Carly Pelton

ELM-490

Dr. Jessica Pussman

October 15, 2023

STEP Standard 3 - Assessment and Data Literacy

Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can
be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%)

9
Proficient
6
(80%-89%)
Partially Proficient
1
(70%-79%)
Minimally Proficient
6
(69% and below)

Pre-Assessment Analysis: Whole Class

15 of the students were either proficient or highly proficient. One student was partially

proficient. 6 students were minimally proficient. There were 5 students who did not get any

answers correct and 9 students who got every answer correct. This tells me that there needs to be

a large range of ways I introduce and teach subtraction during this unit.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.
 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 1
Unit/Subject: Math: Subtraction
The “Google Slides” presentation that is referred to throughout this unit is presented on the Smart Board throughout the entirety of each lesson.

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning 1.OA.5. Relate 1.OA.6. Add and 1.OA.1. Use 1.OA.1. Use 1.OA.4.Understand
Standards counting to addition subtract within 20, addition and addition and subtraction as an
List specific grade-level and subtraction (e.g., demonstrating subtraction within 20 subtraction within 20 unknown-addend
standards that are the focus by counting on 2 to fluency for addition to solve word to solve word problem. For
of the lesson being presented. add 2). and subtraction problems involving problems involving example, subtract 10
within 10. Use situations of adding situations of adding – 8 by finding the
strategies such as to, taking from, to, taking from, number that makes
counting on; making putting together, putting together, 10 when added to 8.
1.OA.6. Add and ten (e.g., 8 + 6 = 8 + taking apart, and taking apart, and Add and subtract
subtract within 20, 2 + 4 = 10 + 4 = 14); comparing, with comparing, with within 20.
demonstrating decomposing a unknowns in all unknowns in all
fluency for addition number leading to a positions, e.g., by positions, e.g., by
and subtraction 1.OA.1. Use
ten (e.g., 13 – 4 = 13 using objects, using objects, addition and
within 10. Use – 3 – 1 = 10 – 1 = 9); drawings, and drawings, and
strategies such as subtraction within 20
using the equations with a equations with a to solve word
counting on; making relationship between symbol for the symbol for the problems involving
ten (e.g., 8 + 6 = 8 + addition and unknown number to unknown number to situations of adding
2 + 4 = 10 + 4 = 14); subtraction (e.g., represent the represent the to, taking from,
decomposing a knowing that 8 + 4 = problem. problem. putting together,
number leading to a 12, one knows 12 – taking apart, and
ten (e.g., 13 – 4 = 13 8 = 4); and creating 1.OA.6. Add and comparing, with
– 3 – 1 = 10 – 1 = 9); equivalent but easier subtract within 20, 1.OA.6. Add and unknowns in all
using the or known sums (e.g., demonstrating subtract within 20, positions, e.g., by
relationship between adding 6 + 7 by fluency for addition demonstrating using objects,
addition and creating the known and subtraction fluency for addition drawings, and
subtraction (e.g., equivalent 6 + 6 + 1 within 10. Use and subtraction equations with a
knowing that 8 + 4 = = 12 + 1 = 13). strategies such as within 10. Use symbol for the
12, one knows 12 – counting on; making strategies such as unknown number to
8 = 4); and creating ten (e.g., 8 + 6 = 8 + counting on; making represent the
equivalent but easier 2 + 4 = 10 + 4 = 14); ten (e.g., 8 + 6 = 8 + problem.
or known sums (e.g., 1.OA.5. Relate decomposing a 2 + 4 = 10 + 4 = 14);
adding 6 + 7 by counting to addition number leading to a decomposing a
