Professional Documents
Culture Documents
Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Iseult Harvey
12/10
Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Rationale
Timeframe
PS 20 Brooklyn
1st Grade
Classroom Number
This lesson is useful to show that mathematical concepts and strategies that
apply to additions can also apply to subtractions, and to introduce the concept of
subtraction, with the idea that its result is always lower.
30-40 minutes
10-12 minutes: teacher modeling
8-10 minutes: students volunteers
10 minutes: independent work in groups of 2/ small group work with the teacher
5 minutes: share
Objective(s) of the
activity
Connections to
standards
Students will demonstrate that they can use linking cubes as a strategy to solve
subtractions within 10, and that they understand the concept of a subtraction as
having a result lower than the initial number.
Which NYS Early Learning, or Common Core Standards are addressed? Are there
other standards used?
CC.1.OA.1 Represent and solve problem involving addition and subtraction.
CC.1.OA.3 Apply properties of operations as strategies to add and subtract
CCSS.1.OA.D.8 Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers.
Language Objectives
Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)
Instruction/Mini Lesson
Activation of previous knowledge: Who can remind me what happens when we
add a number to another number? (expected answer: it is a higher number; we
find the sum; it is an addition) What is the name of it? Who thinks that they can
come solve this addition (writes on the board), using linking cubes?
Is it higher or lower? Right, when we add numbers, it is an addition and the result
is always higher. We know that!
Now I am wonderingwhat happens if I take a number from another number?
Hmm, lets see. Here is a problem where we take away (I narrate as I show the
illustration) there were 6 ladybugs on a leaf. 2 flied away. How many are left?
I am going to use linking cubes to solve this problem. So, I see that there are 6
ladybugs, so I will take 6 linking cubes.
Now I see that 2 fly away, so I am going to take 2 linking cubes away. Now how
many do I have left? I have 4 left. So I have less linking cubes than when I
started, and the answer is 4. I am going to write 4 here.
I wonder what this is called, what I just did. I know that when I add numbers, it is
an addition. Who knows what it is called when I take away? Raise your hand if
you know. (expected answer: subtraction)
I am going to do one more to show you again. (same with a different illustration)
Now, lets see if I can rest a little bit, I am tired from all these subtractions. Lets
do it together ok?
Can I get some volunteers to come and show to the class how they can solve a
subtraction using linking cubes? I am going to put an illustration on the board for
everyone to see, and someone can come and tell us what they see and how they
can solve it. (expected: a child comes, says: there were 9X. 4 go away. How
many are left? demonstrates with the linking cubes and writes the result. Repeat
with 4 children.
Great, now you are going to practice with your math partner. I am going to give
Pre-assessment
- questions about
additions
Assessment of Student
Assessment of
Learning
Childrens Language
- worksheets with the
Learning
answers will be used
- questions to the
to assess
whole class and
understanding of the
individual
concept
students
- higher level
- informal
worksheets will be
observations and
used to see which
share will be
students are
used to assess
progressing faster
language
- share and observation
of partner work will
be used to assess
Supporting children
with identified delays
or disabilities
- the examples used
in the illustrated
problems will be
carefully chosen for
their relevance to
all students
- illustrations are a
way to include all
students, even
those with reading/
comprehension
delays
- small group work
will help students
who self identified
that they needed
help or that the
teacher identified
as needing help
because their
understanding of
addition is fragile
understanding of the
strategy and the
language
- small group work to
assess these students
Supporting English Language Learners
- use of sheltered language
- repeated modeling
- Language Learners math partners will be
chosen carefully for their ability to translate/
show patiently
Follow up/Extension
activities
Any additional
information that would
be helpful for the
observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity