WHOLE GROUP MATH LESSON PLAN TEMPLATE

Overview
Lesson Name Subtraction with Partners
Grade Level 1st Grade
Curriculum Resource(s): List any Eureka Math
textbook or other curriculum resource
that was used in planning this lesson.
Copy and scan the complete lesson and
upload with your plan.
Math Learning Goal: State in your own Students will be able to solve addition problems by using addition
words, what you want students to know / and subtraction strategies.
be able to do in this lesson.
AZCCRS Math CONTENT Standards 1.OA.A
Addressed: Write out complete standard Represent and solve problems involving addition and
subtraction.
Use addition and subtraction within 20 to solve word problems with
unknowns in all positions (e.g., by using objects, drawings, and/or
equations with a symbol for the unknown number to represent the
problem).
See Table 1.
AZCCRS Math PRACTICE Standards Table 1. Common Addition and Subtraction Problem
Addressed: Write out complete standard Types/Situations. Add to change unknown.
Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there
were five bunnies. How many bunnies hopped over to the first two?
2+?=5
Vocabulary State the key mathematical Unknown-what we are looking for/don’t know
and vocabulary used in the Part- a piece of the problem
Language lesson, in both Spanish and Whole/total-answer
Objectives English, if appropriate.
Provide a student friendly
definition for each
vocabulary word or phrase.
State language goal(s) for
the lesson. These should be
 objectives for how students
will use language during
the lesson as they are
solving and communicating
their thinking about
mathematical tasks.

Materials & Tools: Describe Tools you paper, pencil (lesson calls for whiteboards but I’m going to do paper and pencil so I
will have available to support student can collect their work. When we do math work in class, my mentor usually does not
learning. provide them with manipulatives so I will do the same as to stay consistent with her
routine.

Adaptations to Strategy 1: For this math lesson, I talked with my mentor teacher about how she usually teaches
the Lesson Rearrange Lesson math lessons so I could stay in line with her teaching method. She told me that in the
Describe how you Components entire lesson, she focuses on the application problem and she’s recently been pulling
adapted the
students up one at a time to show their work on the projector to allow participation and
lesson from the
textbook, or other collaboration. This has been a success so during the application problem (the first part
curriculum of the lesson after I introduce it, I will pull students one at a time to “help” me solve
resource. If you the problem in front of the class (5-8 min) Then she does the concept development
used either of the which is the bulk of the lesson (30 min) where we will talk about the work we did in
strategies listed, the application problem and use the RDW method by reading, drawing, and writing to
please describe help students solve the problem. Then we will work on a few more add to with change
how you used the
unknown problems and share them as a class after the students work in pairs at their
strategy, and your
reasoning for the
desk.
changes made.
Describe any
other changes you
made to the
lesson as well.
 Strategy 2: Adapt For this lesson I kept the wording in the problems the same because they are familiar to
Tasks the students and are appropriate for the season we are in, such as playing on a
Consider how you playground, and leaves falling off a tree, etc. (when I went home to Chicago over fall
might adapt
break, I brought back leaves and shared them with the class so they will be familiar
numbers, contexts,
language, and with this concept!)
problem structures
to support students’
learning and
engagement.

Other Adaptations This lesson is pretty straight forward so the only adaptations I will make are talk slowly
and clearly and provide extra support to students who need it by walking around with
my mentor and checking everyone’s work.

3 PART LESSON PLAN

1)BEFORE: INTRODUCING AND LAUNCHING the TASK
State any tasks/problems/activities that you will use in this portion of the lesson.

I will use the application problem in this portion: In the morning, there were 8 leaves on the floor under the tree. Now, there
are 13 leaves on the floor. How many leaves fell during the day? And have the class come up and help me solve the problem
finding the unknown number by using the RDW (read, draw, write) strategy.
In writing your plan, consider how you
will:
Transition students into the lesson.
Introduce the task. You might
introduce the problem through a story
book, a picture, a question, or by
discussing the context.
Get the students ready. Draw on
prior knowledge and experience. Find
out what students already know about the
topic / task, and help get them ‘ready’ to
work on the task. You might begin with
an easier version of the same task. You
might have them brainstorm ways of
solving the task.
Pose the Task. Consider how you will
present the task (on paper, on the
overhead, on chart paper, etc..) Will each
student have his/her own copy? Will you
read the task to students? Consider how
to make it accessible to English learners.
Make sure all students understand
what the task is asking. Consider ways
to support language learners in making
sense of the task. You might ask students
to restate the task in their own words.
You might have them brainstorm ways of
solving the task.
YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Today we will be working on our new lesson that you guys started with Mrs.
Levengood last week on solving problems where we know the first part and the total
but we need to find the second part that creates the total. (Show problem written out on
poster paper). This is different from what we have previously learned because before
we would use both parts to find the total/sum (show example to compare problems).
Have students find the 3 important numbers/words in the word problem (ex word:
“more”). Go over application problem as a class before they work in partners to solve
other similar problems and then go over each answer before moving on to next
question. I will project the word problem first on a poster paper and read it aloud so
they can visually see it while they are audibly listening to it. For the rest of the
problems, I will do the same but on the projector screen.
T: Why is this different from a normal addition problem?
S: Because we are not looking for the answer this time
Strategies: my students will probably use their fingers to count on, use the number
chart on their desks, when we do the drawing portion, we use circles to show whatever
the problem is posing as not to get too distracted with the image. Some students who
are advanced will use mental math or base 10 facts to solve mentally. Some might try a
trial and error method and some might use the guess and check method-all of which I
have seen them use in class previously. I will ask them how they got their answer and
which method they used to assure me that each student is doing his/her own work.
2) DURING: EXPLORE the TASK
State any additional tasks/problems/activities that you will use in this portion of the lesson.