creating the known and subtraction (e.g., ten (e.g., 13 – 4 = 13 number leading to a
equivalent 6 + 6 + 1 by counting on 2 to – 3 – 1 = 10 – 1 = 9); ten (e.g., 13 – 4 = 13
= 12 + 1 = 13). add 2). using the – 3 – 1 = 10 – 1 = 9);
relationship between using the
addition and relationship between
subtraction (e.g., addition and
knowing that 8 + 4 = subtraction (e.g.,
12, one knows 12 – knowing that 8 + 4 =
8 = 4); and creating 12, one knows 12 –
equivalent but easier 8 = 4); and creating
or known sums (e.g., equivalent but easier
adding 6 + 7 by or known sums (e.g.,
creating the known adding 6 + 7 by
equivalent 6 + 6 + 1 creating the known
= 12 + 1 = 13). equivalent 6 + 6 + 1
= 12 + 1 = 13).
Specific Learning ● Students will ● Students will ● Students will ● Students will ● Students will
Target(s)/Objectives be able to be able to be able to be able to be able to
Based on state standards, relate analyze and analyze and subtract with subtract with
identify what is intended to be
measured in learning.
subtraction to solve solve numbers up numbers up
counting subtraction subtraction to 20 using to 30 using
back. based story based story the counting the counting
● Students will problems. problems. all or all or
be able to ● Students will ● Students will counting counting
subtract one be able to be able to back method. back method.
or two subtract one subtract with ● Students will ● Students will
numbers up or two numbers up understand understand
to ten. numbers up to 20 using and utilize and utilize
● Students will to 20. the counting standard standard
understand all or notation (- notation (-
and utilize counting and =) to and =) to
standard back method. represent represent
notation (- subtraction subtraction
and =) to problems. problems.
represent
subtraction
problems.
Academic Language ● Counting ● Counting ● Counting ● Counting ● Counting
General academic vocabulary Back Back Back Back Back
and content-specific
● Subtract ● Subtract ● Subtract ● Subtract ● Subtract
vocabulary included in the
unit. ● Less ● Less ● Less ● Less ● Less
● Minus ● Minus ● Minus ● Minus ● Minus
Unit Resources, ● Google ● Google ● Google ● Google ● Google
Materials, Equipment, Slides Slides Slides Slides Slides
and Technology presentation presentation presentation presentation presentation
List all resources, materials, ● Smart Board ● Smart Board ● Smart Board ● Smart Board ● Smart Board
equipment, and technology to ● Students’ ● Students’ ● Students’ ● Students’ ● Students’
be used in the unit. individual individual individual individual individual
 dry erase dry erase dry erase dry erase dry erase
boards boards boards boards boards
● Dry erase ● Dry erase ● Dry erase ● Dry erase ● Dry erase
markers and markers and makers and makers and makers and
erasers (22) erasers (22) erasers (22) erasers (22) erasers (22)
● Quiz 2 ● Math ● Math ● “One or Two ● Quiz 2
(printed: 22) Workbook Workbook Less” game ● Blue
● “One or Two (pages 39, (pages 46 boards construction
Less” game 40, 41). and 47) (printed and paper (22)
boards ● “One or Two ● “One or Two laminated: ● “Jiji” the
(printed and Less” game Less” game 22) Penguin
laminated: boards boards ● Bags of paper for the
22) (printed and (printed and Counters students to
● Bags of laminated: laminated: (pre- cut out (22)
Counters 22). 22) prepared) ● Jiji the
(pre- ● Bags of ● Bags of ● “Roll and Penguin
prepared) Counters Counters Record: story
● Math (pre- (pre- Subtraction” problem
Workbooks prepared) prepared) game boards template (22)
(page 36) ● “Roll and (22) ● Glue sticks
Record: ● Dice (22) (22)
Subtraction” ● Workbook ● Mini fish cut
game boards pages 49 and outs.
(22) 50 ● Pumpkin
● Dice (22) Counting
● Fall equation Strips
worksheet worksheet

Depth of Knowledge ● Level 1: ● Level 1: ● Level 1: How ● Level 1: ● Level 1:

