UH COE Lesson Plan Template (Direct Instruction)

Note: Suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

Name of Teacher Candidate Yesenia Alberto

Lesson Overview
Grade Level 1st
Estimated Time Needed One 45 minute class period
The students will be using farm mats and manipulatives in order to solve
Lesson Description subtraction word problems using number bonds.

Number and operations. The student applies mathematical process

standards to develop and use strategies for whole number addition and
subtraction computations in order to solve problems. The student is
expected to:
Content Area Standards
1.3B Use objects and pictorial models to solve word problems involving
joining, separating, and comparing sets within 20 and unknowns as any
one of the terms in the problem such as 2+4=[ ]; 3+[ ]=7; and 5=[ ]-3.
Technology Standards N/A
TSW use objects and pictorial models to solve word problems involving
separating sets within 20 and unknowns.
Objectives
- Subtraction word problems
- Finding result unknown

Resources/Materials/Tools
Terms/Vocabulary subtraction, subtract, difference, unknown, equals, number bond, whole
Technology Resources Computers for dreambox.
Farm Mat: to practice visualizing the action of the word problem
Counters: to help students work out the math problem and represent the
items in word problems.
Other Resources Part-part-whole charts: to help students understand the relationships
between a number and the parts that combine it.
Independent practice activity: To see if students understand how to
solve subtraction word problems independently.

Lesson Procedures
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on Describe how each stage of
Cite specifically what
task noted in parentheses for each the lesson will be managed,
resources for this activity
step. In other words, completely including role of teacher and
will be used, and describe
This template is built on describe the flow of the lesson-the learners (who is doing what
in detail how they will be
content to be presented, and the at each point), location
the traditional “Madeline strategies to be used. Include actual (e.g., classroom, computer
used.
Hunter” lesson structure. Note who will be using the
words you will use and questions lab, outside), and any
tool and in what ways. Note
you will ask students. Consider items special considerations, such
any safety considerations
such as: parts of the lesson that as for differentiated
needed.
might be difficult, and how you will instruction.
know whether you can go on; how to
ensure that students completely
UH COE Lesson Plan Template (Direct Instruction)
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
TW present students with a
bag and say “For today’s
warm up we are going to do a
little challenge”
“If I said I had 13 marbles in
this bag how many marbles
would be left if I gave each of
you one?

“Remember you have to think

Teacher will be
of how many students are in
holding bag to hook
the class and how many
the students.
marbles are in the bag”
Teacher and all
Focus/Anticipatory Set
students will be at the Students will each
(motivational hook) In order to check if students
carpet. then be holding a
are right teacher will pass out
marble. *Students
a marble to each student and
maybe playing with
they will count how many
the toys*
marbles are left in the bag.

TW will transition and

students will split up and start
split math. Some students will
be with TC in a small group
working on word problems
and the rest will be in
stations.

TW begin lesson by reviewing

with students about what they
learned in the past week. She
will inform the students that
they will still be working with
word problems and result Teacher will be at the
Teacher will be using
unknown except this time carpet with first small
Content-input the farm mat,
they will be working with group.
(Could include content counters and number
subtraction problems.
outline, presentation, bond chart to
Other students will be
questioning, modeling, demonstrate how to
TW review some vocabulary either at math stations
examples) solve subtraction
of what subtraction is and or on dream box
word problems.
what makes a subtraction (computers).
problem. She will ask
students what subtraction
means (to take away) and
what sign they use in a
subtraction problem.
UH COE Lesson Plan Template (Direct Instruction)

TW then demonstrate how to

solve about two-word
problems using the farm mat
and a number bond. She will
explain to the students that
number bonds may be tricky
when it comes to subtraction
because the part parts are
not being added to create the
whole.

The teacher will use the farm

mat to demonstrate how
many of something the word
problem starts with, using
counters and then how many
would be left if some were
taken away. (The word
problems will focus on farm
animals.)

Finally, the teacher will use

the number bond to help the
students understand the
numbers and how they can in
a way create a number
sentence.
TW work one or two problems
out with the students. She will
ask the students to help her
solve some word problems
out by asking questions like…
How many animals should be
in the farm?
How many should be taken
Teacher and
out or taken away?
Guided Practice students will be
And how many or left? Teacher will be at the
(identify students who using her farm mat,
TC will be using the farm mat carpet with small
failed to master lesson counters and number
and the number bond while group.
objectives.) bound chart to solve
solving these problems.
the problem.
Students will have their own
mats to work out with the
teacher and be able to solve
the problems together.

Other questions:
How did we know we had to
take away?
UH COE Lesson Plan Template (Direct Instruction)
How did we know we had to
start with __ animals?
TW have the students work
Students will have
number problems out on their
their work sheet and
Independent Practice own using a worksheet and
Teacher and students will be solving the
(reteaching and counters.
will be at the carpet. problems as TC
enrichment) *TC may have to read the
reads problems to
word problems for the
them.
students.
We will review what word
problems are and how we
know when a word problem
becomes a subtraction
problem, and when it does
what we have to do.

Questions:
-What is the difference
Teacher and
between a word problem and Teacher and students
Closure students will be at
a number sentence? will be at the carpet.
the carpet.
-How do we know a word
problem maybe a subtraction
problem?
-What do we have to do when
it is a subtraction problem?

**TC will repeat lesson with

next group**

Plans for Differentiated Instruction/Accomodations

For special education students I believe my manipulatives and mats work
great in this lesson because it’s really breaking down the story in a word
problem and helping students understand how one has to subtract and how
you can subtract using all the materials provided.
Special Education
Students I would also allow extended time for these students. This means that I would
most likely have to place them in my first small group because I usually let the
students who need more help with a certain concept stay and practice with the
second group or stay in our second round of small group until they are able to
successfully finish their independent practice.
English Language For ELL students its always possible to provide students with vocabulary in their
Learners native language to have them more clearly understand what we are learning.
For my lesson and all my lessons manipulatives are usually optional. To me
this is a great way to differentiate because it allows students like those who
are more advanced to be able to use more critical thinking skills and, in this
Gifted and Talented
case, use their mental math to solve the problem. I believe the number bond
mat is also a great way to differentiate the lesson because the GT students
maybe able to understand the concept of part part whole better by looking at it
UH COE Lesson Plan Template (Direct Instruction)
more.

I would also give GT students more difficult problems if they happen to finish
early.
Other: N/A

Potential Challenges/Plan B
For this lesson I believe a possibility might be the students not understanding how to subtract using number
bonds. If this is the case, we can leave out the number bonds and focus on then when students have grasped
the concept of word problems better and instead either use pictorial models or our manipulatives.

Another challenge maybe the problems maybe too confusing for the students. It may also be difficult to come
up clear problems on the spot so I would need back up problems in case they are to difficult or confusing.

Assessment
I will be doing an informal assessment for my lesson. I will be observing my students during my small
groups to see what students seem to grasp the concept and which are not. I will then also use the
students’ independent practice as their assessment to see if they understood what we were learning.

Notes and Credits