I.

Content: Subtracting

A. Standards

CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects,
fingers, mental images, drawings1, sounds (e.g.,
claps), acting out situations, verbal explanations,
expressions, or equations.

CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems,
and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.

CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into
pairs in more than one way, e.g., by using objects
or drawings, and record each decomposition by a
drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 +
1).

B. Enduring
Understandings &
Essential Questions

NAEYC Math standards:

o 6. Knowledge of Problem Solving.
Candidates know, understand and apply
the process of mathematical problem
solving.
o Standard 3:
o 3a. Understand the goals, benefits, and
uses of assessment, including its use in
development of appropriate goals,
curriculum, and teaching strategies for
children.

Enduring Understandings:
Students will understand that:
o

Numbers, ways of representing numbers,

relationships among numbers, and number
systems are means of representing realworld quantities.
The value of numbers can change based on
the addition or subtraction of the quantity
given.

C. Objectives:
(SWBAT)

Essential questions:
o Why do I need to subtract?
o How can knowing the subtraction facts help
me?
o What resources/materials can I use to me
solve subtraction problems?

Students will display their understanding of

subtraction by using the unifix cubes and their
fingers while conducting their worksheet
Students will be able to distinguish between
addition and subtraction
Students will be able to understand that
subtraction is a way to take away or minus a set
of numbers

II.

Assessment:

A. Formative
Assessment (Active
Strategies to Check
for Understanding,
Guide Practice, Exit
Class, etc.)
B. Summative
Assessment (when
appropriate quizzes,
objective tests,
essays, projects, etc.)

III.

Observation: the teacher will go around the room

and observe the students using the unifix cubes
during their math lesson/activity. The teacher will
ask the students what they are doing with their
unifix cubes, and how it is helping them with the
lesson.
Students will conduct a subtraction worksheet to
further explore their understanding of the math
concepts.

Instruction:

A. Anticipatory Set

The teacher will begin the lesson by asking the students

what we mean when we subtract. Is subtraction the
same as addition? How is it different? After the teacher
has answered these questions they will play a pirate
themed subtraction clip on the smartboard.
https://www.youtube.com/watch?v=QkPa9V2wtZs
Or
https://www.youtube.com/watch?v=T1Ot5SZYWc4

B. Instructional
Activities (includes
Introduction,
Presentation, Clues for
Discovery, Modeling,
and engagement in
gradual release, as

The teacher will begin the lesson by playing the pirate

subtraction video on the smartboard.
https://www.youtube.com/watch?v=QkPa9V2wtZs
Or

planned)
https://www.youtube.com/watch?v=T1Ot5SZYWc4
After the students have reviewed the video, they will
then conduct a few hands-on subtraction problems. The
teacher will have 7-10 students stand up and form a
line. The teacher will then pose a few subtraction
problems utilizing the students. For example, the
teacher could say If I have 10 friends, and I ask 4 of
them to sit back down on the carpet, how many friends
do we have left? So 10-4=? The teacher will continue
to pose 3-4 more of these examples before moving on.
After the class has performed these examples, the
teacher will have them move onto a subtraction
worksheet (the problems will be written in one digit
format, ex. 7-3= ?). Each student will receive 10 unifix
cubes to help them solve their subtraction problems.
The teacher will go around the room throughout the
lesson to check for understanding.
i.

Differentia
tion

For students who may be

having difficulty
understanding the concept
through the unifix cubes,
they will be given small
sheet of paper with a
number line (1-10). The
teacher will first review with
the students how they can
use the number line by
sliding their finger back or
counting backwards.

iii.

Higher
Level
Cognition

For students who are at a

higher level/have a greater
understanding of the
concept, they will be given a
challenge worksheet. In the
challenge worksheet they
will have both addition and
subtraction problems. This is
to test if they truly
understand the difference
between adding and
subtracting, and if they can
differentiate them when

With special attention

to:

they are on the same page.

v.

Technolog
y

C. Gradual Release
Techniques (See
Formative Assessment
Checking for
Understanding,
Guided Practice,
Independent Practice,
Class Exit)

D. Closure

IV.

The teacher will use the

ELMO (overhead) to display
and explain the subtraction
worksheet.
The teacher will use the
smartboard to display the
subtraction video(s).

I: After the students have completed the subtraction

worksheet utilizing the manipulatives, the teacher will
then give out the challenge worksheet that has both
addition and subtraction.
You: The students will utilize the video(s) and the
hands-on subtraction(s) to help them better understand
the concept.

After the students have completed the worksheet(s),

they will come back together and discuss what they
learned. The teacher will ask them what they learned
about subtraction and how it is different from addition.

Reflection:

A. What Will They and I

Do Next & Why?

After this lesson, the teacher will continue to introduce

the concepts of addition and subtraction. As the teacher
continues to further elaborate on the concepts, the
teacher will begin introducing higher digit equations such
as double digit addition/subtraction, and triple digit
addition/subtraction.

Resources

Elmo (overhead)
Smartboard
Videos:
o https://www.youtube.com/watch?v=QkPa9V2wtZs
o https://www.youtube.com/watch?v=T1Ot5SZYWc4
Subtraction worksheet

Addition/subtraction worksheet

Name:_______________________________

10

Name:____________________________