UH COE Lesson Plan Template (Direct Instruction)

Note: Suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

Name of Teacher Candidate Cynthia Sarmiento-Arroyo

Lesson Overview
Grade Level Kinder
Estimated Time Needed One 45-minute class
Given a word problem, TLW understand the concept of subtraction by using
Lesson Description
manipulatives to problem solve and find the answer.
(3) Number and operations. The student applies mathematical process
standards to develop an understanding of addition and subtraction situations in
order to solve problems:
Content Area Standards
(A) model the action of joining to represent addition and the action of
separating to represent subtraction;

Technology Standards N/A

Given a subtraction story and manipulatives, TLW be able to represent the
Objectives
solution to the subtraction story.

Resources/Materials/Tools
 Subtract
 Take away
Terms/Vocabulary  How many left?
 Minus Sign
 Equals
Technology Resources N/A
 Anchor Chart (used for review)
 Word Problem for Guided Practice
 Dry Erase Board
Other Resources  Dry Erase Markers
 Word Problem for Independent Practice
 10 Paper French fries per student (190 fries in total; 18 students and
10 used during guided practice)

Lesson Procedures
A step-by-step description of the scope
and sequence of lesson activities, with
estimated time on task noted in
Cite specifically what
parentheses for each step. In other Describe how each stage of the
resources for this
This template is words, completely describe the flow of lesson will be managed, including
activity will be used,
built on the the lesson-the content to be presented, role of teacher and learners (who is
and describe in detail
and the strategies to be used. Include doing what at each point), location
traditional actual words you will use and questions (e.g., classroom, computer lab,
how they will be used.
“Madeline Hunter” Note who will be using
you will ask students. Consider items outside), and any special
the tool and in what
lesson structure. such as: parts of the lesson that might be considerations, such as for
ways. Note any safety
difficult, and how you will know whether differentiated instruction.
considerations needed.
you can go on; how to ensure that
students completely understand
directions before releasing them to work
UH COE Lesson Plan Template (Direct Instruction)
independently; and what students will do
if they finish their work early.
The teacher will ask:
 The students are
 Who can tell me what we
sitting in their assigned  Written
have been learning
Focus/Anticipato square on the carpet visual
about this week?
ry Set actively listening. with the
Teacher will say:
(motivational hook)  Teacher is at the front objective
 Our objective for today is
presenting the stated
to continue our unit on
objective.
separating.
The teacher will review:
 What is subtraction?
 What sign do we use in
subtraction?
 What words would help
you recognize that we
are talking about  Students will sit in their
 Anchor
subtraction? assigned square on
chart
Content-input The teacher will have students the carpet area
created
(Could include turn and talk to their partner actively listening,
througho
content outline, before answering the following talking out with their
ut the
presentation, questions: partners when
week
questioning,  What does the first instructed to do so,
which will
modeling, number in the equation and sharing out their
now be
examples) tell you? (Number of answers.
used to
items you have)  Teacher is at the front
review.
 What does the second leading discussion.
number in the equation
tell you. (Number of
items you need to take
away
Have students share out their
responses.
The teacher will present the word
problem:
 Mrs. Cynthia went to
McDonald’s and ordered
 Students will sit at
fries. Her container came
their assigned square  Word
with 5 fries. She then ate
Guided Practice actively listening and problem
3 of her fries, how many
(identify students participating/volunteeri #1
does she have left?
who failed to ng when volunteers  Dry erase
master lesson are required. marker
Teacher will ask students to walk
objectives.)  Teacher is at the front  Dry erase
her through the problem by
leading board
asking:
lesson/discussion.
 How many fries do I start
out with? (Teacher will
ask for volunteers to
come up to the front and
UH COE Lesson Plan Template (Direct Instruction)
act out the problem)
 How many fries did Mrs.
Cynthia eat?
 What do we have to do?
Join or take away?
(Have 3 students return
to their seat)
 How many fries does
Mrs. Cynthia have left?
Draw out the problem as the
students act/walk through it.
Teacher will say to students:
 Now everyone is going to
work on a similar
problem on their own. I
am going to read you the
problem first and then
you will go to your desk
to work it out
independently.

Teacher will present the class

with a new word problem similar
to the one in guided practice:
 Mrs. Paridon went to  Word
McDonald’s and ordered Problem
fries. Her container came #2
with 10 fries. She ate 4  Students will work  French
Independent fries. How many does
independently at their Fry
Practice she have left?
table. Subtracti
(reteaching and
 Teacher will work with on sheet
enrichment) Teacher will hand each student a
small group.  “French
French Fry Subtraction sheet and
Fries” (10
the “French fries”.
per
student)
Teacher will explain the
instructions:
1. Put your name at the top.
2. Inside of the fry
container, put the
amount of fries Mrs.
Paridon started with.
3. Remove the number of
fries she ate, and glue
them off to the side.
4. Place an “X” on each of
the fries Mrs. Paridon
ate.
5. Write your equation at
UH COE Lesson Plan Template (Direct Instruction)
the bottom.
6. When you are finished,
turn your work in and go
to Dream Box or Math
Tubs.

Teacher will pull low group into

small group to assist.
Closure

Plans for Differentiated Instruction/Accomodations

Special Education
N/A
Students
 Vocabulary can be in both English and Spanish. Red for Spanish and blue for
English.
English Language
 Verbally communicate content and instructions in English, but clarify in
Learners
Spanish.

Gifted and Talented N/A

Other:

Potential Challenges/Plan B
 Challenge: Students do not reach the objective. There is confusion.

Solution: Pull small groups for mini lesson.

 Challenge: Students master the objective easily.

Solution: Raise rigor by working with bigger numbers.

UH COE Lesson Plan Template (Direct Instruction)

Assessment

 Mrs. Paridon went to McDonald’s and ordered fries. Her

container came with 10 fries. She ate 4 fries. How many does she have left?

Notes and Credits

1. http://kindergartenchaos.com/