1. In the morning, there were 8 leaves on the floor under the tree. Now, there are 13 leaves on the floor. How many
leaves fell during the day? (work on adding to 10) (ex: 8+2 then add 3) 5
For this part of the lesson, we will review how we found the answer, discover what part was missing (part or
total), write a number sentence as well as an equation) We will apply our RDW skills to these problems.

2. Eight children were playing on the playground. More children came out to join the 8 children. Now, there are 14 children
on the playground. How many children came out to join them on the playground? (8+2 then add 4) 6

3. Some new baby ducks hatched at the farm. There were 5 ducks on the farm, and now there are 12 ducks. How many
new baby ducks. How many new baby ducks were hatched? (5+5 then add 2) 7

We will do the same for these two problems

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Support students as they are working
on the task. Your main job in the
“during” part of the lesson is to support
and extend students’ thinking as they are
T: As I read the problem, find the part of your drawing(we usually do circles so they
working on the task. You will need to:
Find out about student thinking. are not focusing on drawing the picture of what is in the word problem) that matches
What will you be listening and looking for, the story. One EX: Touch the part of your drawing that shows the initial leaves. Label
what strategies do you expect to see? this part if you haven’t.
Support students’ thinking– T: Now, there are 13 leaves on the floor. Can you find these leaves in your drawing. Is
suggestions, questions to get students this a part of your leaves or is this the total number of leaves?
moving on the task, or to help students S: It’s the total number of leaves (touch drawing to show).
who are struggling. T: How many leaves fell during the day
Encourage students to test out their
own ideas.
Support diverse groups of learners. Same probed Q for other problems.
Consider specific supports that will be
needed for Emerging Bilinguals.
Extend the tasks up and down.
Describe how you could adapt the task for
students who struggle with the
mathematics (extensions down) and for
students who are ready for an additional
challenge (extensions up).
Pose questions that help students
extend their thinking by looking for
patterns, considering multiple solutions,
explaining their reasoning and thinking,
etc.
3) AFTER: Summarizing / Final Discussion
State any additional tasks/problems/activities that you will use in this portion of the lesson.
Extension down: For students with IEPs or for ELL or anyone else that struggles in
math, I can have manipulatives for them to use and count to make it visually easier. I
could also give them smaller numbers in the problem. For my ELL student I could
change the words in the problem to make it more catered to her funds of knowledge or
I could just re-read the problem to her. I could change the object in the word problem
to something that interests her(ie: ELL case study child collects rocks so I could
incorporate rocks into the problem).
Extension up: To make it a little more challenging for students who need an extension,
I can make the numbers bigger or do another problem where we don’t know the first
part (instead of the second) and see if they can solve that and tell me if it’s the same
type of problem or different. I could also ask them to solve it 2 ways: one using an
addition strategy and one using a subtraction strategy. If I were to change the numbers
I would go up to 15-20-no higher.
Go over each problem after giving it. Discuss how we solved each problem and how we used our knowledge of base 10 to help
us quickly find the solution. Discuss how we use the numbers in the word problem to make a number sentence and equation.
Show RDW strategy in all problems.

In writing your plan, consider how you YOUR PLAN for what teacher and students will DO and SAY and WHY: (Include
will: SPECIFIC QUESTIONS that you will ask students during this part of the lesson.)
Facilitate a class discussion and a
sharing of students’ strategies.
Describe how and where students will
share, how many will share, and how you
T: which number needs a rectangle around it to show it is our solution
will choose those students. Consider how
you will support English learners to share S: 5 (for leaves problem)
their ideas and strategies.
Encourage dialogue and debate Students will share with their partners and we will also have a class discussion about
among students. Think about how the how students solved their work with different strategies. We only have one English
class will determine whether a solution is language learner and I will make sure to have extra student and teacher support for her.
correct or incorrect. Think about how you T: How can we use our knowledge of base 10 to solve this problem.
will help English learners make sense of
S: We can combine 2 numbers to make 10 and then add the third number
ideas shared in group discussion.
Think about the kinds of questions you
will ask students about their strategies. (Students will draw the first few circles and then to make 10, however many more
Summarize the important circles they need to make 10 they will shade in and circle all 10 to show all 10 together
mathematical ideas. Consider how you and to differentiate between the new numbers added on to make 10 (shaded) and the
will draw students’ attention to the big original number. The rest they add on will be shaded but not circled to show that they
mathematical concepts. Make sure you are extras and added on). This is hard to explain but it is what we have been doing in
define here what those important class for the RDW strategy.
mathematical ideas are.
Assessment. How will you assess what
students learned in the lesson?
Big Concept: Adding on relating varied addition and subtraction strategies and using
the make 10 strategy

Assessment: I will collect the students work and evaluate their work by looking at the
RDW strategy. I will see if they show their work by drawing and labeling their picture
and also writing the correct answer and see if they match. A range of strategies are
acceptable in this lesson but if they do the make 10 strategy they need to show their
work by doing the shaded in circles and circling the 10 like we have been doing this
year!