Subtraction

CENTRAL CONNECTICUT STATE UNIVERSITY

Template

 * **Student Teacher:** Caitlin Sabella || **Grade Level: **1st || **Date of Lesson: **09-23-10 ||

**Content Standards/Relationship to Standards: ** State the appropriate curriculum standard(s) and how this lesson aligns with the standard’s outcomes. “Solve contextual problems using all addition sums to 18 and subtraction differences from 10 with flexibility and fluency” (2.2, 13). This lesson will teach them how to subtract. When we play subtraction bowling, they will learn how to subtract from small numbers. **Learner Background: ** Discuss prior learning that has occurred that will support the lesson’s learning objective and how this lesson supports subsequent lessons. They have already learned addition. This builds on that because the children have learned to add more, and now they need to learn what happens when numbers or objects are taken away. What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria. //*NOTE – cooperative learning lessons must include a social skill objective in addition to the academic objective // || **Objective(s) for most/all students ** Students will be able to show that they are comfortable with subtraction. || **<span style="color: black; font-family: "Times","serif";">Modification/Accommodations of Objective ( IF needed) ** <span style="color: black; font-family: "Times","serif"; font-size: 14pt;">We will continue to go over subtraction using different manipulatives until everyone has a grasp of the subject matter. || <span style="color: black; font-family: "Times","serif"; font-size: 14pt;">We will have a practice quiz to make sure the students have a firm grasp on the subject matter. || **<span style="color: black; font-family: "Times","serif";">Modification/Accommodations of Assessment ( IF needed) ** <span style="color: black; font-family: "Times","serif"; font-size: 14pt;">We will continue to review the subject matter and take another quiz to see if the students have improved. ||
 * **<span style="color: black; font-family: "Times","serif";">Student Learning Objective(s): **
 * **<span style="color: black; font-family: "Times","serif"; font-size: 11pt;">Assessment: **<span style="color: black; font-family: "Times","serif"; font-size: 11pt;"> //State the specific strategy(ies) and tool(s) used to collect the data for each SLO. (Examples: essays, projects, quiz, exit slip, worksheet, etc)// || **<span style="color: black; font-family: "Times","serif";">Assessment tool(s) for most/ all students **
 * <span style="color: black; font-family: "Times","serif"; font-size: 11pt;">Classroom Learning Environment: **<span style="font-family: "Times","serif"; font-size: 11pt;"> <span style="font-family: "Times","serif"; font-size: 11pt;">Cite positive strategy(ies) that will be utilized to support student learning and increase student engagement throughout the lesson **based on your evaluation from previous lessons.**  Be sure to include response strategies for off-task behavior and/or conflict. Provide detail for each checked items.
 * || Standards of Behavior ||
 * || Routines ||
 * || Procedures ||
 * || Group Work ||
 * || Transitions ||
 * || Other ||
 * || Instructional Arrangement ||

<span style="color: black; font-family: "Times","serif"; font-size: 14pt;">Each student will need to participate by using their fingers to subtract. Then they will need to participate in a game. We will be putting all of our fingers up and then putting some back down. We will count how many we took away and how many are left. This will introduce the concept. Then we will play a game of bowling and count how many pins fall down and how many are still standing. After this we will subtract using numbers on a page.

I will be asking them how many fingers and bowling pins are left. I will then teach them how to subtract using numbers on a page. <span style="color: black; font-family: "Times","serif"; font-size: 11pt;">Soda bottles and a ball || **<span style="color: black; font-family: "Times","serif"; font-size: 11pt;">Modification/Accommodations of resources ( IF needed) ** <span style="color: black; font-family: "Times","serif"; font-size: 11pt;">Anything that stands up and can fall down and anything that can role like a ball || // Briefly describe how you will initiate the lesson by: // // 1) motivating learners to focus on expectations for learning and **behaviors;** // // a) **__what__** they will be doing and learning in the lesson; // // b) //__ how __// they will demonstrate learning; and // // c) **__why__** it is important ////. // || I will review addition with the students to start them off with something they are familiar with and know. Then I will tell them that we are going to work on the opposite of that today. They will be subtracting, and if they can give me the right answers (later on) it will show that they have grasped the concept. ||  ||   || // A. //// Describe sequentially how you will: // 1) //develop the lesson;//  // 2) model and guide practice; // // 3) engage students in learning experiences to enable them to meet learning //// outcome(s); //  B // . Identify the instructional grouping you will use in each phase of instruction (whole group, small group, pairs, individuals, etc) // || First we will do some addition. Then we will hold up our fingers. We will put some of them down and count how many are left. We will try this a few times. Then the children will count without my help. After this we will bowl and count how many pins are left (as well as how many got knocked down). ||   ||   || // Briefly discuss how you will enable learners to __demonstrate__ both their __learning__ and __understanding of the__ //**__ purpose __**** of the learning **// . // // Elements of closure may include questioning, application, analysis, evaluation, and relevancy // || If they can tell many fingers are held up and how many pins are still up (“There were ten. We knocked four down so there are six left.”) then we will begin to work with subtraction on paper. ||  ||   ||
 * <span style="color: black; font-family: "Times","serif"; font-size: 11pt;">Instructional Model/Strategy **<span style="color: black; font-family: "Times","serif"; font-size: 11pt;">: Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
 * x || Direct Instruction ||
 * || Cooperative Learning – specific strategy ________________________ ||
 * x || Inquiry ||
 * || Concept formation/Concept Development ||
 * || Discussion ||
 * || Other ||
 * **<span style="color: black; font-family: "Times","serif"; font-size: 11pt;">Materials/Resources: **<span style="color: black; font-family: "Times","serif"; font-size: 11pt;"> //Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning// || **<span style="color: black; font-family: "Times","serif"; font-size: 11pt;">Materials/Resources for most/all students **
 * || || ** Modifications/ **
 * Accommodations ~ **// Note specific modifications and accommodations for students with specific needs **based on your evaluation from previous lessons.** // || ** Differentiation **// ~ Note specific strategies to be employed during lesson to address differentiated learning needs (ex: styles, modalities, interests, readiness, etc) **based on your evaluation from previous lessons**. // ||
 * **// Initiation //**
 * // 2) explaining //**// : //
 * **// Lesson Development //**
 * **// Closure //**