Lesson Plans

Lesson Plans for Subtraction with Regrouping

Rationale: Students need to acquire the mathematical skills, understanding, and attitudes that they will need to be successful in their careers and daily lives.

Objectives: To develop an understanding of subtraction with regrouping by using physical materials to construct meaning for numbers.


Single popsicle sticks and bundles of ten.

Place value mats.

 Procedure: The students will be asked to place bundles and single popsicle sticks onto their place value mats that coincide with the number written on the blackboard. The students will then be given a number to subtract that will require regrouping. The students will be shown how take a bundle from the 10’s column in order to regroup, placing the bundle of ten in the 1’s column. As the students solve the problem with the manipulatives, the teacher will write the problem on the board. This will numerically illustrate what the students are solving.


Assessment: Students will be assessed by observation of the correct placement of the popsicle sticks on the mat. The students will also be assessed by the completion of a review worksheet to be given as classwork.


          Lesson Plans for “Me on the Map”


Students will read aloud the story “Me on the Map” in order to increase fluency and review for reading comprehension.

 Students will create a time line to sequence information learned from text into a logical order to retell facts in order to increase reading comprehension skills and response to text.

 The students will also answer questions correctly that are posed about the story in order to increase fluency.

Procedure: The students will be given computer created picture cards representing the key words in the story “Me on the Map”. The students will be asked to place their cards on the appropriate position on the teacher created time line.


Students will be assessed through teacher observation of reading and proper placement of picture cards on the time line.


             Lesson Plans for “The Crowded House”


          Oral language is a powerful tool for communicating, thinking, and learning. Through speaking and listening, students acquire the building blocks necessary to connect with others, develop vocabulary, and perceive the structure of the English language. An important goal in the language arts classroom is for students to speak confidently and fluently in a variety of situations.

          Descriptive statement of Standard 3.3: Speaking

             NJ Core Curriculum Content Standards


*The students will create sentences containing new vocabulary words from the play, “The Crowded House” in order to expand their language skills.

 *The students will be given roles to read aloud in order to use speaking techniques, including voice modulation, inflection, tempo, and enunciation for effective presentation.

*The students will participate in a group discussion in order to respond orally to literature and participate in class discussions appropriately.

*The students will write paragraphs comparing and contrasting plays to other literary genres in order to demonstrate higher order thinking skills and writing clarity when answering questions in response to literature.



The students will be assessed based on teacher observation of student performance.

The students will also be assessed on the mechanics of writing, content, and clarity of their writing assignment.


Lesson Plans: Measuring with Crayons

                    Grade level: K-1

Topic: The students will be introduced to the concept of estimation. They will also learn measurement using crayons. We have put together a fun activity which will encompass both of these aspects. It is a way for the students to use measurement and estimation in such a way that it relates to their everyday lives.

Rationale: Children need to understand the concept of measurement and how it relates to their lives. They also need to understand that measurements can be made with everyday objects because standard units of measurement are not always available.

Objective: Students will be able to measure length using crayons.

Assessment: The students will write the correct measurement on their strips of paper. We will go around helping and checking for accurate measurement.

Objective: The students will also learn the terms standard unit of measurement, and estimation. The students will have a clear understanding of measurement upon completion of the lesson. They will also have an emergent understanding of estimation.

Assessment: The students will be asked to estimate the length of their paper strips, as well as the paper chain. Their estimations will be recorded on a graph. We will discuss the results with the students.


Prior Knowledge: The students have already had two lessons on measuring length. Kristy and I taught a lesson on measuring with candy corn. Mrs. Shilkret, our coordinating teacher also taught a lesson on measurement using Popsicle sticks. With this background, the students will be able to expand on their knowledge of measurement and use this knowledge to begin to understand a new concept, estimation.


Standards: The New Jersey Core Curriculum Content Standard for Science that this lesson covers is 5.3, section B. Geometry and Measurement.


Hook: We will ask the students what their parents would do if they were going to buy a new couch, but were not sure that the couch would fit in the living room. We will then show the students a ruler, a tape measure, and a measuring tape. We will ask the students what types of objects these standard units of measure could be used to measure.


Activities: Students will be given three strips of construction paper with graduating lengths. We will then model using estimation. Kristy will estimate the length of the blackboard. We will then measure the blackboard using crayons. We will write down the estimation of the blackboard as well as the actual measurement. We will then ask the children to estimate the length of their longest paper strip. Estimates will be written on the board. We will continue to do this for the other two strips. Then we will pass out the crayons and have the students actually measure their paper strips. The students will write the number of crayons used to measure their strips on the strips themselves.

            The next activity involves having the students bring their two largest strips up to the front of the room where will be construct a paper chain. When the chain is completed, we will call on students to makes estimations as to how long the paper chain will be in crayons measurement. The estimates will be recorded on a graph.

            Finally, the students will gather at the back of the room and count aloud as we place the crayons in a long line down the paper chain. When we get the actual measurement, the students will go back to their desks and we will compare their estimations to the actual length of the paper chain.


Questions and Examples: Questions will include, “What would your mom or dad do if they were going to buy a new couch, and they weren’t sure if it would fit in your living room?”  When holding up a standard unit of measurement, we will ask, “What would you measure with this?”  We will also be asking the students to estimate on numerous occasions.


Closure: As the lesson draws to a close, we will ask the students if they have to use a ruler to measure. We will also ask if it is necessary to measure all the time. In this way we are reiterating what the students have already learned, as well as getting them to recognize that they now have the ability to estimate.