Lesson Questions When we What is this do we know Which How do we
What questions can be posed solve an symbol (-) if an equation method do solve an
throughout the lesson to addition called? What is an addition we use when
assess all levels of student
equation
problem, does it or solving a
understanding? which way represent? subtraction subtraction when we see
are we ● Level 2: 12- problem? problem? this symbol
● Level 1: Recall
counting? 7=____ Counting on (-)?
(A: counting or counting
● Level 2: Skill/Concepts How can you
on). When ● Level 2: 9- back?
represent this
we solve a 6=___ How ● Level 2:
● Level 3: Strategic equation on a
subtraction can you solve
Thinking number line? 24-7=_____
problem, this equation ● Level 2: 15-
how are we using your 6=___ How How can you
● Level 4: Extended
counting? fingers? can you solve solve this
Thinking ● Level 3:
(A: counting this problem equation
What
back). using cubes? using a
strategy ● Level 3: number line?
would you Which
use to solve
● Level 2: How strategy ● Level 3:
10-7=___? ● Level 3:
do you know would you What
when an use to solve strategy What
equation 30-10=___? would you strategy
● Level 4:
wants you to use to solve would you
Solve this
use 6-3=___? use to solve
problem and
subtraction? ● Level 4:
show your 30-9=___
Solve this
work. Kim problem and ● Level 4:
bought 9
● Level 3: show your Solve this ● Level 4:
pencils. She
What work. Rosa problem and
gave 5 to Solve this
strategies can had 15 show your
Sam. How problem and
you use to cherries at work. Jake
many pencils show your
solve this snack time. had 24
does Kim work. Logan
equation? 10- She ate 5 of cookies. He
have left? picked 9
2=___ them. How gave 9 to his
many brother apples from
cherries does Logan. How the apple
● Level 4: she have left? many tree. He gave
Solve this cookies does 4 apples to
 problem and Jake have his brother.
show your left? How many
work. 9- apples does
5=___ Logan have
left?
Anticipatory Set ● Daily: Begin ● Daily: Begin ● Daily: Begin ● Daily: Begin ● Daily: Begin
How will students’ prior the lesson the lesson the lesson the lesson the lesson
knowledge be activated as with with with with with
well as gain student interest Calendar Calendar Calendar Calendar Calendar
in the upcoming content? Time and a Time and a Time and a Time and a Time and a
movement/co movement/co movement, movement, movement,
unting video unting video counting counting counting
(the video is (this video is video (in the video (in the video (in the
in the Google in the Google Google Google Google
Slides Slides Slides Slides Slides
presentation). presentation). presentation). presentation). presentation).
Today’s Today’s Today’s Today’s Today’s
video has the video video has the video has the video has the
students involves students students students
counting to counting counting counting to counting to
120. forward and down from 100. 100.
backwards 20.
from 1-30 ● Ordering ● Counting
● Start and 30-1 to ● Ordering Numbers: Strips:
With/Get to 1 support the Numbers: Present the Display the
(Interactive students in Present the slide first counting
Modeling on subtraction. slide showing the strip slide on
the Smart ● “Double showing the numbers 21, the Smart
Board). Compare” on numbers 7, 4, 8, 5, 12. Board. This
Show the individual 18, 6. Have Have the is a counting
students the dry erase the students students strip that
slide with boards. The write the write the starts with
“Start students will numbers in numbers in the numbers
With/Get to look at an order on their order on their 4, 5, and 6.
1” The example of a individual individual The next
students are round of dry erase white boards. three squares
used to Double boards. Repeat with on the
playing Compare (on the numbers counting
“Start Google 48, 84, 18. strip are
With/Get to” Slides blank. Have
● The students
in relation to presentation) the students
will complete
addition. and solve the complete the
a subtraction
They have problems on counting
story
previously their strips on the
problem on
played this individual white boards.
their dry
game where dry erase Repeat with
erase boards.
they start boards. We the numbers
We will
with a will go over 11, 12, 13,
discuss the
smaller it as a class. and 23, 24,
answer and
number and ● Story 25.
strategies
get to a Problems used to find
larger Aloud: I will it as a class.
number. For have a
this version, subtraction
we are story
starting with problem on
a larger the Smart
number and Board
counting (Google
back to 1. Slides
This uses a presentation).
game they I will read it
have aloud and
previously utilize
played while interactive
introducing modeling.
 the concept The students
of will follow
subtraction. along on
their dry
How to Play:
erase boards.
● Show the
Next, they
students the
will look at
“Start
another story
With/Get to”
problem
Slide. This
example.
slide includes
They will
two cards.
complete this
The one on
individually
the left
on their
(labeled
whiteboards,
“start with”)
and then we
is blank, the
will review it
one on the
together as a
right (labeled
class.
“get to”) has
the number 1
on it.
Beneath the
cards is a
number line
(1-30).
● Call on a
student to
pick a
number
greater than 1
from the
number line.
 ● Write that
number in
the blank
card.
● Mark that
number on
the number
line.
● Count
backwards
aloud as a
class from
the number
marked on
the number
line to 1.
● Ask students
what they
noticed.
● Repeat with
another
number

Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Presentation of Content
The students will be We will complete I will introduce the For today’s lesson, For today’s lesson,
taught different page 39 in the Math game “Roll and the students will be the students will
strategies to use to Workbook as a class. Record: doing rotations. For complete a penguin
represent and solve I will utilize Subtraction.” The one rotation, the subtraction craft.
subtraction problems interactive modeling. students have a lot of students will be They will cut out a

through interactive This workbook page experience plating playing Roll and copy of Jiji (the

modeling. These has the students “Roll and Record: Record: Subtraction penguin from ST

strategies include solving a subtraction Addition.” for 10 minutes. Math) and glue it

using cubes, using a story problem. onto a sheet of blue

Then, the students
number line, construction paper.
will have the option
counting on their They will take a
of playing One or
fingers, counting certain amount of
Two Less or Roll
back, and counting small fish cut outs
and Record:
all. and glue some to the
Subtraction with a
penguin’s stomach,
partner.
and some around it

in the “water.” They

will then glue on and

fill in the blanks to

the follow prompt

“There were ___ fish


Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
● English Language
Learners (ELL)
● Students with special
needs
● Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
in the water. Jiji the
penguin ate ___ fish.
There are ___ fish
left. ___ - ___ =
___”
English Language English Language English Language English Language English Language
Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): I will
ELLs’ will be given ELLs’ will be given ELLs’ will be given ELLs’ will be given repeat the instructions
cubes to work with. cubes to work with as cubes to use as visuals cubes to use as visuals to ELLs’ in a clear
They will use the we work on this story of the numbers they of the numbers they voice at an appropriate
cubes to represent the problem as a class. I are working with are working with pace for them. I will
numbers they are will have the cubes in while they play these while they play Roll point to their papers
using in the equations. stacks of the number math games. and Record: and move the fish cut
I will count out the used in the story Subtraction. outs as I speak to work
number of cubes that problem. The cubes as visuals for them.
the students need to will represent the Students with special
use. For example, if numbers we are needs: Students with Students with special
they equation is 10- working with. special needs will be needs: Students with Students with special
2=___, I can make a given cubes, number special needs will be needs: Students with
stack of 10 cubes for lines, and additional given cubes, number special needs will
them. This will work Students with special paper to use to assist lines, and additional work with me at the
as a visual for the needs: Students with them as they play paper to use to assist horseshoe table. I will
number 10. special needs will be these math games. them as they play this give them the number
sitting closer to the Some students with math game. that they are working
Smart Board as we special needs will be with (10). Providing
Students with special solve this problem guided through the these students with
needs: Students with together. “counting all” method Students with gifted their beginning
special needs will instead of the abilities: Students with number will prevent
work with me in a “counting back” gifted abilities will be frustration and
small group to play Students with gifted method. encouraged to fill confusion for this
“One or Two Less.” abilities: Students with multiple rows on the group.
This way, I can gifted abilities will game board.
Students with gifted
provide them with have to follow along
abilities: Students with
more in-depth detail and show their work Students with gifted
gifted abilities will
on how to use on their workbook Early Finishers: abilities: Students with
play a modified
manipulatives, such as pages. In this class, the Students who finish a gifted abilities will
version of “One or
cubes, to solve the students with gifted round of this game pick their own
Two Less” with wild
subtraction equations. abilities tend to do the before the rotation numbers to work with.
cards. They can use
They will also be work in their heads timer goes off will They will be told to
the wild cards to
provided with extra and only write the begin another round of pick a number
represent any number
paper to write their answers. Showing the game. If enough between 12-20.
they want. They will
equations on, whereas their work will students finish at the
also be encouraged to
other students will challenge them. same time, they can
split up their time to Early Finishers:
keep the equations in switch partners.
play both games. Students who finish
their heads each time
they roll the dice. gluing on the fish will
begin working on the
Early Finishers: We Early Finishers: We
prompt underneath of
will be completing this will all finish at the
Students with gifted the penguin.
part of a lesson same time during this
abilities: Students with
together as a class, so part of the lesson. I
gifted abilities will be
each student will be will have a timer set
able to pick whichever
finishing at the same for 15 minutes. After
strategy they want to
time. the 15 minutes are up,
solve the equations
we will all stop
when they play “One
playing the math
or Two Less.”
games.

