USF Elementary Education Lesson Plan Template (rev.

Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
16

Part 1: Lesson Content

Title of Lesson “Movin’ to Subtraction”
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson connects to the student's interests because they will be able to experience the lesson more as
a game which have them more engaged. I noticed that they need movement because, during moments
when the student has to listen, they would fidget a lot. Since this lesson will have students be in
collaborative groups, this will be an opportunity for them to socialize and develop skills needed for
independence.

How does this lesson connect to/reflect the local community?

This lesson connects to the classroom because during indoor recess the students play along with
instructions to have fun when there’s not enough time or weather conditions don’t allow the students to
play outside on the playground.
What Standards (national or MA.K.AR.1.3
state) relate to this lesson? Solve addition and subtraction real-world problems using objects, drawings, or equations to represent
the problem.
Understanding the standards over Trace the standard to the previous grade level. What have students already learned or been
time exposed to related to this standard?
EL.4y-K.V.B.1
Explores quantities up to eight using objects, fingers, and dramatic play to solve real-world joining and
separating problems
Students should have already been exposed to exploring adding and subtraction up to eight.

Trace the standard to the next grade level. What will students learn next related to this standard?
MA.1.AR.1.2
Solve addition and subtraction real-world problems using objects, drawings, or equations to represent
the problem.
Students will learn in the next grade to solve addition and subtraction real-world problems using
representations in double the range they’re learning now.

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
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What misconceptions might Students might misunderstand the use of the tens frame (e.g. completing the row but then adding
students have about this content? the change, starting a new row for the change), believe the symbol for plus + is the same as the
symbol for minus -, and missing symbols (e.g. =).

Objectives- What students will Students will be able to accurately solve subtraction problems using tens frames and counters as well
know or be able to do after the as be able to represent their work with tens frames.
instruction – the learning
outcomes
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Apply
Which level(s) of thinking is/are called for in your objective? Apply
Why did you choose this level(s) of thinking?
I chose this level of thinking because these are concepts that we will be coming back to review so I want
to see how they use the knowledge they should have previously learned.

Assessment Plan- How will you Describe your assessment plan:

know students have mastered After the practice, I will pass out an exit ticket that they can work together on. As they work on it, I will
your objectives? circulate the room to observe and provide individual group closure before transitioning them to I-Ready.

Is your assessment formative or summative? Why did you make that assessment decision?
The assessment is formative because I am using the exit ticket to see how much of that
knowledge they retained from last time and their I-Ready lessons.

How does it align with your objective?

This aligns to see the students accurately solve the questions.

Assessment Scoring/Rubric The criteria will be broken up into 2, 1, and 0. 2 means that the student has accurately
What are the criteria for how you represented their work in the tens frame and the answer is correct. 1 means that the student has
will assess student learning/student either accurately represented their work in the tens frame but the answer is incorrect or
misrepresented their work in the tens frame but the answer is correct. 0 means the student has

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
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work? If you’re using a rubric, misrepresented their work in the tens frame and the answer is incorrect. All the written work
include your rubric here. should be legible if not then it will be graded as incorrect.

2 1 0

Tens Frame has the accurately represented the misrepresented the

expression accurately expression in the tens frame expression in the tens frame
represented. but the answer is incorrect and the answer is incorrect.
or
The answer is correct. misrepresented the The ticket is blank or covered
expression in the tens frame in illegible markings.
but the answer is correct

Part 2: Lesson Implementation

Management & Environment I will begin the lesson at the front of the class to provide the instruction. The students will be behind
(integrated throughout your their chairs. For Student J, I will have painter's tape on the floor as an aid to help him know where his
step-by-step plan): area is.
● How will you arrange
yourself and the students I will instruct the students to stand up in both English and Spanish. I will utilize a PowerPoint and rule
(location in the classroom, reminders to communicate the procedures. My hierarchy of interventions is signal interference, peer
seating)? reinforcement, rule reminder, name-calling, and consequence (sitting down).
● What processes &
procedures will you use? My expectations for the student will be that they will be doing the exercise instructed or moving their
How and when will you counter. I will communicate this through explicit instruction and rule reminders. My hierarchy of
communicate those to interventions is signal interference, peer reinforcement, rule reminder, name-calling, and consequence
students? (removal of manipulatives).
● What expectations will you
have for the students? How If students complete the worksheet early, I will collect it and transition them onto I-Ready math.
and when will you
communicate those to
students?
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
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● What strategies will you use

if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What will
that consist of?
● What will students do if they
complete the task quickly?
Materials ● Myself
(What materials will you use? Why ● smartboard
did you choose these materials? ● Pencil
Include any resources you used. This ● whiteboards
can also include people!) ● dry-erase markers
● Behavior Tracker: MathKTracker
● Worksheet: MovingMath
● PowerPoint: Movin’ With Math
● Ten Tables
● Counters

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
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Differentiating Instruction What is informing your need to differentiate (mark those that apply & explain):

Readiness Interest Learner Profile

How will you differentiate instruction in this lesson? (mark those that apply):

Process Product Content

Describe what/how you will differentiate:

Instead of the student sitting down during instruction, incorporate intervals of movement and class
discussion in between the practice problems.

