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Goal of Lesson: Subtraction Story Problems
Objectives:
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Early Childhood Special Education Lesson Plan
Grade Level: 2nd Grade
Lesson: Subtraction Story Problem
Unit of Study: Addition and Subtraction Situations
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
Subtraction Word Problems
Objectives:
Post-Assessment: Students will be assessed using a checklist based on student’s work on the “How many cards worksheet?”
Use of Technology: In the future, using the Smart Board in the classroom would be helpful for students visually see the problem. The Smart Board can make the story more interactive with picture visuals. Although there is a Smart Board in the classroom during the lesson students will have stations, and moving in small groups throughout each station. With small groups it is more efficient having more one-to-one attention using chart paper.
Differentiation:
To make it easier:
1. The problem will be read again to help with students with reading literacy difficulty
2. Students will use white boards to write out the problem by drawing and using connecting cubes to double check their work
3. Students will work with smaller numbers to help understand the concept of taking away
4. Students will work with a partner to solve the problem together and discuss the best solution
5. Student will draw and verbally explain the strategy used to solve the problem using manipulatives or pictures. Students will not be required to write the equation of the problem.
To make it harder:
1. Students will receive a challenging story problem sheet mixed with subtraction and addition problems
2. Student must write an appropriate equation for the problem
3. Student will have to explain in complete sentences how they solved the problem
Seating Configuration/Use of Physical Space:
Students will be moving around during stations, in which the groups are pre-set with students in each group having different learning needs. Students that are familiar and/or understand the story problems will work individually until the small groups regroup to review different strategies used to solve the problem. Students that do not understand will sit next to the teacher to provide more 1:1 instruction and assistance, by guiding the students through the different strategy steps for solving the problem.
Teaching roles and collaboration:
The general education teacher will be working at another station working in small group with students either at another writing, math or word study station. The substitute teacher and teacher assistant will work at another station. Each educator in the classroom will be responsible for 1of the 5 stations during station time, either it be reading, writing, word study and/or overseeing independent work. All teachers will help with transitioning students between stations, and responsible for resetting and remodeling each station activity for each group. Each station group switches every 20 minutes. Teachers in the classroom will help with managing children’s behaviors in each station, and checking other stations to make sure students is on task.
Classroom Management:
To manage the students is quickly having students settling into the stations by getting them to prepare to listen and engage in the instruction. The instructions will be said in clear and a low town voice to avoid interrupting other stations near by. Students will be asked to lower their voices in a low toned voice. I will have students ask questions after I have read the problem. Encourage student volunteers and explain their strategies. To seek appropriate behavior students will do a “thumbs up” if they agree instead of sharing responses. For students with attention seeking behavior will be given a task such as giving out the materials and papers. Off task/escape behaviors will have the instructions and steps repeated to them with either a verbal or visual checklist to keep them focus on the task. Students will be encouraged to share their responses with each other towards the end. Using counting sequence will help to get their attention.
Engagement of students/anticipatory set/Motivation:
The problem will be written on chart paper using colorful and decorative colors. To help get students become motivated, the story problem will be read with enthusiasm. The problem will be connected to prior knowledge and a self-connection will be made. The problem will be modeled using manipulatives and markers to help write the different strategies.
Connection to Previous lesson/Prior Knowledge:
Students already know what addition and subtraction means. Students have experience adding numbers together and that subtraction is taking away. Students know how to write and read questions. Students know standard notation and what the symbols mean. Students know how to use the counting cubes and number line to solve problems.
Lesson Presentation:
Estimated Time: 20 minutes for each group (Total of 5 groups, 20 minutes each group= 1 ½ hour of station time)
Guided Practice/Active Involvement/Small group work/Independent Practice:
Estimated Time: 20 minutes
Estimated Time:
Grade Level: 2nd Grade
Lesson: Subtraction Story Problem
Unit of Study: Addition and Subtraction Situations
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
Subtraction Word Problems
Objectives:
- SWBAT identify and solve the problem about taking away from something, which is subtraction by recording their solution on paper
- SWBAT solve the problem accurately by using different strategies either with manipulatives, number line and/or drawing a picture
- SWBAT retell the story and explain what is happening in the problem
- SWBAT explain how they solved the problem and strategy used by writing down their reasoning
Post-Assessment: Students will be assessed using a checklist based on student’s work on the “How many cards worksheet?”
- Did the student identify the problem as subtraction and record their solution on paper?
- Did the student accurately solve the problem using different strategies available to him/her?
- Did the student retell the story and explain what is happening on the problem?
- Did the student explain how they solved the problem and strategy used by writing down their reasoning?