Early Finishers will

work on page 36 in the
math workbooks. This
page has them solve a
subtraction story
problem.
 Application of Content
Multiple Means of Students will play a Students will Students will For another rotation, After gluing the fish
Engagement game called “One or complete pages 40 complete page 46 in the students will pay onto their craft, the
How will students explore,
Two Less” in pairs. and 41 in their their math One or Two Less for students will
practice, and apply the Game Rules: workbooks workbooks. Page 46 10 minutes. complete the prompt
content? individually. These has the students underneath. The
1. Player 1 deals pages have the solving a subtraction prompt is: “There
a card. students solve story problem. were ___ fish in the
2. Player 1 places
a counter on
subtraction story water. Jiji the
the game board problems. I will read penguin ate ___ fish.
and covers a both story problems There are ___ fish
number that is to the class. left.
one or two less
than the ___ - ___ = ___”
number on the
card.
3. Player 2 takes
a turn,
following steps
1 and 2.
4. If all possible
numbers are
covered, take
another card.
5. The game is
over when all
of the numbers
in one row are
covered. The
numbers can
go across,
down, or
corner to
corner.
Multiple Means of
Engagement
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
● English Language
Learners (ELL)
● Students with special
needs
● Students with gifted
abilities
Early finishers (those who
finish early and may need
additional sources/support)
English Language English Language English Language English Language English Language
Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL):
ELLs’ will be given ELLs’ will be given ELLs’ will be given ELLs’ will be given ELLs’ will be
cubes to work as cubes to work as cubes as visuals and cubes as visuals and encouraged to recount
manipulatives and manipulatives and manipulatives as they manipulatives as they the fish they used in
visuals as they play visuals as they solve solve the story play One or Two Less. the stomach of the
“One or Two Less” to the story problems. problem. This will assist them in penguin and in the
assist them in solving keeping track of their water as they fill in the
their equations. numbers and solving prompt. I will also
Students with special Students with special their equations. speak to them in a tone
needs: Students with needs: Students with and pace that they can
special needs will special needs will easily understand
complete these complete this page Students with special while assisting them.
Students with special
workbook pages at the with the members at needs: Students with
needs: Students with
horse shoe table with their groups. The special needs will play
special needs will play
me. I will also provide groups are set up this game with their Students with special
this game with their
them with based on the Kagan partners at the needs: Students with
partners at the
manipulatives to assist Seating structure. horseshoe table. This special needs will be
horseshoe table. I will
them in solving the will allow me to assist working with me at the
be at this table
problems. them. They will also horseshoe table. I will
frequently to ensure
Students with gifted have various reread the prompt
their understanding.
abilities: Students with manipulatives to use to aloud and ask them
Additionally, they will
Students with gifted gifted abilities will keep track of their questions which will
be provided with
abilities: Students with have to show how they numbers and to solve guide them to their
cubes and number
gifted abilities will got their answers in their equations. answers.
lines that they can use
have to show their their workbook. This
to assist them while
work in their is a challenge for the
they play.
workbook pages. This gifted students in this Students with gifted Students with gifted
is often a challenge for class as they have an abilities: Students with abilities: Students with
them as they are used easier time solving gifted abilities will gifted abilities are
to solving equations in problems in their play a modified working individually
Students with gifted their head. heads without showing version of this game on this subtraction
abilities: Students with any work. that includes wild craft. They will be
gifted abilities will be cards. When they pull challenged to read the
playing a modified Early Finishers: Early a wild card, they can prompt and connect

