-Computer with speakers
-Projector
-Class name popsicle sticks
-Workbooks
Modeling: “I DO” SHOW/TELL:
-Show them guided practice questions and model each problem on the document
camera
-Answer/ask questions as needed
Checking for --Ask students how they know
Understanding:
-Turn and talk with a partner
-Pulling popsicle sticks at random to see who has an answer - using silent signals to
see who got a similar answer
-Pencil in the air if they are ready to move on
Guided Practice: “WE DO” -Go through questions together modeling thinking out loud
-Ask students what answers they got and how they knew that was the answer
Collaborative (“YOU DO -Have students complete independent practice on their own
TOGETHER”) and/or
During this independent walk around and assist students at this time. Monitor
Independent Practice
progress and note techniques that are used to solve problems
(“YOU DO”)
Closure --Revisit ‘I Can’ statement
-Discuss how what they learned today is important and how it will be used in future
lessons
- “remember this in your bubblegum brain, it is super important!”
Assessment -Observe students using/drawing pictures to compare
-Check independent practice in books before students can get ready for snack
Reflection: for every lesson - -How do I know the objective(s)/ target(s) was met?
questions to ask yourself after
I reviewed the objective with the students and discussed how what we were doing in
the lesson
our work was the same as the objective.
-How did the students show that they were engaged?
The students showed they were engaged by giving me a thumbs up or pencil in the air
when they were done with a specific job. Also by turning and talking with a partner
about questions that were asked or answers they got. Also by raising their hand to
participate to answer/ask questions.
-How did the students perform/respond?
The students had trouble focusing and I think it was because they didn’t understand
some of the things that were being asked. I think the biggest issue was the vocabulary.
I don’t think I did the best job explaining the terms and therefore the students were
unsure of what the questions were asking of them. On individual practice the majority
of students got the right answers, but I don’t think they understood the subtraction
behind it. Or that they were saying there were fewer or more of one thing or the other.
They just could see that there were three dogs without dog bowls so the answer was
three. Drawing line to match up pictures while comparing was a very effective
strategy that seemed to work for the students though.
-What aspect of the lesson was challenging for the students?
Understand the vocabulary in the lesson and what their answers implied was the most
challenging part for students to understand.
-Were there any surprises?
I was surprised by my lack of confidence because I had gone over the lesson in my
head a lot and it made sense until I tried to say it aloud to students.
What would I do if I taught the lesson again?
I plan on reteaching this lesson and I pan to give more concrete examples using the
vocabulary. I plan on trying to use this vocabulary during other times of the day such
as morning work and calendar to make them more familiar with it. I plan on doing
repetitive practice of very similar problems modeling, together, and then they can try
on their own. I plan on asking more questions about how they find their answers and
why they make sense (whole group and individually).
