DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate Rylee Slesk Grade Level 2nd Title: Writing a Number Sentence
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
22 Students: 13 Girls and 9 boys
ELL Students and WIDA Level:
David: WIDA 4
Suri: WIDA 4
Jose: WIDA 3
Students with IEP:
Anthony-Speech
Austin-Speech
Savannah- SPED and Speech
Madeline-Speech
Advanced Student:
Jaxon-Advanced in all subjects
Behavioral Students:
Anthony most likely has ADD. His mom agrees that he does and has taken him to the doctor, but he has not been
medicated. He REALLY struggles to stay in his seat. He constantly has to be doing something. If he is at his desk, his
hands are playing with things in his desk, he has his legs on his desk, he will crawl under his desk etc. When he is at the
rug, he will roll around and lay down. Simply, he just cannot sit still.
Brock has an attitude most days. You need to be very careful when talking to him or about him in front of his classmates.
He shuts down really easily if something is taken the wrong way. He shuts down to the point where he wont listen and
will only do what he puts his mind to. Also, he has had problems getting along with his classmates. Whenever someone
claims that he did something to him or her, his attitude, is that it is never his problem.
Jaxon feels very entitled. He has to always be right and only does what he puts his mind to. He has a hard time sharing
with others or considering the feelings of others. Jaxon also always feels like he has to be talking. It can be very difficult
to keep him quiet.
Porter is usually pretty well behaved. He gets really frustrated, to the point that he breaks down, if he does not have
enough time to finish his work. Jaxon and Porter get in arguments often because they are best friends and seem to at
times compete. At times, he does not watch what he says and can be mouthy.
Classroom environment:

The classroom is very clean and organized. The desks are grouped in somewhat of a horseshoe right
now. This arrangement makes it easy to reach each student. There is a SMART board and a whiteboard
at the front of the classroom. The teacher has an Elmo at her desk. There is one horeshoe table at the
back of the classroom used for small group instruction. A rug is at the back of the classroom that is used
for students to gather at. There are computers in the classroom, but they are only used for Success
Maker.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Domain: Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
1-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.1
Content Walk-Away:
I will write number sentences to help me solve subtraction problems.
Language Walk-Away:
I will write number sentences to help me solve subtraction problems.
Vocabulary:

Subtract, Number sentence, Reasonable

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
I will observe students as they help me write a number sentence to solve subtraction
problems. I will observe them using the 4 steps to solve the subtraction problems. I
will assess their understanding throughout the lesson. I will assess their
understanding of the vocabulary words as they use them. I will assess throughout
centers to assure that they understand. If not, I will provide more scaffolding.
Content Walk-Away Evidence (Summative):
I will assess each students on my own part of the packet. I will assess that they have
successfully written the number sentences according to the subtraction problem. I
will also assess that they have successfully done their math correctly. I will assess that
they have used the right steps to get the correct answer. I will assess that they have
successfully written number sentences to solve two-digit subtraction problems.
Language Walk-Away Evidence (Summative):
I will assess each students on my own part of the packet. I will assess that they have
successfully written the number sentences according to the subtraction problem. I
will also assess that they have successfully done their math correctly. I will assess that
they have used the right steps to get the correct answer. I will assess that they have
successfully written number sentences to solve two-digit subtraction problems. I will
assess that students have used the words: Subtract, Number sentence, Reasonable
correctly.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ELL students:
-I will use a regrouping
poem, so they will have a
visual example.
-I will also show a chart with
the 4 steps to solving a
subtraction word problem.
-I will also post the
definitions of the vocabulary
words on the board, so they
can reflect back to them as
needed.
Students with IEP:
-I will show them visuals as
well and group them
according to their needs.
-Savannah will not be able to
read the story problems, so I
will help her during center
time when she is with me,
and I will have Claire help
her during On My Own
time.
Advanced Students:
-I will use an enriching
subtraction activity to
extend their thinking.
-They will also have the
opportunity to write their
own subtraction story
problems and then solve
them as well.
Behavioral Students:
-I will check on them
throughout the lesson and
give them positive
reinforcement when they
are well behaved.
-Anthony: I will make sure
to use proximity and use
positive reinforcement
while he is working hard
and following directions.
I will allow him to use his
squishy ball at his desk if
he is getting distracted and
needs to be doing
something. I will also have
him get out of his seat and

help me solve part of the

problem on the Smart
Board.
-Porter: I will make sure to
tell him he has plenty of
time to complete his work,
so he does not get frustrated
about finishing.
-Jaxon: I will make sure to
give him positive
reinforcement when he
works cooperatively and
stays on task. I will also set
a standard that students
must raise their hand
throughout the discussion.
-Brock: I will use positive
reinforcement and take
notice of who he plays
games with.
-I will make sure to involve
all behavioral students
throughout the discussion
and ask them questions to
engage them.


Approx.
Time
10-15
minutes

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Establish Rules.
I am so excited about our math lesson today. You have been learning different strategies to subtract two-digit
numbers. Lets review what it means to subtract. What do you think it means to subtract? SIOP 18
Subtracting is taking a number away from another number. (Post definition on board)
Model with students. Repeat what subtract means.
Okay lets practice regrouping. Go to slide 4. Okay Mrs. Wood has taught you how to subtract two-digit
numbers, so lets practice. Everyone get your math journal out, and write down number one. Number one
says, 46-18. Whisper tell me, do we start on the ones or tens side? Youre right, we start on the ones side.
Okay, lets look, its asking us to take 8 away from 6. Put 6 in your head, can we take 8 away from 6? (Model
with cubes) SIOP 12, 20 Can we do that? Youre right, we cannot take 8 away from 6. Okay, think about
what Mrs. Wood taught you to do. Remember, knock knock Mr. Tens, can I have 1?
Someone raise your hand and tell me what we should do. SIOP 18 Youre right, we need to regroup or
borrow from the tens. So, we cross out the 4, and since we are borrowing or regrouping, the 4 turns into a 3.
And we put a 1 in front of our 6. Whisper tell me, what does this 6 turn into? Yes it turns into 16. So now, we
can subtract, because we know we can take 8 away from 16. You all know 16 subtract eight is 8, because that
is a double. SIOP 8 Our answer is 8. Now, since we borrowed, we are left with 3 subtract 1, which equals 2.
Our answer is 28. Okay that should be review from when Mrs. Wood taught you.
Okay, now we have our answer, who remembers what Mrs. Wood taught us to do with our answer? SIOP 8
We check our answer! Why do you think we should check our answers? We want to make sure our answer is
reasonable. Can someone give an example of what reasonable mean? SIOP 15 For example, it would be
reasonable to bring an umbrella with you when it is raining. SIOP 7 In math, when we use the word
reasonable, it means that our answer makes sense. Reasonable means..(Repeat definition) SIOP 9 (Relate
to what I do)
Okay, what two numbers do we add together to check our answer? We add our answer and the smaller
number. So lets add 28 and 18. What is 8 plus 8? Think back to your doubles rap. SIOP 8. So we put our
six right here, and carry our 1. So what is 1+2? 3. And 3+1? Yes its 4. Wow, we got 48. Does our answer






























10-15
minutes

make sense or seem reasonable? Yes it does! We always need to check our answers; because now I
know I did my math correctly!
Okay I want you to do the second problem in your math journal, and as soon as your done put your head on
your desk and wait quietly. I will have someone come show us how they solved the problem on the
SmartBoard. SIOP 13, 16 (Allow for student to solve the 2nd question. Have a student come up
and solve the problem & check the answer).
Okay, we are going to use subtraction to solve word problems today. I have an objective or goal that each of
you will complete by the end of the day. I will read it then you will read it with me. (I will write number
sentences to help me solve subtraction problems.) SIOP 1,2,3
Formative assessment:
I will observe students to assess their listening. I will observe students as they solve the 2nd question on their
own. I will assess their background knowledge on subtracting two-digit problems by regrouping. I will also
assess that they checked their answer. I will provide feedback as necessary.
Learning Goal
Success Criteria
Assessment Strategy
Students will have identified their Students will have successfully
Students will show their
objective. They will learn and
answered question 1-2 by
knowledge of their vocabulary
practice their vocabulary words:
subtracting two-digit numbers
words by discussing and using
Subtraction and Reasonable. through regrouping. They will
them. They will have used their
They will review how to subtract
have understood their vocabulary math journal to solve questions 1two-digit numbers by regrouping. words.
2.

Modification/accommodations: (ELL, IEP, GATE, etc.)

I will post the objective and definitions for our vocabulary words on the board, so they can see them. I will
make sure to check on Madeline and Bronson, because they have been struggling with regrouping. I will use
the cubes to model for students, so they have a visual.
Focus Lesson (I do it)
Today, we will learn how to solve a subtraction problem by writing a number sentence. A number sentence
is a sentence that uses math symbols and numbers. SIOP 9 (Post definition on board) Give example &
pull up math symbols picture. SIOP 12 *Show them number sentence Okay, let me show you how
we are going to solve a problem by writing a number sentence. There are 4 steps in doing this. (Show chart)
(I will solve the first problem on their packet, but I want them to follow along.) SIOP 4
Lets go through these steps together
STEP 1: Our first step is understand. Guess what? You all already know how to do step one! Step one,
understand, means to underline what we know and circle what we need to find. Lets make some actions to
remember underlining what we know and circling what we need to know. Remember when Mrs. Wood had
you do this while reading addition story problems? SIOP 7, 12 Let me read this story problem to you, and
show you how to do step one. It says, (Read story problem). Did you see how I did step one? I underlined
what I knew and circled what I need to find out. (Actions for underlining and circling)
STEP 2: Our second step is, Plan. I want you to think for a moment, do any of you play sports. Before a
game, does your coach help you think of a plan to win the game? (Have students share their experiences)
Well just like in sports, we make a plan to win a game, in math we need to make a plan before we solve the
problem. Why do you think it is important that we have a plan for solving a word problem? A plan makes it
mores likely that we will get the correct answer. SIOP 7 Now I have to think, hmm how I am going to solve
this problem? Well, we are going to use the same strategy to solve all problems today. We will solve our
problem by writing a number sentence. So our plan is to solve this problem by writing a number sentence.
STEP 3: Our third step is, Solve.
We will solve this by writing our number sentence. A number sentence looks like this. I know that I started
with 24 bees, so this number comes first. Then I know 15 bees flew away, so this number comes second. One
way I can always know I wrote my numbers in the right order is because when you are subtracting the biggest
number always comes first. What tells us in this problem, that we are subtracting? And I know I am
subtracting, because the problem says, 15 bees flew away. If the bees flew away, I need to take 15 away from
24. So did I write it the right way? Hey, remember this is called a number sentence? I know this, because
a number sentence uses symbols and numbers.
Okay, now I would think to myself, hmm. I know an easier way I can subtract this. I should stack my
numbers, or write them vertically. Today we need to make sure we always stack our numbers, so we can make
sure to get the right answer. So we will stack our numbers like this, (show them how). Now I can solve my
problem! Okay, I know I start in the ones place always. Lets take a look at our top number, put 4 in your
head. Hmm can I take 5 away from 4? No I cant, so I need to knock knock Mr. Ten, can I have one? So, I
will change this 2 to a 1. Then I will put one by my 4; which makes it 14. Okay now I can take 5 away from 14.























10-15
minutes

14 subtract 5= 9. Now, lets go to our tens. Well that is easy, 1 subtract 1 equals 0. So, my answer is 9. That is
step 3, solve.
STEP 4: Now, our last step, step 4, is one of our most important. It is check. (Real-life example, tying
shoes)We need to check our answer, just like Mrs. Wood taught us to. So we add our smaller number and
our answer. Let me try. 15+9 equals 24. We did it right! My answer is reasonable, or makes sense.
That is how we solve a problem by writing a number sentence.
(Review steps to solving a problem)
SIOP 10, 11, 14, 18
Formative Assessment:
Learning Goal
Students will understand how to
write a number sentence to solve
a problem, because I will scaffold
and show them the 4 steps to do
this.

Success Criteria
Students will successfully know
how to use the 4 steps to solve a
problem, by writing a number
sentence.

Assessment Strategy
Students will follow along as I
scaffold how to write a number
sentence and using 4 steps to
solve the problem.

Modification/accommodations:
I will use a poster with the steps on it, so students can relate back to it. I will scaffold to help those who are
still struggling with basic skills.
Guided Instruction (We do it)
Okay, lets try one together. Everyone turn your packet to where it says, Practice the Strategy. Lets solve
the problem by writing a number sentence.
Okay who can help me with step one, understand. Remember, we are going to underline what we know
and circle what we need to find out. (Have someone come up and help me) Okay perfect, we did step
one understand by underlining what we know and circling what we need to find out. We know there were 84
children at summer camp and 29 children left early. What key word tells us we are going to be subtracting?
(Left) And we know we need to find our how many children are still at summer camp. To be able to do this,
we have to subtract!
Okay lets do step 2, Plan. Okay lets make our plan. How will we solve the problem? Yes by writing a
number sentence.
Okay, lets do step 3, Solve I want you to all write your number sentence and I will come around and check.
(have someone come write it on the board) Remember it looks different from when we stack our
numbers. What number comes first? The larger one. Then are we subtracting or adding? And what number
comes next? Yes, because it is smaller. Okay, remember we need to stack or write our subtraction sentence
vertically, to make it easier to solve. Everyone write their subtraction sentence vertically and solve our
subtraction problem. (have someone come up and write the sentence vertically.) Everyone stack
your subtraction sentence on your paper. Use what you know about subtraction and solve the problem. Dont
forget, you may need to regroup. (go around and check as students solve their problem.) (have someone
come up and solve the problem)
Now, lets do our last step, Checking. I want each of you to check your answer by adding. Once youre done,
put your finger on your nose and I will have someone come up and help me check our answer. (have someone
come up and check our answer.) Is our answer reasonable?
SIOP 13, 14,15,18,25,26,30
Formative Assessment:
I will use formative assessment as I go around and check students as they solve the problem and as students
help me solve the subtraction problem in front of the class. I will answer questions or correct any
misconceptions.
Learning Goal
Success Criteria
Assessment Strategy
Students will use the 4 steps to
Students will have successfully
We will work as a class to solve
solve the problem. They will have used the 4 steps to solve a
the problem. Students will be
written a number sentence and
problem. They will practice
engaged in using the 4 steps to
checked their answer. Students
writing a number sentence and
solve the problem.
will work individually and as a
will have checked their answer.
class to solve the problem.

Modification/accommodations:
I will have students who need to, use their number line to help them with the subtraction. I will refer to our
4-step chart, so students have a visual.











25- 30
minutes

Collaborative/Cooperative (You do it together)

Okay before we separate into centers, lets talk about what I expect.
Center expectations
**Explain extra activity for those who finish early.
(Students will rotate through centers every 10 minutes)
Center 1: (Orange group): Students work with me: I will work with my lower students to complete part of
their on my own part of the packet. I will work with them on problems 1-2 and 7. I will help them by
scaffolding and giving them more small group help. (I will provide a regrouping poem with steps and
pictures to help them if they struggle with regrouping) SIOP 5
Center 2: (Red group: My beyond students will start on the on my own part of their packet. They will
complete what they can before they meet with me in small groups. (They will have an extension activity to
work on if they complete the on my own part of their packet early.)
Center 3: (Blue group): My on-level students will play math games.
ROTATE
Orange group will rotate to Center 2: They will finish the on my own part of their packet
independently. (They will be able to use their number line to help them subtract)
Red group will rotate to Center 3: They will rotate to math games.
Blue group will rotate to Center 1: I will help them complete part of their own my own packet. I will
help them by scaffolding and giving them more small group help. (They will also have the regrouping poem
with steps and pictures to help them if they struggle with regrouping.)
ROTATE
Orange group will rotate to Center 3: They will rotate to math games.
Red group will rotate to Center 2: I will go through and reteach anything they struggled with in their on
my own part of the packet. Then they will work on the enrich worksheet.
Blue group will rotate to center 1: They will complete the on my own part of their packet.
SIOP 5,13,16,17,21, 22,25,29,30
(Use subtraction poem/poster during my low and on-level groups to help remind them when they need to
regroup or borrow.) SIOP 4
Formative Assessment:
I will assess students ability to solve a subtraction problem by writing a number sentence. I will do this by
working with the students in small groups and by answering any questions and providing feedback.
Learning Goal
Success Criteria
Assessment Strategy
Students will write number
Students will have successfully
Lower/on-level students will
sentences to solve subtraction
completed the on my own part of complete the on my own part of
problems.
their packet. They will show their
their packet through working
understanding of writing a
with me and discussing with their
number sentence to help them
peers.
solve a subtraction problem.
All students will have learned
Beyond students will have also
how to successfully solve a
completed an enriched
subtraction problem by writing a
subtraction activity.
number sentence by completing
All students will show their
their on my own part of the
understanding of writing a
packet.
number sentence to help them
solve a subtraction problem.
Modification/accommodations:
I will allow my orange and blue group to use cubes or a whiteboard if they need to, to solve the problems. I
will also them to use their number line. (I will have Claire help Savannah read the story problems) SIOP 10,
20
My red, beyond group, will complete an enriched subtraction activity while they meet with me. They will have
to practice writing number sentences without the diagram, or fill in circles, as well.
SIOP 5,6
Independent (You do it alone)
Students will have completed the on my own part of their packet. They will complete questions 1-7 by
writing a number sentence to solve each problem. (They will have done this in their centers)
Summative Assessment:
I will asses students on my own part of their packet. I will assess that they have used number sentences to
solve the subtraction problems.












5
minutes

Modification/accommodations:
Lower/on-level students will be able to use cubes, number line, or whiteboard if needed. They will have more
small-group time to work with me to complete part of their on my own part of the packet. Beyond students
will have to answer more complex questions that will enrich their thinking. They will have to write number
sentences to solve more complex problems. SIOP 15
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
(Come back to seats)
Okay boys and girls. Lets look at our answers, check and make sure you got the right answers. (Go through
answers) Today we solved math problems by subtracting. What is subtracting? Yes, subtracting means to
take away a number from another number. SIOP 27 Today we learned how to solve subtraction problems by
writing a number sentence. Whisper tell your partner, what is a number sentence. SIOP 27 Great job.
Whisper tell me, what does reasonable me? Lets review our 4 steps to solving a subtraction story problem.
1-understand 2-plan 3-solve 4-check. Why is it always important to check our answer? Yes, we want to make
sure we did the math right! SIOP 28, 29 Lets read our objective again. I will write a number sentence to
solve subtraction problems. Now we know how we can solve a subtraction story problem by writing a
number sentence. SIOP 23, 24

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
-Post number sentence & picture example on board
-Have regrouping poem ready
-4-step poster
-Enriched activity & Extra activity

1 hour

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
Overall, I can use the assessment data from this lesson to reflect and evaluate the outcomes of learning. Students postassessment has represented that the students met the objective. Their assessment shows that they understand how to
write a number sentence to solve subtraction problems. While planning this lesson I strove to focus on effectively
implementing math centers into my lesson. I would like to continue to implement this into my future lessons. As I reflect
on my lesson, I feel like I need to be more effective in whole-group assessment. I will implement more whole-group
assessment strategies in my future lessons. I also want to use more strategies that help students become active during
math. I want to practice different ways to get them out of their seats, and become engaged in math.