Lesson Plan Title Cookie Jar Subtraction (Math Lesson to Accommodate VI Students)

Lesson Plan Title – Cookie Jar Subtraction (Math Lesson to accommodate VI Students)

Standards Addresses: Academic Standards and Assessment for Mathematics-

MA1(1) 3. Demonstrate addition and subtraction of one- and two-digit numbers by joining, separating, and comparing sets of objects in authentic situations. MA2(1) 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. (See Appendix A, Table 1.) [1-OA1] MA2(1) 4. Understand subtraction as an unknown-addend problem. [1- OA4] MA2(1) 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1-OA5].

Specific Objectives: In this language development subtraction lesson VI students will learn and practice using vocabulary and sentence structures for subtraction. The lesson incorporates technology, hands-on manipulative, and multiple opportunities for interaction to engage students in the math content. Students will master this skill with a 70% accuracy.

Required Materials: crayons, graph paper, show-n-tell items, other objects brought into class to count, large foam numbers, markers, chart/table, chalk, cookie cutters and clay dough, computer.

Anticipatory Set: (Lead-In): I will open this lesson by leading the class in singing the cookie jar song.  In leading this lesson I would have the students rote count from 1-20. We will do this together forward and backward.  I would then hold up large numbers and ask selected students (using ask-pause- call) to identify the number. I would repeat this several times for observation.  I would then tell the class that on today we will be using numbers to subtract. Subtract means to take away. We will use these numbers to tell a story. I would give them an example. Paul had 2 balls. He gave one ball to Jim. How many balls did he have left?. Paul had 1 ball left.  The class will watch a powerpoint activity on subtraction problems, The VI students will be moved closer for proper vision.  We will practice this activity by using our fingers, classmates and various large objects in the room. Step-by-Step Procedures for Teaching the Lesson:

o I will explain to the student that to subtract means to take away from. The vocabulary terms for subtract may include: minus, take away, took, left. We will use these terms in simple subtraction stories. o I will give each child a large number and call on them to present a problem for demonstration to the class. o I will tell the students that when subtracting the larger number should always go on the top. We will discuss which number is larger.

Guided Practice/Monitoring  I will group the students according to ability and guide them in working with manipulatives in subtraction.  I will differentiate the lesson by: Allowing some students to work with subtractions facts. (problem solving worksheet. Some students will work story problems Some students will work with large manipulatives. Some students will work with recognizing numbers on the number line. (TA center) Some students will use cookie cutters and clay dough to form subtraction problems. (Teacher Center) Some students will use the computer to visit websites for addition and subtraction. One of my favorite to use is: http://www.ixl.com/

Closure(Reflect Anticipatory Set):

o As a closure activity I will allow each group to tell the class what they did and learned at their center. o I will review with the class what it means to subtract. o We will review subtraction problems as a class. o The class may complete subtraction worksheet to show accuracy of skill

Assessment Based on Objectives: I will assess the students for the correct usage of vocabulary terms and correct subtraction problems.

Adaptations-Accommodations (For Students with Special Needs) I will work with individual students within a small group setting to do subtraction with larger objects, markers, paper and crayons.. I will work with students on using the right vocabulary to tell their outcome. I will allow these students to present their problem to the class as a reward.

Extensions (For Advanced Students) The advanced students may:  Listen to and tell subtraction stories  Write subtractions  Use math vocabulary: first, then, left, minus and equal  Use math sentence structures: How many are left? There are _____left.  Create their own math problems an present them in a Cookie Jar Subtraction Booklet  Students may use dry erase markers and board to practice writing problems.  Complete worksheets or activity pages on computer.

These activities may be done with the teacher or the TA.

Possible Connections to Other Subjects: This skill may also be connected with Art, Reading and Language, Science and Social Studies.

Reflections:

 Working with individual students within this small group setting will allow you to do on the spot, authentic assessments. You will be able to gauge which students need help with number recognition, subtraction facts and vocabulary terms.

 It will also allow you to challenge students on various developmental levels. For example, students who need help with number recognition can get practice by continuing to use the larger numbers and repetition activities of identify them. The use of differentiated strategies may be used as well.