Teacher Education Lesson Plan Template

Teacher Candidate Tracie Coyne School Long Cane Primary Date 2/6/2017

Subject/Grade Level Mathematics / First Grade Start and End Time of Lesson 11:00 11:30

Description of Lesson: Students will subtract groups of ten using base ten blocks.

Lesson Title or Essential Question: Subtracting Groups of 10

Curriculum Standards Addressed:

SC Curriculum Standard(s): 1.NSBT.6 Subtract a multiple of 10 from a larger multiple of 10, both in
the range 10 to 90, using concrete models, drawings, and strategies based on place value.

SC Academic Indicator(s):

Indicate how at least one the following are incorporated into the lesson:
Fine or Performing Arts:
Standard 6: The students will make connections between the visual arts and other arts disciplines, other
content areas, and the world.
VA1-6.1 Identify similarities and connections between the visual arts and other subjects in the school
curriculum.

Accommodations required in this class:

There are no students with IEPs or 504 Plans in this class.

Instructional Objective(s) Criteria: Assessment(s) of the

After reviewing base ten blocks, skip counting and
subtracting, and working practice problems with the
teacher, students will be able to subtract 10 from
multiples of 10 ranging between 10 and 90 with 100%
accuracy.
Objectives:
Before: Students will verbally
review base ten blocks by naming
and stating what they equal, skip
count by ten from 10 to 90 and will
subtract groups of 10 going from 90
to 10.

During: Students will work as a

class subtracting groups of 10 on
the guided practice portion of the
leaflet.

After: Students will work

independently or in groups of 2 to
complete the independent practice
portion of the leaflet.

Materials/Resources:
Base Ten Blocks
Math Leaflets

Revised 10.3.16
 Handout for early finishers
Elmo
Smartboard for Mental Math and Brainpopjr.com video Adding and Subtracting Tens
Student slates, markers, and erasers
Pencils
Erasers

Procedures Differentiation
Students will be instructed to take out their slates,
markers, and erasers for Mental Math. Mental
Math is used as a review of previously learned
skills as well as exposure to skills students have
not formally learned. The teacher will read each
question and will allow students to write their
responses on their slates.
The teacher will set the purpose for learning: You
have learned how to use tens rods to help you add
multiples of 10. Today, youll learn how to
subtract multiples of 10 using tens rods. However, verbal and visual
o If we are working with longs today what directions will be given as well as the
numbers will we be working with? teacher walking around to keep
Students will be asked to identify base ten blocks. students focused on task.
o What is this? (shows class unit, long and
flat) Students will be given manipulatives
o How much is a unit/long/flat worth? to use and allowing them to restate
o If a unit equals 1 how many units make up information in their own words.
a long/ flat?
o If a long equals 10 how many longs make
up a flat?
Students will skip count by ten from 10 to 90.
Students will then subtract groups of ten going
from 90 to 10.
Students will watch a Brainpopjr.com video
Adding and Subtracting Tens.
o The adding tens portion of the video will
allow students to review previously learned
knowledge
o The subtracting tens portion will be used to
allow students to build on previously
learned knowledge (for example if the
students know 9-1=8, then they will
understand 90-10= 80)

The teacher will say Please dont wait, write your

name and date. After handing out the leaflet.
The teacher will use the Elmo to work through first
and second page of leaflet with the students
(pictured below)
The teacher will use popsicle sticks to call names
to answer the problems.
Revised 10.3.16
 The teacher will use base ten blocks to work
through the problems:
Problems on the first page:
o 9 tens 1 ten = 8 tens
90 10 = 80
o 8 tens 4 tens = 4 tens
80 40 = 40
o 7 tens 5 tens = 2 tens
70 50 = 20
o 6 tens 6 tens = 0
60 60 = 0
For the students who finish early, they will
Students will complete the next page of the leaflet use crayons to write/illustrate a story to
independently or in groups of 2 with the use of correspond with the problems on the 3rd
manipulatives. page of the leaflet. (handout attached at the
If time permits, students will complete the bottom)
problem solving section with the teacher (last page
of the leaflets)
At the end of the lesson the teacher will take up the
sheets for grading.

References:
Leaflets were provided by Ms. Donaldson.
Cooperating teacher revision

Revised 10.3.16
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Revised 10.3.16
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Illustrate a story that uses the numbers from Name: ___________________
math problems 4, 5 and 6 of your leaflet.
4.)

5.)

6.)

Date: _______________

Revised 10.3.16