Ashlynn Johnson

March 9, 2018
Week 9
Unit Lesson Plan

Topic: Subtraction

Lesson Plan Type: Direct Instruction, Discovery/Inquiry

Standards:
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or equations.

K.SS.1.1.3 Describe how individuals have similarities and differences.

K.SS.1.1.1 Share stories, pictures, and music of one’s own personal life, family and culture

Objective: SWBAT correctly write the answer to 4 subtraction problems using pictures and sentences as
references.

DOK: Level 1
 How do you know the total amount of dots?
 What is a math sentence that goes along with these numbers? This picture?
 Can you identify the different parts of the math sentence?

Assessment Plan:
Students will be able to use pictures to (2) correctly write the answer to 4 subtraction problems. Students
will write their answers on a white board based off picture drawn on the board as a reference. Once they
are finished with those, they will be given math sentences and will need to find the answer. (3) This
formative assessment will be done individually after an introduction to concepts. (4) Answers will be
viewed during assessment on the white boards and used to evaluate individual understanding of the
assignment in order to guide future instruction

Materials Needed:
Big Book
21 dry eraser boards, markers, erasers

Gain Attention:
T: I want to tell you about my family. Would you guys like to see some pictures of them?
S: Yeah!
T: I have 3 brothers and 1 sister. Do you guys know how many that makes?
S: 4!
T: That’s right! How many brothers and sisters do you guys have? [ask 5 students]
…
T: Let me show you my family. There are 5 children and 2 parents, do you know how many that is?
S: 7!
T: Right. And then my brother got married! So there were 7 plus one…
S: 8!
T: There are 8 people in my family. At one point we all lived with my parents in Texas. Then people started
moving out….First, it was my brother and his wife. How many people did we have then? Count the people
in the picture, from your seat.
S: 6!
T: There were 6 people left living in my house. Then my brother Kurtiss left to live in California for 2 years.
How many people did we have left?
S: [counting picture] 5
T: There were 5 people left in my house. Then my little brother Nathan moved to Norway for 2 years. How
many people were left?
S: [counting picture] 4
T: It was me, my sister Kristin, my mom, and my dad. 4 people still lived in my house. Then guess what….
S: Your sister moved!
T: Nope! I moved out here to Idaho! All that is left is my sister, my mom, and my dad. How many people
are living in my house still?
S: 3 people!
T: That’s right! And this past Christmas almost all of us came home to Texas! Except my brother Nathan is
still in Norway. And guess what else….
S: You got married! Your sister left!
T: My brother’s wife had a baby! So even though my brother is gone, guess how many people were in my
house for Christmas?
S: 6! 7!
T: Count everyone in the two pictures, except Santa Claus
S: 8!
T: That’s right! And when my brother Nathan comes home, do you know how many people will be in my
house?
S: 8! 7! 9!
T: Yeah! There are going to be 9 people at my house!
[Have the students each tell you a little about their families.]

Recall Prior Knowledge:

*most was done in the anticipatory set to see if they remembered how to do addition
T: I want to know if you guys know how to count backwards. We kind of did it when we were counting the
members of my family that left. Raise your hand if you can count backwards…. Stand up if you can count
backwards from 10….stay standing if you can count backwards from 20….30? Wow! That’s awesome. Raise
your hand, without speaking, if you would like to show the class. [call on 3 different students]
S: 1…2…3..4…5…6…7…8…9…10
T: That was really good counting! But that wasn’t backwards. To count backwards you would need to start
with 10 and end at 1. Does someone else think they can do it?
S: 10…9…8…7…6…5…4…3…2…1.
T: Great! One more person!
S: 10…9…8…7…6…5…4…3…2…1.
T: Great! Now lets do it as a class.

Input and Modeling:

The placement of all the numbers and symbols: using manipulatives, talk and write a math sentence.
Explain why each number goes where.

One-to-one correspondence: draw a picture using both numbers. Draw a line through all the ones that
have a pair. The ones left over are the answer.