Multiple Means of
Expression
Formative and summative
assessments used to monitor
student progress and modify
instruction.
version of this game finishers can begin Early Finishers: Early pick any number that the words to the
with “wild cards.” playing “One or Two finishers will move on they want to work numbers that they
Their deck of cards Less” by themselves to the next page in with. used.
will have wild cards. If or with someone else their workbooks.
they pull a wild card, who has also finished
they can pick any their workbook pages. Early Finishers: Early Finishers: Early
number they want. Students who finish a finishers will work on
game of One or Two the Pumpkin Counting
Less before the 10 Strips page.
minute rotation is up
will begin a new
Early Finishers: Early
game. If more than
finishers will complete
one pair is done at the
page 36 in their math
same time, they can
workbooks. They will
switch partners.
be solving a
subtraction story
problem. Students will
show their work on
this page.
Assessment of Content
Before the students After the students The students will For another rotation, Students will take
play “One or Two complete their complete page 47 in they will spend 10 “Quiz 2” again.
Less,” they will take workbook pages, their workbooks. I minutes completing They will complete
“Quiz 2” they will play “One will collect this page workbook page 49 this quiz
individually. This or Two less” (see as a formative which is a individually. They
quiz has ten different game rules from assessment. Page 47 subtraction story are taking this quiz
subtraction yesterday’s lesson). I has the students problem. again so that I can
equations on it. This will walk around the solving 8 subtraction see how they have
quiz is going to be classroom and equations which are improved from the
the students’ 1st observe the students represented with start of this unit until
subtraction quiz. It is as they play. I will dice and cards (like now. The retake of
named “Quiz 2” take notes of how the games they this quiz will count
because they already the students are played today). as a formative
completed “Quiz 1,” doing and which assessment. They

Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
● English Language
Learners (ELL)
● Students with special
needs
● Students with gifted
abilities
which was in the strategies they use to will have 10 minutes
same format, but solve equations. to take this quiz.
with addition
equations.
This quiz will count
as a formative
assessment. It will
give me an idea on
how well the
students already
know subtraction,
and it will allow me
to see how much
they have learned
and improved when
they take this quiz
again at the end of
the unit.
English Language English Language English Language English Language English Language
Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL): Learners (ELL):
ELLs’ will be ELLs’ will be given ELLs’ will be given ELLs’ will be given ELLs’ will be
provided with cubes cubes and additional cubes and any other cubes that are built to provided with cubes
and number lines to scrap paper to assist manipulatives that represent the numbers and number lines to
assist them as they them in solving their have helped them best in the story problems assist them as they
take the quiz. equations throughout so far this week to on the workbook page. take the quiz.
the game. help them solve the They can use these to
equation on this page. assist them in solving
Students with special the problems. Students with special
needs: Students with needs: Students with
special needs will be Students with special special needs will be
Students with special
provided with cubes needs: Students with Students with special provided with cubes
needs: Students with
and number lines to special needs will be needs: Students with and number lines to
special needs will be
assist them as they given cubes and special needs will be assist them as they
given cubes, and
take the quiz. number lines to assist given cubes and
Early finishers (those who number lines to assist them in solving the number lines to assist take the quiz.
finish early and may need them in solving their equations on this page. them in solving the
additional resources/support) equations throughout story problem. Some
Students with gifted the game. students with special Students with gifted
abilities: Students with Early Finishers: Early needs will be abilities: Students with
gifted abilities will be finishers will take a encouraged to use the gifted abilities will be
challenged to write Early Finishers: When fall themed equation “counting all” method. challenged to write
and solve their own the students finish the worksheet. On this and solve their own
equation in addition to game, they will start sheet, they will solve equation in addition to
the equations on the over and begin a new equations and color. Students with gifted the equations on the
quiz. round. This provides abilities: Students with quiz.
additional subtraction gifted abilities will
practice and the have to show their
coloring gives them a work on the workbook
Early finishers: Early nice little break from page. This will be a Early finishers: Early
finishers will draw a all of their hard work. challenge for them as finishers will draw a
picture on the back of they are used to doing picture on the back of
their quiz representing mental math. their quiz representing
how they felt while how they felt while
they were taking it. they were taking it.
Early Finishers: Early
There will be a 10 There will be a 10
finishers will be
minute timer on during minute timer on during
encouraged to try
this quiz, so there will this quiz, so there will
solving the problem
not be a lot of time for not be a lot of time for
with a different
early finishers to begin early finishers to begin
strategy that they have
something new. something new.
not already used.
Allowing them to Allowing them to
draw how they felt draw how they felt
during the quiz will during the quiz will
give me some insight give me some insight
and also give them a and also give them a
little break before we little break before we
move on. move on.

