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LESSON PLAN TEMPLATE

First

Lindsey

Last Name:

Seu

Name:
UHM

seulinds@hawaii.edu

Semester:

Spring 2016

Email:
Lesson

April 28, 2016

Lesson

45 min (12:30-1:30)

Kindergarten

Time:
Subject:

Math

Date:
Grade
Level:

DESIRED LEARNING RESULTS


Lesson Title: Take Away
Common Core State Standard (CCSS) or Hawaii Content & Performance
Standard III (HCPS III):
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by
using objects or drawings to represent the problem
Lesson Learning Target:
I can show subtraction word problems using the manipulatives (counters).
Understandings: Students will understand
that

Using drawings and objects are two


different strategies that can be used to
solve subtraction problems.

Students will know


Subtraction means take away
Minus symbol

Essential Question:
How do we solve subtraction word
problems?
What is subtraction?
How are manipultives used to solve and
show word problems?
Students will be able to
Represent subtraction word problems
into subtraction sentence
Use manipulates to represent word
problems

ASSESSMENT EVIDENCE
Performance Tasks:

Other Evidence:

Through what authentic performance task will


students demonstrate the desired learning
result?

Through what other evidence (e.g. academic


prompts, observations, journals, homework)
will students demonstrate achievement of the

Adapted from UbD Framework Wiggins & McTighe

Students solve word problem and show


subtraction using drawings and/or objects
on the Pete the Cat Worksheet.

desired learning result?


How might students reflect upon and selfassess their learning?

With guidance and support, students will


be placed in groups of 3-4 and solve word
problems provided by teacher.
Guided practice
Group work conversations

Key Criteria:

By what criteria will performances of the learning be judged?

Student writes the correct numbers on the blanks


Student writes the correct subtraction equation
Students drawing matches subtraction problem.

Grabber: Teacher will gather students to the learning mat and wear a collard shirt with
buttons. Teacher will pretend to loose a button while introducing math lesson.

Oh No Class! Has anyone seen my missing button? I had 6 buttons at first,


but I lost one button.

Introduction: Students will be sitting on the learning mat facing the white board. Allow
time for students to think about what happened. Teacher will introduce the lesson and
lead into lesson

What happened to my shirt?


How many buttons did I loose?
How many buttons do I have now?

Allow students time to respond to teachers questions. Teacher will build upon prior
knowledge about subtracting. Teacher will discuss the task ahead for students.
Today class we will listen to a video about my friend Pete the Cat. Like me, he lost his
buttons. Lets find out how many hes lost using our take away skill.
Teacher will introduce standard CCSS.MATH.CONTENT.K.OA.A.2 in the form of an I can
statement:
I can solve subtraction word problems using manipulatives (buttons).
Whole group Instruction: Teacher will explain to students what will happen in the
video and expectations for students when watching.
Today class we will listen to a video about my friend Pete the Cat. Like me, he lost
his buttons. Lets find out how many hes lost using our take away skill. If we want to
watch, we must
Students must sit nicely
Students must be quiet for others to hear.
Students may sing to video if they want to.
Adapted from UbD Framework Wiggins & McTighe

Teacher will emphasize the learning in the video in connection with the target.
Play video and allow students to watch. When video asks How many buttons did Pete
lose, pause and ask students and state the following to the students

How many buttons did Pete the Cat have?


How many did he loose?
How many does Pete the Cat have left?

Repeat about 4 times throughout video.


Discussion: After video is finished, focus students attention to the white board. Teacher
will show students how pictures can help us solve word problems. Teacher will go over
subtraction and identify the following from the video:
Pete started off with 4 buttons. One popped off. How many does he have left? 41=3
(4) How many we start off with (Pete started off with 4 buttons)
(-) Minus sign: The dash between two numbers. Means Take away.
(1) How many we take away (Pete lost 1 button).
(3) How many we have left
What happened to the bigger number when we subtracted?
Learning activity (guided practice): Teacher will give the students practice problems
and assign groups to students. Students will have buttons to practice with. Teacher will
read sample problems to students and have them collaborate. Teacher will say the
following:
Pete has 7 buttons. 3 popped off. How many buttons does he have left?
Pete has 6 buttons. 5 popped off. How many buttons does he have left?
Have each group show the correct answer in their groups. Teacher will circulate around
the learning mat and look at each groups answers.
Individual Assessment: Teacher will explain and model task to students. Introduce the
Pete the Cat worksheet. Teacher will read aloud the text and show students where to
write the numbers and answer. Model to students where and how to draw Pete the Cat
and the buttons.
Pete has 8 buttons, 4 popped off. How many buttons does he have left?
Students will follow the criteria:
Student writes the correct numbers on the blanks
Student writes the correct subtraction equation
Students drawing matches subtraction problem.
Provide buttons and worksheet for students. Send them back to their seats.
Wrap Up: Have students come back to their seats and review subtraction.

Adapted from UbD Framework Wiggins & McTighe

Differentiation

How will you support the academic, social, and language


needs of all students?
What differences must be made in the way the lesson is
taught, materials are used, the structure of the classroom, and
the way students are expected to demonstrate the desired
learning?

Accelerated Learners:
Students will create their own math problems and work in
partners. Students will solve together.

Instructional Materials:
-Pete the Cat and His Four
Groovy Button (Video)
-Buttons
-Pete the Cat Buttons
Worksheet

Struggling:
Students will be given a worksheet with outlined
silhouette of Pete the Cat.

RESOURCES:
http://www.christina.k12.de.us/pulaski/library/PDF
%20Documents/Math/Kindergarten%20EQ%20Math%20Connects.pdf

Adapted from UbD Framework Wiggins & McTighe