KUTZTOWN"

UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Kaitlynn Becker
Date: 9/22/14
Cooperating Teacher: Mrs. Walter
Coop. Initials: _CW
Group Size: 19
Allotted Time: 60 minutes Grade Level:1
Subject or Topic: Math: Finding missing parts of 9
Section: _55

STANDARD(s):
1. OA.4: Understand subtraction as an unknown-addend problem.
I.

Performance Objectives

The student will

Use subtraction to find the missing part of 9 when one part is known.
II. Instructional Materials:
Number card 0-11
Two-color counters
Magnetic counters
2-3 student packet (18 copies)
Smart board
III. Subject Matter/ Content
1. Prerequisite skills:
a. Students must know how to use the part-part-whole model.
2. Key vocabulary:
a. Missing part: the part in a math problem that is unknown
3. Big ideas:
a. Finding missing parts of 9
IV. Implementation
A. Introduction
1. The teacher will say "You have learned how to find missing parts of 6, 7, and 8. Today,
you will learn how to find missing parts of 9.
2. The teacher will hold up 5 fingers on one hand and 4 on the other.
3. The teacher will say "How many fingers are there is all?" You can see 2 parts? Now one
part is missing. How many fingers are in the missing part?"
4. The teacher will bring back her hand to show 9 and then repeat with the other hand.
B. Development
1. The teacher will say "Beth has 9 dogs. She can see the dogs that are playing in the yard.
How can she tell how many are resting in the doghouse?"
2. The class will do a think, pair, and share.
3. The teacher will now model todays strategy.
4. The teacher will say "Beth sees 4 dogs playing in the yard."
5. The teacher will ask the class "How can we figure out how many dogs are in the dog
house?"
6. The class with turn and talk.
7. The teacher will say "Wow I heard some great ideas! You can use the whole and the part
you know to find the number of dogs inside the doghouse."
8. The teacher will say "How many dogs are in the yard?"
9. The teacher will play 4 counters on the board next to the dog house, the students will
place them on their mat.
10. The teacher will say "How many dogs does Beth have?"
11. The teacher will say "How many more counters do you need to make 9?"

12. The teacher will have the children place 5 counters on the doghouse. (The teacher will do
the same on the board.)
13. The teacher will demonstrate how to fill in the missing parts on the worksheet.
14. The teacher will now let the students work with their partners to explore this concept
some more.
15. The teacher will remind the partners that there are 9 dogs altogether so each group of
partners need 9 counters out. The teacher will also remind the students that the part they
know goes first (on the left) and then the missing part goes next (on the right)
16. The teacher will walk around the room to monitor the students.
17. Once the teacher sees all the students understanding the concept, she will pull their
attention back up to the board.
18. The teacher will then show the video clip of the visual learning to review todays topic.
19. Once the video is over the teacher will dismiss the class for guided math.
Guided Math.
1. First group-Red group:
a. The teacher will do the guided practice with the students.
b. The teacher will walk them through step by step to make sure they totally
understand the concept.
c. Once the guided practice is over the teacher will have the students try the
independent practice at the table with her.
d. The teacher will monitor the students work and help them when needed.
e. When the children finish the inside of the packet the teacher will have them do
the problem solving page at the table.
f. The teacher will read the problems to the students and instruct them to circle the
important numbers.
g. The children will solve the problems and the teacher will help as needed.
2. Second group-Green group:
a. The teacher will do the guided practice with the students.
b. The teacher will walk them through step by step to make sure they totally
understand the concept.
c. Once the guided practice is over the teacher will have the students try the
independent practice at the table with her.
d. The teacher will monitor the students work and help them when needed.
e. Once the students are done the teacher will instruct the students to turn their
books over to the problem solving side.
f. The teacher will read the problems to the students and instruct them to circle the
important numbers.
g. The teacher will send the students back to their seats to try these problems on
their own.
3. Third group-Yellow group:
a. The teacher will check the students work.
b. If the students all struggled with a problem the teacher and the students will
work through it.
c. If the students have all of the answers correct the teacher will give them the
enrichment master.
d. The students will do the enrichment master.
e. The teacher will assist as needed.
f. The teacher will check the students work as needed
20. When guided math is over the teacher will hand out the homework and go over it to check for
understanding.
C. Closure
1. The teacher will give the students one final part and ask them to find the missing part if
the whole is 9.
D. Accommodations / Differentiation
1. Grouping for guided math is based on levels of math knowledge.
2. The selective mute child will use his white board to communicate.
E. Assessment/Evaluation plan

1. Formative:
Students work
Teacher observations
2. Summative
N/A
V. Reflective Response
A. Report of Students Performance in Terms of States Objectives
The students all met the objective of finding the missing parts of 9 using subtraction. They all completed the
packet with little difficulty. The part they had trouble with was the challenge ones that did not have the boxes to draw
the picture in so we just had them draw the picture.

B. Personal Reflection
1.

2.

1.

How did this lesson go since it was my first math lesson?

a. It went very well, I did have some problems with the technology but
Mrs. Walter helped me fix this during the lesson. The kids got the
concept right away so I had kids coming to the board to help me solve
the problems.
How did I do teaching guided math?
a. This went very well. I am so happy that they do guided math because
you can help the kids who need it the most and the higher kids won't be
bored. The only problem I had was that the one little boy was being
lazy (which is common for him) and he didn't want to do his work, I
had to raise my voice to make him listen and then Mrs. Walter came
over and assisted him. Mrs. Walter also told me to make sure I am
asking how the students knew the answer and have them explain their
work.

VI. Resources
Charles, R. (2012). Finding missing parts of 9. In EnVisionMath common core (pp.
49A-52B).
Glenview, Ill.: Pearson Education.