Teacher Education Lesson Plan Template

Teacher: Ashley Speelman Date: 11/22/2019

Title of Lesson: Swimming Subtraction Cooperating Teacher:
April Darnell

Core Components
Subject, Content Area, or Topic
Math
Student Population
Special Education Inclusion
Learning Objectives
Today, we are going to work on subtraction strategies

Virginia Essential Knowledge and Skills (SOL)

1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up
to 10; and b) demonstrate fluency with addition and subtraction within 10

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
- https://drive.google.com/file/d/183cy3u7J-7g0oBLDCEshgeY9Rk2bQ8Ev/view
-
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Lecture 05%
Safety (if applicable)
*Ensure that students do not have food allergies related to popcorn prior to the lesson. The
lesson may be altered for such allergies by using a video of popcorn popping and
describing taste from past experiences.

Time
(min.) Process Components
1 *Anticipatory Set
TTW: Review some strategies the students can use for subtraction by asking them what
they are.

*State the Objectives (grade-level terms)

TWS: Today, we are going to work on practicing with different subtraction strategies.

*Instructional Input or Procedure

TTW: review the strategies for subtraction
TTWS: what strategy do you use?
TSW: answer which strategy works best for them

*Modeling

TSW: model each strategy

*Check for Understanding

TWS: If my first number is higher than ten, will using my fingers work?
TWS: If I am doing part, part, whole, what supplies might I need?

*Guided Practice
Students will complete a subtraction mini-worksheet with goldfish
TTW: give students a subtraction problem to solve
TSW: solve by removing goldfish crackers from the fish tanks
*Independent Practice
Students will complete fact-family activity at seat
TS: complete a fact family on each side and then color sheet
Assessment
TW: assess students at the end of the lesson with a subtraction post-assessment

*Closure
TW: dismiss students back to Independent Math Work

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Group C: Missed all and had no strategy for solving
Group 1 will be guided step by step in each activity. Students will focus on using objects to
subtract. TTW spend more time on this group and walk them through slower.
Group B: Missed all but showed some strategy for answering
TTW review the subtraction strategies as normal and have them work on their fluency.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Group A: Missed very few
TTW review strategies and possibly encourage students to work with two digits.
Classroom Management Issues (optional)
The teacher may choose to have students place popcorn activity in desk in order to finish later if
extra time is needed. Students who finish the activity may file it in their mailbox to go home.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
The lesson, overall, went well. The students were engaged and really enjoyed the goldfish. Next time, I plan to
give more clear expectations as to when to eat the goldfish. I realized mid-activity that some of my students had
been sneakily eating their goldfish, so they did not have enough for the activity.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015