Which specific students will benefit, and why?

All students will benefit from the movement because a lot of students require movement. Students with
high attention needs will benefit from the class discussion because this allows them to talk.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners, using the
(What students need specific WIDA levels? (Refer to your ESOL Strategies checklist and list specific strategies)
accommodation? List individual Entering, Emerging, Developing, Expanding, Bridging
students (initials), and then explain ● Entering/Emerging: These students will be grouped. I will be incorporating some Spanish into my
the accommodation(s) you will explanation. I will provide non-verbal ways for them to join the conversation.
implement for these unique ● Developing/Expanding: These students will be grouped. I will be asking these students binary
learners.) questions.
● Bridging: These students will be called and asked questions to probe their understanding of the
content.

What accommodations will you make for students who have an IEP or 504 plan?
None of my students have an IEP or 504 plan
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
None of my students identified as gifted and have an EP

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
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References (Planning of
instruction should be guided by Student Asset Profile
research-informed
approaches. Acknowledge DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten
references used to inspire lesson learners’ independence and self-regulation within play-based classrooms. Assessment in Education :
ideas.) Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033
(Integrating collaborative play to encourage improvement in self-regulation)

Rozi, F., Widat, F., Saleha, L., Zainiyah, A., & Aisyah, S. N. (2022). The “Aku Bisa” Program; Efforts to Train
Early Childhood Independence. Jurnal Obsesi, 6(4), 3218–3231.
https://doi.org/10.31004/obsesi.v6i4.2067
(Peer Adjacent Encouragement and Incorporating manipulatives into lessons to build confidence)

Rusmayadi, R., & Herman, H. (2019). Effects of Social Skills on Early Childhood Independence. Journal of
EST (Educational Science And Technology) (Online), 159–165. https://doi.org/10.26858/est.v5i2.9274
(Encourage a sharing aspect of a lesson, Group-Based Lesson Activity, and Incorporate Leader/Expert
Roles to help others)

Levin, J., & Nolan, J. F. (2020). Principles of Classroom Management: A professional decision-making
model. Pearson.

A., V. de W. J., Karp, K. S., Bay-Williams, J. M., & Wray, J. (2023). Elementary and middle school mathematics:
Teaching developmentally. Pearson.

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Math
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other words,
Act as if you need a substitute to what lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual
carry out the lesson for you.)
release/etc.) Gradual Release
Where applicable, be sure to address
the following: 3. Step-by-step plan:
Time: Action Steps:
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
16