Extension Activity and/or Homework

Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.
Exit Ticket: The Exit Ticket: The The students will solve Exit Ticket: The Pumpkin Counting
students will solve an students will write the equation 10-2=___ students will solve the Strips worksheet: The
addition equation and down one equation on a sticky note and following story students will complete
a subtraction equation. from their game of stick it on the board. problem by showing this worksheet of
This will show me that “One or Two Less,” the counting back or counting strips. They
they understand the the answer, and how counting all methods: will fill in the missing
difference between the they got the answer. Sam had 15 pennies. numbers.
plus (+) and minus (-) He spent 7 on a new
symbols. It will also pencil. How many
show me how the pennies does Sam
students are grasping have left?
the concept of
subtraction after this
lesson.
STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://youtu.be/JQZBeHtfZz0

Summary of Unit Implementation:

Planning and implementing a unit was very new to me. I have never done this before, so I

was nervous. There were extreme circumstances taking place in the classroom during this unit

which created a challenge for me. There is a student in my classroom who is going through an

extremely difficult time in their life. This has resulted in extreme behavior at school. This

student’s extreme behavior has had a negative effect on the rest of the class and has presented as

a huge distraction. Overall, I believe I successfully implemented this unit despite the difficulties

the classroom was facing.

Before this unit, the class had very little knowledge and experience when it came to

subtraction. I witnessed the students grasp the concept and solve subtraction equations and story

problems on their own. On day 1, I began to introduce subtraction. I started by showing the

students an example of a round of a math game that they like to play. They always play this

game based on addition, but I changed my example to represent subtraction. Then, I introduced

various different ways to solve subtraction problems. I introduced vocabulary words and terms

and ensured that the students understood. The students took a quick subtraction quiz so I could

see what they already know. I used interactive modeling to introduce a new math game. Then,
the students practiced subtraction by playing this game in partners. I walked around the

classroom and assisted the students as they played. I also reinforced the new vocabulary during

this time.

On day 2, the students were excited to work with subtraction again. I started the lesson

with interactive modeling. I did the work with the students on the Smart Board while they did the

work on their individual dry erase boards. I had the students complete some of their math

workbook pages on this day. This allowed them to practice using different strategies and

showing their work on paper. I ended this lesson by having the students play the new subtraction

game that they learned the day before.

On day 3, I began the lesson with interactive modeling again. I utilized the Smart Board

while the students used their individual dry erase boards. I introduced another new subtraction

game to the students. They were excited to learn how to play. I reinforced the new vocabulary

words and terms throughout this lesson. After the students had some time to play the new game,

I had them complete some subtraction problems individually. I collected this work to get an idea

of each students’ understanding of subtraction and the methods and strategies that I have been

teaching. I used this information to create groups for the following day.

On day 4, I began the lesson with the Smart Board and individual dry erase boards again.

