LESSON PLAN Problem Solving: Act it Out
Student Teacher Sophia Rivera
September 30, 2015
Cooperating Teacher Mrs. Stonefelt
Date
Grade Level 1
Pennsylvania Academic Standards and Common Core Standards
CC.2.1.1.B.1 Extend the counting sequence to read and write
numerals to represent objects.
CC.2.1.1.B.2 Use place-value concepts to represent amounts of tens
and ones and to compare two digit numbers.
CC.2.1.1.B.3 Use place-value concepts and properties of operations to
add and subtract within 100.
CC.1.OA.4 Understand subtraction as an unknown-addend problem.
CC.1OA.1 Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from, putting
together, taking apart, and comparing with unknowns in all positions,
Objectives
Students will:
Model subtraction using objects
Construct number sentences
Utilize numbers 1 through 9 in both subtraction and addition stories
Use the term take away in subtraction sentences
Reason abstractly and quantitatively
Act out subtraction sentences
Vocabulary
Tier 1: add,
Tier 2: in all, whole,
order, minus sign,
subtraction sign, equals
sign, addition
Essential Question(s)
How can you use objects to help you solve problems?
Tier 3: equals, addend,
missing part, subtract,
difference, subtraction
sentence, take away,
compare
Materials and Resources
PowerPoint for Review and New Vocabulary
Math Packet supplies by EnVision Math
Part-Part-Whole Math Mats
Counters
Instructional Procedure/Activities
Number Review Before Lesson
Using the PowerPoint, the teacher will ask for volunteers to tell the class
what we worked on the day before.
Teacher will take a volunteer to complete our number review problem of
the day.
The students will need to stress the vocabulary from the entire
subtraction skillset that we have been working on the past week.
Students will now combine addition vocabulary with subtraction
vocabulary to create both addition and subtraction sentences. Both
types of number sentences will be on the board.
Activating/Teaching Strategy
Teacher asks the students to brainstorm a subtraction sentence
that we can show using students. For example, 8 students are at
the board. 3 students are told to sit down. How many students are
left? Who can read me what the subtraction sentence would be?
How did we know that we are making a subtraction number
sentence? What would an addition sentence look like?
We will repeat acting it out until each student has a turn to be a
part of the number sentence. We will create both addition and
subtraction number sentences through acting it out.
Teacher will next pass out counters to the class. The class will use
their counters to act out the subtraction sentence that is in front
of them.
Teacher will call up 8 students to the board. The rest of the
students will put 8 counters in the middle of their desk. Teacher
will ask three students to sit down. The class will take away three
counters. The end result of students and number of counters in the
middle of each desk should be the same (5). Repeat if the
students need to experience it again.
Summarizing Activity
Teacher will do the first problem of the math sheet on the board and the
students will follow. For each number, they are to use their counters to
act out the story in order to complete the subtraction problems.
Teacher will remind the class that we are able to use the counters the
same way we used students during our activity. If we have 8 counters,
and we take 3 away, how can we write this as a number sentence? If we
have 6 counters and add 2 more, how can we write this as a number
sentence? The teacher will reinforce that we need to circle the important
numbers AND the important phrase. Are we going to have MORE or
LESS?
Those who answer incorrectly or do not finish in the time allotted will be
pulled for guided math during center time.
Differentiation
Visual Spatial: Show students a picture of number problems on the
PowerPoint.
Verbal/Linguistic: Read out the number problems out loud to the class
as they are on the board and in the math sheet.
Mathematical/Logical: Counting objects (counters) while writing
subtraction and addition sentences.
Kinesthetic: The students will be called to the board to complete
problems together on their math packet.
Interpersonal: Working with group for the first part of the math
packet.
Assessment(s)
Formative:
Observe students participation
throughout the lesson.
Summative:
Miss Rivera will check to see who is
on task by checking their completion
of the math packets.
Closure/Follow-up/Homework
Homework sheet supplied by Mrs. Stonefelt (from math
curriculum of Wilson School District)