◻ What higher-order thinking 12:00 Teacher will say “Alright everyone let’s stand up, push in your chairs, and stand behind your chair”
(H.O.T.) questions will you ask? 12:00 Students will stand up and push in their chairs. They wait behind their chair.
◻ How will materials be 12:00 Student forgets to push in their chair
distributed? 12:00 Teacher should say “Good job table #, everyone is waiting behind their chairs pushed in” or “I love
◻ Who will work together in how student x has their chair pushed in”
groups and how will you 12:00 Student fixes their chair
determine the grouping? 12:00 Teacher should say “Thank you for fixing your chair so quickly”
◻ How will students transition 12:01 Teacher should say “Today we will be working together to solve our math problems. Let’s
between activities? start with how we should be thinking about subtraction. When we put things together in addition,
◻ What will you as the teacher do? it’s like we’re stepping forward. Now everyone takes a few steps back, what do you think we’re
◻ What will you as the teacher doing today?”
say? 12:01 Student should guess “taking it away” or “I don’t know”
◻ What will the students do? 12:01 Teacher should say “It’s okay if you don’t know that’s why we’re reviewing it together. Well
◻ What student data will be for Subtraction, it’s the opposite. We take something away or we take a step back. We’re going to go
collected during each phase? over a problem and then you will be working in your groups.”
◻ What are other adults in the 12:02 Teacher should read the problem on the board, “A1 took 5 steps into the classroom. A1 started
room doing? How are they dancing where he took 3 steps back. How many steps would he be in the classroom?”
supporting students’ learning? 12:03 Teacher should say “Now what are some things you noticed in the problem?” using the signal that
they can call out
12:04 Students should call out “There’s A1’s name” “he has 5 steps” “he was dancing” and “He took 3
steps back”
12:04 If students are struggling to answer, Teacher should ask “What numbers do we notice?”
12:04 Students should call out “5” or “3”
12:05 Teacher will hold up their hand to stop calling out and say “ Okay so He took 5 steps & He took 3
steps back. What do we do ?”
12:05 Student will raise their hand to answer with “Put down 5 and take 3 away”
12:05 The Teacher will say “Good Job! You’re doing what”
12:06 Student calls out
12:06 Teacher will say “I’d love to call on a quiet hand”
12:06 Student will raise their hand to answer with “Taking away?”
12:06 The Teacher will say “You’re also subtracting!”
12:07 Teacher says “Now, we will move together when we hear a movement word or see a green/verde
word with a circle underneath then stop when we hear stop or see a red/rojo word with a triangle. After I
finish reading the problem, you’ll work on your tables. I will assign a table leader to write their table’s
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
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work on their whiteboard, so I shouldn’t see the whiteboard being passed around. I’m going to hand out
your tens tables and counters for you to use. Do not flick them off your table or play with them. Give them
a thumbs up if you understand”
12:08 Students respond with their thumb
12:08 Student responds by calling out
12:08 Teacher should put a finger over the lip and show a thumbs up, if students continue then use a rule
reminder like “Voices off, Remember to use your hand” or peer reinforcement “I love how x has a quiet
thumb up”
12:08 Teacher should read the problem on the board, “J1 runs around the playground for a long time. J1
bought six water bottles for the playground for him. J1 stops running and chugs two water bottles. How
many water bottles are left?”
12:08 Students should have started running when they heard “runs” and stopped when they heard
“stops”
12:08 Some students continued to play around
12:08 Teacher held up a hand to tell them to stop. if that doesn’t work make it more explicit by telling
them to stop.
12:08 Teacher should say “Okay, I’m going to read it again but this time I want you stiff like statues.
If you move, you’ll sit down”
12:08 Teacher should say “Now in your groups, work out how many water bottles are left. Try your best
to rely on those in your tables!”
12:09 Students should work together in groups as the leader records their work.
12:10 Teacher should say “Leaders please raise your boards”
12:10 Students who have their whiteboards should raise them
12:10 Teacher says “Okay table # tell me why you go that “
12:10 Student Leaders should answer with their explanation of their answer
12:11 Teacher says “Give me a thumbs up if you agree… Give me a thumbs down if you disagree”
12:11 Students raise a thumbs-up or down
12:11 Teacher says “Someone with their thumb down tell me why you think that”
12:11 Student shares their explanation
12:12 Teacher will go to the next slide and read “A2 and I skipped to the cafeteria together. They have 6
fruit snacks. They stopped and noticed they had dropped 3 of them. how many do they have left?”
12:12 Students should have started skipping when they heard “skipped” and stopped when they heard
“stopped”
12:12 Teacher should say “Remember when I reread the problem, I want you stiff like statues. If
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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
16

you move, you’ll sit down”

12:12 Teacher will say “Now It’s your turn”
12:12 Students use their counters on the table of the ten
12:12 Student flick counters.
12:12 Teacher will use a rule reminder if not followed teacher will take the counters away from student.
12:13 Teacher will say “Leaders show me your boards, Student why did you get 3”
12:13 Student should say “3 because took 3 off and counted 3”
12:13 Teacher will read the final problem “J2 ran around collecting rocks. he counted that he had 13 rocks
but when he stopped and counted them again. he realized he dropped 5 rocks. how many rocks does he
have now?”
12:13 Teacher will say “Now please sit down”
12:14 Students should sit down
12:14 Teacher will say “Now It’s your turn”
12:14 Students will work together to figure out the problem
12:14 Teacher says “So how many were left? Leader, please raise your boards, ”
12:15 Students should raise their boards
12:15-12:20 Teacher should review it if necessary
12:20 Teacher will say “Now you will be working on an exit ticket that I will be passing out. it only has two
questions. You’ll have 10 minutes. When you’re done, I’ll collect it and you’ll go onto I-ready math. Show
me that you’re done by holding up a thumbs up”
12:20 Students should be working on the worksheet, if finished they get onto I-Ready
12:20 The Teacher will be circulating to provide support, and once the teacher sees a group finished
when their thumb is up
12:21 The teacher will look over their answers as they collect their exit tickets.
12:21 The teacher will say “Let’s start with what have we learned”
12:21 Students may say “You cross out the circles when you take them away”, “6-3 is 3”
12:21 The teacher will say “Now let's review” using a whiteboard draws “-” “This symbol means to
put it together or pull it apart”
12:21 Students should say “apart”
12:22 If a student doesn’t respond as expected, Teacher should say “Why do you think so?”
12:22 Student may say “I don’t know”
12:22 Teacher should draw a plus and minus and explain the difference by pointing at each
symbol while reminding the students of the name and use of the symbol

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USF Elementary Education Lesson Plan Template (rev. Fall 23) Name: Daimeley Abreu

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 3/26/24
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12:22 Teacher would say “ Right. Today, we were using a tens frame to figure out and represent the
problems. How else would you figure it out?”
12:22 Student may say “I don’t know”, “counting my fingers”, or “drawing circles and mark it out”
12:23 Teacher would say “Cool, think about how you worked it out on I-Ready. Now you can go
onto I-Ready Math”
12:23 Students should get their laptops and headphones.

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