Martha Moreles

Mini Lesson Template for EDUC 3200 Complete this Lesson Plan Template to
accompany the MovieMaker project. Submit Lesson Plan with Video
Classroom
Context

Central
Focus

Dates and
duration
Whole/small group or
individual
IEP /ELL/other
Number of students
Lesson plan title
Grade level
Content Standard

March 11, 2015/ 40 minutes

Small Group
Intensive Students
10
Five Liittle Ducks/ Subtraction
Kindergarten
o

MCCK.OA.2 Solve subtraction word problems and

subtract within 10, e.g., by using objects or
drawings to represent the problem.

The central focus of this lesson is for the

students to use concrete objects or drawings to
aid them with subtraction word problems.

Central focus

Learning Objectives
The specific learning goals for students in this
lesson are to understand subtraction as taking
away or from and to understand what symbolic
characters are included. (-, =).
o One of the major misconceptions students might
have in mathematics is difficulties with one-toone correspondence and students may not
recount when given a word problem but instead
identify the number taken away as the answer.
(ex. 5-4, student says 4.) They may also add
instead of taking away.
5 minutes
o I will start my lesson by asking students to give
me five to show that I have their attention. I will
then activate their background knowledge by
review basic math concepts such as counting to
twenty-five and skip counting along.
25 minutes

Common Errors and

misconceptions

Instruction

Launch
Description of
engaging activity

Instruction
o Strategies to
understand
content

The book talks about five little ducks who go

over the hill and each time they return, one is
short, eventually leading to none coming back. I
will ask the students to help me count and I will
ask questions such as, how many ducks didnt
come back? So how many ducks does that leave
1

Martha Moreles

us with? I will use terms like less, subtract, or

phrases such as, if you take away..
o Learning
o As an activity to promote learning, I will engage
activity/task
all students by calling out volunteers to answer
questions during my lesson and pinpoint those
who seem like they are struggling for additional
instructional time.
o Evidence of
o I will listen for conversation that goes
learning
throughout my lesson as evidence for student
learning as related to the central focus.
Structured practice and application
o Strategies for
o For guided practice, I will use a chart to
guided
implement subtraction for more practice. For
practice
example, the student might say, five ducks
went over the hill and four came back. I would
then write 5-1= and model it with paper ducks
on the chart and give a visual. Students will also
have the opportunity to use rubber ducks to
model word problems to show what they have
learned.
o Strategies to
o For independent practice, I will provide
Independent
worksheets in which the students will use the
practice
drawings used to represent the math problem to
find the answer.
Closure
o For my closure, I will ask students to tell me
something they learned during the lesson. I will
review along with them and clear any
misconceptions that they might have.

Differentiation
/Planned support
o Evidence of
access to
learning

Support
strategies to
close gaps

For differentiation, I will provide students with

support through more advanced peers who are
capable of coaching them in their own way. I will
provide my support and will prepare lower level
questions that will serve as an approach of
fostering their learning.

I will provide visuals and will constantly review

through centers or additional instructional time
2

Martha Moreles

to close any learning gaps and provide the

appropriate bridge of schema to new learning.
Materials
o
o

Academic
Language
Demands

Teacher: Big Book Five Little Ducks, Chart

Paper, Cut-Out Paper Ducks
Student: Colors, Manipulatives (little ducks),
Writing Utencils

Language Demand
o

Language demands used in this learning

segment include subtract, retell, and categorize.

The student will represent subtraction and

understand it through the use of drawings and
manipulatives.

The following words will be used throughout the

mathematics learning segment, Subtract, Take
Away, Minus Sign, Equal Sign, and Equal Too.
The organizing symbols words, and /or phrases
in the written and oral language include: minus
sign (-), equal sign (=), take away. Also phrases
that describe the key details in a story.
(Example: In the beginning.., At the end..)

Language Function

Vocabulary Use/
Syntax

Oral questions ( List

H/L level questions)

Assessment

Type of assessment
Description of
assessment
Modifications to the
assessment so all
students could
demonstrate their
learning

Higher:
Do you think it is important to learn about subtraction?
Why or why not?
What does 5 subtract 1 equal?
Lower:
What was our lesson about?
Tell me one thing you learned about subtraction.
What is 5 take away 1?
If I take away, will the answer be lesser or greater?
o Informal
o Subtraction Worksheet Using Drawings to
Represent Problem.
o For higher level students, I will also provide word
problems and allow them to write what they
think the math sentence is and include the
answer

Martha Moreles
Evaluation criteria /
(evidence of student
learning)

Evidence of student learning will be assessed by

how well they complete the word problems.