Content and Standards: CC.K.OA.1 Understand addition as putting
together and adding to, and understand subtraction as taking apart or taking from. Prerequisites: The student will have a basic understanding of counting.
III.
Essential Questions: How can you show subtraction as taking apart?
IV.
Instructional Objective: Use expressions to represent subtraction. Represent
addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations.
V.
Instructional Procedures: Before: In whole group the student will be
engaged with a Brain pop video on how to Subtract. With guided practice the students will work to solve sample subtraction problem examples. They will learn that subtraction is taking away a number from the number in all. Children will begin to find the number that is left but will not write the subtraction sentence. At the end of the lesson, children represent subtraction with an expression, 5-1, for the first time. Although children do not learn the name for the minus symbol, they trace the symbol and learn that it means the same as take away. This prepares them for writing subtraction sentences later on in the chapter. In small group the children will learn to determine the number in all, how many are taken away, and how many are left. During: Day One: Green Teacher Table: Subtraction mania, Blue Table: Subtraction Bingo, Orange Table: Addition Turkey. Day Two: Green Teacher Table: Subtraction Number Sense, Blue Table: Skip Count by Five, Orange Table: - Build a Tower. Day Three: Green Teacher Table: Put Numbers in Order, Blue Table: Skip Count by Ten, Orange Table: Count the Bears. Day Four Green Teacher Table: Subtraction Assessment, Blue Table: Turkey Race, Orange Table: Shapes Memory Game. After: The student will with guided assistance practice taking apart and taking away subtraction problems.
VI.
Materials and Equipment:
Math Board
Two Color counters
Brain Pop Jr. Subtraction video
Promethean Board
Material for Centers
VII.
Assessment/Evaluation: The student will be observed in whole group, small
group, and with a partner for his or her ability to understand subtraction as taking apart or taking from. The student will further understand for any number 1 9, how to take from 10.
VIII. Differentiation: Individualized Activities:
a. Extension: As students develop proficiency with solving each type of subtraction structure, then they will be encouraged to take apart numbers 1 20 and display their ability to write problems for others to solve. b. Intervention: Students will be allowed to work with smaller numbers as needed so that they can practice using efficient strategies to solve the problems IX.
Technology: The promethean Bard will be used to show a Brain pop Jr. Video on basic subtraction.
X.
Self-Assessment: A reflection on the students understanding and ability to
find 10 or greater from a given number and record the answer during whole group, small group and/or individual expression will be used to make changes ongoing as well as design future lessons incorporating data gathered from the students response to the lesson.