Total Participation Techniques:

Quick Writes (for math):
Students will be asked to write the answer as quickly as possible and stand up to lock in their answer.

Differentiation:
 Most of the children have problems writing their numbers the correct way, place the numbers
they identify next to the white board for them to refer to when writing.
 Fffff, Bbbbb, Ooooo, and, Llllll usually stay silent when counting. Have the entire class count
together and specifically ask them to count if you notice they aren’t calling. Also ask them to
volunteer for specific counting tasks to make sure they are counting and participating.
 Go around to each student to make sure they are on task.
 Leave the example on the board for them to reference back to.
 The red table is more advanced. Vvvvv, Nnnnn, and Eeeee also. Place Fffff, Bbbbb, Ooooo, and,
Llllll next to one of them.
 Remind them that there are numbers around the room that they can use.

Discovery Procedure (Discovery/Inquiry):

T: We have been talking about adding things to make more, now we are going to learn about taking things
away and getting less. Let’s look at a picture in the big book to help us.
T: What’s happening in this picture?
S: kids are crying. There is a monkey!
T: How many children are there?
S: 3
Grab the number from the wall.
T: how many children are running away?
S: 2
Grab the number from the wall
T: How many children are not running away?
S: 1
T: [using the numbers] we started with 3 children then two ran away and now we have 1.
Repeat with the apples.
T: 6 apples take away 1 apple that fell makes 5 apples left on the tree. Do you think there is a way to write
this?
Have 3 students come up to the board and write down their ideas. If someone writes it correctly then use
theirs as an example, if not…
T: These are all great ideas! Let me give you a hint, when we are taking things away we use this – sign
instead of +.
Have 3 more students come to the board. If someone writes it correctly then use theirs as an example, if
not…
T: Let me show you how I would write it 6-1=5. 6 take away 1 makes 5. Thumbs up if this makes sense,
thumbs down if you need another example.
Another example: use the bananas in the book.
T: one way that could help us figure out subtraction problems is by using our fingers. Everyone hold up 5
fingers. [write it on the board]. Now put two of your fingers down. [write it] How many fingers do you have
left?
S: 3!
T: Good! [write it] 5 take away 2 makes 3. Let’s do another; hold up 6 fingers. Put 4 down. [write it]. How
many do you have left?
S: 2!
T: [write it] So 6 take away 4 makes 2. Hold up 5 fingers. Take away 1. Makes?
S: 4!
T: [write it] That is right! Now we are going to play a game. There are fry erase items on the red table. I am
going to dismiss you by group to go get a board, a marker, and an eraser. Then you will come and sit
quietly back on your shape. I am looking for students are sitting correctly, and look like they are ready to
learn. [dismiss]
T: Everyone has their own board, but your point are going to go towards your color group. So if Abe and
Kailey both get a point, then the red team gets 2 points. I am going to write a problem on the board, the
first person to write the answer on their white board and stands up, gets a point for their team. Everyone
has to stand up though because if your whole team gets the right answer you get an extra point, and the
other teams can get points too. This is not a game where you can talk to your neighbors. I want to see
what each individual person knows. If you need help with writing a number, you can look around the
room. I don’t want to see any backwards numbers. Are you ready?
S: yes!
[problems to write on the board: 3-1, 2-1, 4-1, 5-1, 6-1, 5-2, 4-2, 3-2, 2-2, 1-1, 3-3, 5-3, 4-3, 4-4, 5-4, 6-4, 5-
5, 6-5]

Closure:
It was really fun to learn something new today! We are going to learning about subtraction for the next
part of math. Before we start packing up I want to do 2 more problems. I want you to write both the
answers on your board, then come up to show me. Then I will let you get your backpacks. If there is
someone is line ahead of you, I want you to be standing silently or I won’t dismiss you.

Transition:
They show me their answers, if correct they can do get their backpacks and sit back down on the carpet. If
no one is headed out to the buses yet I will read them a story or play the silent game, depending on how
well they have acted.

Reflection: What three things went well? What two things do you feel you need to improve on? Use
evidence from your lesson to support your reflection.