LESSON PLAN TEMPLATE

First

Cassandra

Last Name:

Koja

Name:
UHM

cmkoja@hawaii.edu

Semester:

Spring 2016

Email:
Lesson

March 31, 2016

Lesson

45 minutes

Kindergarten

Time:
Subject:

Math

Date:
Grade
Level:

DESIRED LEARNING RESULTS

Lesson Title: Subtraction
Common Core State Standard (CCSS) or Hawaii Content & Performance
Standard III (HCPS III):
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Lesson Learning Target: I can show that subtraction is taking apart or taking away.
Understandings: Students will understand
Essential Question:
that
What is subtraction?
Subtraction is taking apart or taking
How can we show subtraction using
from
objects, fingers, acting out situations,
and drawings?
Students will know
The meaning of subtraction-that
subtraction is taking apart or taking
away

Students will be able to

Represent subtraction using objects,
fingers, acting out situations, and
drawings

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
desired learning result?
How might students reflect upon and selfassess their learning?

Students complete a worksheet that

assesses their ability to represent
subtraction using drawings.

Adapted from UbD Framework Wiggins & McTighe

Observations
Self-assess learning through discussion

of answers at the end of the lesson

Their ability to represent subtraction
using objects, acting out situations, and
fingers will be assessed through
observation throughout the lesson

Key Criteria:
By what criteria will performances of the learning be judged?

An exemplar of WOW work (representing subtraction using drawings)

LEARNING PLAN
1. Introduction
a. Welcome mathematicians to math workshop.
b. New concept called subtraction or taking away.
i. Connect back to addition
c. State learning target
i. State what students will know and be able to do by the end of the
lesson
2. Learning Activity (Song)
a. Sing Five Little Speckled Frogs with finger puppets.
b. Ask students to notice the number of frogs getting smaller each time.
i. One frog is being taken away or subtracted each time.
c. Invite students to sing along using their own fingers.
3. Learning Activity (Active Stories)
a. Ask five students to come to the front.
b. Inform students they are birds sitting on a fence.
c. Say two flew away.
d. Ask class, How can we represent two birds flying away?
e. Class discussion about how to represent two birds flying away.
f. Two students sit.
g. Ask class, How many birds are left?
h. Count the remaining amount of standing students to answer the question.
i. Repeat with 2-3 other active stories.
i. We had 8 fish. 7 died. How many do we have now?
ii. 5 balls. 2 kicked over fence. How many balls left?
iii. 10 crayons. Lost 4. How many crayons left?
4. Modeling
a. Model how to show subtraction using log/pool storyboard sheet and frog
manipulatives.
b. Dismiss students to desks.
5. Guided Practice
a. Say 2-3 active stories and ask students to show it on their storyboard.
b. Circulate room for informal assessment.
c. Gather students back to learning mat.
6. Modeling
a. Discuss things noticed during guided practice.
b. Model how to represent subtraction using drawings.
c. Class discussion on how to show subtraction.
d. Show an exemplar of WOW work
Adapted from UbD Framework Wiggins & McTighe

7. Guided Practice
a. Say 1-2 active stories and ask students to collaboratively answer the
question on whiteboard.
8. Independent Practice
a. Set expectations for independent practice
b. Students complete independent activity worksheet while teacher circulates
room and works with struggling students in small groups
9. Closing
a. Discuss answers after everyone is finished with their worksheet.
b. Ask students to notice that each time they cross out a picture its
subtraction because its taking apart or taking away from something.
c. Refer back to the learning target
Differentiation
Instructional Materials
How will you support the academic, social, and
Whiteboard
language needs of all students?
Storyboard
Frog manipulatives
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?

Adapted from UbD Framework Wiggins & McTighe