Sierra Nevada College Elementary Lesson Plan Sample

Teacher
Candidate:
Grade/Subject:
Lesson
Content:
SNC
Supervisor:

Jeanna Lanza
1st Grade/ Math
Change to Less
Scoti Grower

Lead
Teacher:
District:
School:

Marnie Anderson

Time
Allotted:

60 Min.

TTUSD
Tahoe Lake El.

Materials, including technology:

Paper cups, white boards, dry ease marker, paper, pencils.

Standard(s), including literacy for all content areas and/or SMP

1.OA.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, e.g., by using objects, drawings, and equations with
a symbol for the unknown number to represent the problem.
1.OA.4 Understand subtraction as an unknown-added problem.
1. OA.5 Relate counting to addition and subtraction.
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 =
8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13
- 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier
or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12
+ 1 = 13).
1.OA.8 Determine the unknown whole number in an addition or subtraction
equation relating to three whole numbers.
How will learning be assessed at the end of the unit/learning cycle (summative):

Students will be assessed within their guided math groups with mystery cup and
math boxes. Math boxes will show the students knowledge on the past and present
content. Students will work with a teacher for both activities and teachers will
observe individual students to check for understanding of subtracting and adding
numbers. This lesson is one out of a unit, students are also assessed formally at the
end of the unit with a unit test.
Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or

Blooms)

1.I

can identity patterns in mystery cup and relate those

patterns to subtraction.

DOK

1&2

I can apply concepts about change to more to learn

DOK

2.

Sierra Nevada College Elementary Lesson Plan Sample

about change to less.
Connections to past learning or experience, building background

Mental Math with change to more and change to less.

Essential Vocabulary

Definitions

Change-to-less (subtraction)

The act of changing a number to a lesser amount or

taking away.

Change-to-more (addition)

The act of changing a number to a more amount or

adding to.

Unknown

The number or factor that is added to subtracted

away from a number to equal a sum.

Strategy for teaching new vocabulary

Verbally through mental math, and math centers.

Sequence and Scope of Instruction (include
instructional strategies, questions, opportunities
for meaning making through discourse and other
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Instructional Strategy

estimate
d time

Students will use their prior knowledge to

participate in mental math (whole class).
Teacher will ask the students to draw an array
of change to more problems to get their
brains warmed up and ready to learn about
change to less. For example: Maya saw 3
rabbits on Monday and 2 more rabbits on
Tuesday. Haw many rabbits did she see all
together. Students will need their white
boards.

Mental Math (Warm up)

10 Min.

Teacher will use paper cups to explain the act

of changing to less. For example the teacher
will place 10 cups standing up in a row, then
the teacher will knock down 4 cups, the
teacher will then ask the students how many
cups are still standing. The students will
express that 6 cups are still standing. Teacher
will show change to less on the white board
as well.

Introduction to change to
less diagrams. (Focus
Lesson)

10-15
Min

Students will work in partnerships during

Solving Mystery Cups.

30 Min

Sierra Nevada College Elementary Lesson Plan Sample

math centers playing solving mystery cups.
Students will be using their white boards or
manipulatives to play mystery cups. Students
will first play by knocking some down and
observing what is left. The next part the
students will be working with the unknown.
For example: If I have 10 cups and I knock
some over and now I have 3, how many did I
knock over. Students should express different
strategies such as, counting back from 10 to
7 to determine 3, counting up from 7-10, or
thinking about addition and how much is
need to be added to 7 to make 10.

(One group in math

centers)

Three groups, students will be playing

mystery cups, penny plate and math boxes.

Math Centers

Closure : specific activity to review content

Math Centers.
Teacher Candidate Reflection on the lesson (after delivery)

[Type text]
SNC: April 3, 2014