Lesson Plan - Math4 Subtraction Smash
Lesson Plan - Math4 Subtraction Smash
Lesson Plan - Math4 Subtraction Smash
(Revised 2020)
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Wilkes University Lesson plan TEMPLATE
(Revised 2020)
Rationale: This is a review for what we have Rationale: Observing while students are Rationale: We have been learning about
worked on all week long. Acting out scenarios working allows the teacher to support and subtracting within 10 for a week and a half.
reinforces the new strategy that was introduced make corrections as needed as they are This will show the students cumulative
and recalls the concept before the active engaged in active learning. knowledge and understanding of the concept.
learning part of the activity.
How will this inform instruction? The teacher How will this inform instruction? This will
How will this inform instruction? This will will be able to gauge the group of students and allow the teacher to see what students grasped
inform the teacher what students may need determine how simple or challenging to make the concept and if further instruction in small
extra support during independent learning. the subtraction problems. groups is needed before moving onto the next
unit.
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Wilkes University Lesson plan TEMPLATE
(Revised 2020)
The subtraction smash worksheet is very open-ended which allows for support and challenge for all students. The privacy boards are utilized to
keep students and their work safe while taking the quiz. Discussions held about subtractions problems while completing the worksheet support
diversity among the students.
Management of Classroom Environment and Teaching Strategies Utilized (Integrated throughout the teacher’s step-by-step plan):
(NAEYC 4b)
The teacher candidate will provide a brief explanation of the student behaviors expected, how the teacher will communicate these expectations and
what consequences are involved throughout the lesson. Provide a brief explanation of all strategies, tools, resources and/or methods the teacher
candidate will use to manage the students throughout the lesson. Consider the groupings that have been chosen (small group, large group,
individual), transitions, and/or how to maintain focus and engagement with the content and materials throughout.
Physical arrangement: How will the teacher candidate arrange themselves and the students (location in the classroom, seating, groupings)?
Explain how the groupings will be determined (i.e. small groups – heterogeneously mixed)
In the beginning of the lesson, students will gather on the carpet in a circle. They will remain on the carpet until after the warmup activity and
modeling of the game. The reminder of the lesson will take place at student’s individual seats. The teacher will walk throughout the classroom
during the activity but use the interactive board as an example and resource for students.
Expectations: What expectations will the teacher candidate have for the students? How and when will they be communicated those to students?
Expectations include: 1) Staying on task with the teacher and completing one math problem at a time. 2) Raising their hand during whole group
sharing opportunities and waiting to be called on. 3) Working independently during their practice activity with a quiet voice. 4) Using gentle hands
when smashing the play dough. The rules for whole group sharing time have already been established in the classroom but will be reinforced
through modeling by the teacher. Directions for the activity will be given ahead of time, at each step, and throughout the activity as reminders.
Processes and procedures: What processes & procedures will the teacher candidate use (i.e. how will transitions be managed? how will students
be chosen? how will attention be gathered and/or refocused? how will materials be distributed/prepared?) How and when will they be
communicated to students?
Students will be transitioned from whole group to their seats based on a sound their name starts with. If students become too loud or unfocused,
echo clapping will be used to regain attention and discuss what should be happening. The bell may also be utilized. Counting down from five is
another strategy that is used if needed. Materials will already be prepared on the orange shelf in the room and will be passed out by the teacher as
they return to their seats. Directions will be stated in the beginning of the activity, at each step in the process, and throughout as needed. Directions
will be given verbally as well as modeled in front of the whole class. Students will be called to help based on who is demonstrating they are ready
while at their seats.
Strategies, tools, resources, methods: What strategies, tools, resources and methods will the teacher candidate use (i.e. behavior charts,
warnings, timers, technology, positive behavior supports)?
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Wilkes University Lesson plan TEMPLATE
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The interactive board will be utilized as a resource for students to ensure they are on task and following directions. As students are seen working
on their work and following directions, they will receive a star on their papers. As students are seen following directions and being good classroom
citizens, they will receive a blue train ticket for the school wide positive behavior initiative.
Consequences and alternate plans: What will occur if students do not meet the expectations and/or require a more extensive management plan?
What will students do it they complete the task quickly?
Staff members push in the classroom to support learners with disabilities and ELLs. If students are not meeting expectations, the teacher will talk
to them individually and create a plan for how they can improve. The experience will be completed as a whole group the entire time. They can also
utilize an example completed and reviewed as a whole class.
Learning Experience – Step-by-step plan: (NAEYC 5b)
Provide a sequence of the lesson illustrating how all objectives are met within the allotted (yet flexible) time frame. Show the logical flow
including an engaging opening, designed learning experiences, ongoing checking for understanding, and closure. This step-by-step plan should be
illustrating exactly what you plan to do in teaching this lesson. Be thorough. A substitute should be able to carry out the lesson from this plan.
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Wilkes University Lesson plan TEMPLATE
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again. On the interactive board, the teacher will write a students will use their hand to smash that many play dough
subtraction problem one number at a time. After she writes the balls. Students should follow each step with the teacher.
first number, students will roll that many balls and place them
in the tens frame. Next, she will write the second number and
students will need to smash that many play dough balls. The
teacher will call on a student to share how many are left. The
teacher will complete this activity several times, changing the
numbers each time. Once finished, the teacher will collect the
materials and ask students to clear their desks.
Explain The teacher will ask students to move into a circle on the Students will sit in a circle on the floor to observe the teacher
“how will the carpet. She will have the materials with her in the circle to modeling the activity. Students will recall the directions and
teacher instruct?” model for the students. The teacher will explain the process of confirm they understand by placing their hands on their heads.
rolling the play dough into balls and placing them in the tens
frame on the worksheet for the determined number for the
activity. The teacher will then ask a student to select a number
and roll that many balls of play dough and place it in the
frame. She will ask a different student to pick another number,
but smaller than the first. She will then smash that many balls
of play dough. The amount of rolled balls left is the answer.
The teacher will write the math problem in the lines on the
worksheet. She will model this three times before dismissing
the students to do this on their own.
Elaborate Once students grasp the activity, the teacher may switch how Students will stay on task with the teacher and be encouraged
“ongoing checks she write the problem. For example, she might write 10- to try something new, even though it may be tricky. They will
for understanding” what=5. The teacher will walk throughout the room during the remain at their seats.
activity to monitor understanding and learning.
Evaluate The teacher will pass out privacy board and complete the quiz Students will not talk as they take the quiz.
“closure” with the students on the interactive board.
Differentiation of instruction: (NAEYC 4c)
How will teacher candidates differentiate the lesson (content, process, product, affect) for a variety of learners (including gifted & talented,
special needs, ELL?) What strategies, supports, methods will the teacher candidate use and explain why? Must include a minimum of TWO ways
to differentiate.
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Wilkes University Lesson plan TEMPLATE
(Revised 2020)