Use of Technology: In the future, using the Smart Board in the classroom would be helpful for students visually see the problem. The Smart Board can make the story more interactive with picture visuals. Although there is a Smart Board in the classroom during the lesson students will have stations, and moving in small groups throughout each station. With small groups it is more efficient having more one-to-one attention using chart paper.
Differentiation:
To make it easier:
1. The problem will be read again to help with students with reading literacy difficulty
2. Students will use white boards to write out the problem by drawing and using connecting cubes to double check their work
3. Students will work with smaller numbers to help understand the concept of taking away
4. Students will work with a partner to solve the problem together and discuss the best solution
5. Student will draw and verbally explain the strategy used to solve the problem using manipulatives or pictures. Students will not be required to write the equation of the problem.
To make it harder:
1. Students will receive a challenging story problem sheet mixed with subtraction and addition problems
2. Student must write an appropriate equation for the problem
3. Student will have to explain in complete sentences how they solved the problem
Seating Configuration/Use of Physical Space:
Students will be moving around during stations, in which the groups are pre-set with students in each group having different learning needs. Students that are familiar and/or understand the story problems will work individually until the small groups regroup to review different strategies used to solve the problem. Students that do not understand will sit next to the teacher to provide more 1:1 instruction and assistance, by guiding the students through the different strategy steps for solving the problem.
Teaching roles and collaboration:
The general education teacher will be working at another station working in small group with students either at another writing, math or word study station. The substitute teacher and teacher assistant will work at another station. Each educator in the classroom will be responsible for 1of the 5 stations during station time, either it be reading, writing, word study and/or overseeing independent work. All teachers will help with transitioning students between stations, and responsible for resetting and remodeling each station activity for each group. Each station group switches every 20 minutes. Teachers in the classroom will help with managing children’s behaviors in each station, and checking other stations to make sure students is on task.
Classroom Management:
To manage the students is quickly having students settling into the stations by getting them to prepare to listen and engage in the instruction. The instructions will be said in clear and a low town voice to avoid interrupting other stations near by. Students will be asked to lower their voices in a low toned voice. I will have students ask questions after I have read the problem. Encourage student volunteers and explain their strategies. To seek appropriate behavior students will do a “thumbs up” if they agree instead of sharing responses. For students with attention seeking behavior will be given a task such as giving out the materials and papers. Off task/escape behaviors will have the instructions and steps repeated to them with either a verbal or visual checklist to keep them focus on the task. Students will be encouraged to share their responses with each other towards the end. Using counting sequence will help to get their attention.
Engagement of students/anticipatory set/Motivation:
The problem will be written on chart paper using colorful and decorative colors. To help get students become motivated, the story problem will be read with enthusiasm. The problem will be connected to prior knowledge and a self-connection will be made. The problem will be modeled using manipulatives and markers to help write the different strategies.
Connection to Previous lesson/Prior Knowledge:
Students already know what addition and subtraction means. Students have experience adding numbers together and that subtraction is taking away. Students know how to write and read questions. Students know standard notation and what the symbols mean. Students know how to use the counting cubes and number line to solve problems.
Lesson Presentation:
Estimated Time: 20 minutes for each group (Total of 5 groups, 20 minutes each group= 1 ½ hour of station time)
Guided Practice/Active Involvement/Small group work/Independent Practice:
Estimated Time: 20 minutes
- 10 min-“Yesterday, we did story problems about children playing tag and children wanting to join in on the game. Today, I will read a new story problem. Listen carefully and think about what the problem is asking”. In small station groups the teacher will read aloud the problem from the chart paper. After the problem is read students will be given a minute to think about what the problem is asking. The teacher will ask volunteers to retell what is happening in the problem. The teacher will ask students, “Will the answer to this problem to more than 16 or less than 16? Why do you think so? You will have a chance to figure it out individually. (The teacher will show students the worksheet) You can use the counting cubes and/or number line to help you solve the problem. Make sure to remember to check your answer. Be sure to show how you solved the problem. I should be able to follow your work and when others look at your paper they should be able to understand what you did to solve it. ” Students will also solve the problem in the back and write an explanation of how they solved the problem.
Estimated Time:
- 10 min-After students have solved the problem individually, 1 or 2 students will share their strategies and the teacher will record them on the chart paper. This is a way for the teacher to model how to record and how students can show their work. The teacher will model using counting cubes and the number line to show how students could have solved the problem. Based on student’s strategies the teacher will ask students if anyone else did the same strategy or did something different? The teacher will briefly model and demonstrate how students would write the equation, after quickly explaining the minus sign.