Concordia University Nebraska Education Department Lesson Plan Format

Name: Aimee Howe Grade Level: 1st Grade

Topic/Central Focus Subject: Math

Using a Number Line to Subtract Time Frame: 50 minutes
Topic 4-Lesson 1

Standard(s) to be met in the lesson:

Learning Objective: Assessment Tool(s) and Procedures:

 The students will be able to use a  I will assess the students by
number line to subtract by having them answer questions
counting on or counting back. orally, and through the guided
practice worksheet.

Research-Based Best Practice used in lesson and why it is appropriate/useful

 I will use Think-Pair-Share in a format where they will work through
problems individually, share answers in groups, and use a stand-up
strategy to see who all had the same answers as their partner.
Student Engagement used throughout the lesson
 Students will be engaged through student-student, student-technology,
and more.
Academic Language:
 Distance

Materials: Technology:
 Listen and Look for Lesson Video  Smart-board
 Guided Practice worksheet  Listen and Look for Lesson
 Number line (which is already on Video
their desks)

Faith/Values Integration:
none

Assets (Knowledge of Students: personal, cultural, community)

 Students will already have an idea of what it means to subtract, and they
will know how to use the number line.

Updated 8/15/19
Concordia University Nebraska Education Department Lesson Plan Format

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
 I could be wrong, but I don’t see much differentiation in the lessons. If I
am wrong, please let me know because I am genuinely curious.

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students

B) Communicate the purpose of the lesson to students (objective/assessment)

“Today, we are going to learn how to subtract on a number line by counting
on or counting back.”

C) Instructional Sequence:
 We will read the “I can” statement together as a class, echo style.
 I will play the video until the first story problem comes onto the
screen, and then I will pause the video. I will ask them some
questions (what they are asked to find, how many erasers doe Marc
have at the beginning, and how many does he give away.)
 I will then ask if the students think that Marc will have more or fewer
erasers after he gives some erasers to Troy. (answer: He should have
fewer because he is giving some away.)
 I will have students solve the problem on the number line below and
once they are done, I will have them share their answers with their
elbow partners. They will then stand up if they had the same answer
as their elbow partner, and I will call on one student to tell me the
answer of the question and why they think that it is the answer. I
will ask if anyone disagrees with this answer and they will explain
why they disagree. Hopefully, if they got the answer wrong, they will
see what they did wrong and how they could fix it.
 I will tell them that they learned how to use a number line to solve a
subtraction problem. I will tell them that they will learn how to use a
number line in order to count on or count back to solve subtraction
problems.
 I will tell them to flip over to the next page in their packets and
crease the pages. Then, I will play the video again and go until the
next question is prompted.
 When I pause the video, I will ask them to discuss with their elbow
partners the two ways they can subtract. (answers should be
counting on or back.) I will then call on a student to answer the
question.

Updated 8/15/19
Concordia University Nebraska Education Department Lesson Plan Format

 The video asks them to try these two strategies with 11-5. They will
follow along with that process in their packet and count back with
the character on the number line to solve the problem. I will ask
them where they should start on the number line (at 11 because that
is the number they are subtracting from), and I will ask them how
many they should count back from. (5 because this is the number I
am subtracting) They will talk about the answer to the problem with
their elbow partners and conclude about why they got this answer. I
will call on one of the student to tell me the answer and explain why
they got it. We will then move onto the third box and I will ask them
how could use a number line to count on to solve 11-5. I will have
them point their fingers at the number 11 on the number line on
their page, and we will count on together until we get to the number
5. I will then explain that they get the same answer when they count
back and count on.
 We will then complete the “Do You Understand?” section of page
232, and I will have the students discuss with their partner groups
how they could use a number line to solve 9-5. Then I will call on a
student to answer the question.
 We will then work on the guided practice.
 I will have them read the equation with me out loud, and then I will
have them tell me what number we should start at on the number
line (number 11.)
 We will count back 3 times, and they will trace along with the dotted
lines. I will the students to tell their elbow partner what they think
the answer to the question is, and then I will call on someone to
answer the question (answer should be 8.)
 We will then work on as many problems as we can with the same
process previously mentioned until time runs out. After about 2
problems that we do together as a class, I will have them work
independently on the guided practice worksheets.
 Problem-Solving: I will read the problems to the class, and have
them echo it back to me. We will follow the prompts for 6, 7, and 8
on page 234.

D) Closure:
 My closure will be going over the objective of the day and if there is time,
doing one more problem on the guided practice.

Updated 8/15/19
Concordia University Nebraska Education Department Lesson Plan Format

Analyzing Teaching (Reflection):

Completed after the lesson is taught.
Give evidence that the lesson was successful for students meeting the learning
objective(s).

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.
Clearly state each change you would Explain why and how you would change
make. it.

Updated 8/15/19