This teaching method has been a success. I use interactive modeling to do an example with the

class, and then they show me how to do an example or two on their own. For the main part of

this lesson, I had the students work in small groups to do rotations. I based the groups off of the

information I collected from their work from the prior day. There were three different rotations.

One rotation included story problems on workbook pages, another was the math game One or

Two Less, and the other was the math game Roll and Record: Subtraction. The students had ten
minutes at each rotation. I focused a lot on the group who has been having the most difficult time

understanding subtraction. I spent extra time working with this group as they completed the story

problems.

On day 5, I began with interactive modeling using the Smart Board and individual dry

erase boards again. The students enjoyed showing their work this way. Next, the students took

the quiz from day one again. I am going to compare their answers and scores from the first time

they took this quiz until now. This will allow me to see how well they have learned during this

unit. After the students took this quiz, they did a subtraction craft. They really enjoyed being able

to be creative while they did their math. I focused on scaffolding for this subtraction craft. The

students with gifted abilities were able to choose their own numbers to work with. The students

with special needs were given the numbers that they worked with. Students with gifted abilities

worked individually while students with special needs worked with me at the horseshoe table.

Implementing these differences in how the students worked made this lesson successful. If I had

every student doing the same exact thing, it would be too challenging for some and not

challenging enough for others.

Summary of Student Learning:

Based on the way I implemented this unit, the students have successfully learned

subtraction at the grade-appropriate level. I had to make many changes throughout my unit based

on student learning. For example, the students are supposed to be taught the “counting back”

method. For this method, the students think of the greater number in the equation, and count

backwards by the smaller number. I quickly observed that this method was not working for every

single student. Some of the students had an extremely difficult time utilizing this method. I
worked with these students in a small group and taught them the “counting all” method. For this

method, they draw circles to represent the numbers in their equation. Then, they gross off circles

based on the smaller number from the equation. I continued working with these students in a

small group every day. By the end of the unit, they all successfully used the “counting all”

method and some advanced to using “counting back.” Another change that I made was providing

different students with different manipulatives to assist them in solving subtraction problems. I

noticed that some students, such as my English Language Learner, highly benefited from

utilizing cubes to represent the numbers in their equation. Other students worked best with

number lines. By the end of the unit, I felt like a pro in observing the students’ needs and making

changes to support them. On day five, I changed my lesson based on the needs of each student.

The students completed a subtraction craft. My students who quickly grasped subtraction worked

individually and chose their own numbers to work with. My students who had a difficult time

learning subtraction worked with me in a small group and I chose a number for them. This

change allowed every single student to finish this craft and feel proud about it. If I did not make

this change, I know that there would have been a lot of frustration among the students.

Reflection of Video Recording:

Overall, I believe my video showcases many areas that I could improve in. After

recording my video, I spent plenty of time reflecting, and I believe I have improved

tremendously already. During the time of my recording, I had lost my voice. I did not like the

way that I sounded, which resulted in a lack of confidence. This lack of confidence shows. In the

future, I cannot let something like this effect my confidence so much. I would like to improve on

my clarification and reasoning when I am utilizing interactive modeling. At some points, I asked
the students questions, and then wrote their answers on the board. I should have taken extra time

to talk about what the students said before writing it. I should have asked more questions to

guide their thinking as well. I feel like I did not explain why I wrote certain things well enough.

For example, when I asked the students if the equation is going to be subtraction or addition, I

should have explained how we know in more detail. Another area that I am working on is

classroom management. I felt like I was getting the hang of it, but I have a student who started

going through an extremely difficult time at home. This has resulted in extreme behavior, which

also really distracted the rest of the class. In return, I was feeling flustered with my classroom

management at this time. In my opinion, this relates to my confidence level as a teacher. I need

to practice keeping my confidence up despite anything negative taking place.One thing I liked is

that I described the word “greater” as “bigger” when I heard a student who did not understand it.

“Greater” is a newer word to the students, and I wanted to make sure that everyone understood

what I meant when I said it. I also like the way I got down on the rug and guided students

individually as they worked on their dry erase boards.