Name : Amber Kordes

Lesson # Module 4 Lesson 19

Lesson Title: Use objects and drawings to find out how many are left
Date:
3/9/15
Day of Week,
Monday
Time: 9:00 9:30
Instructional Context

What do I know about my students that will inform this lesson?

My students have been learning about number bonds, partners of numbers and the
decomposition of numbers. They work best when they are given short tasks with relatable
concepts they are able to connect to. They enjoy the use of their own names in examples and
concrete materials to guide their thinking.
At the time of changing curriculum from Expressions to EngageNY we made the decision to start
at the same point in which we were in topic wise in the Expressions curriculum, partners of 10.
From this point we have moved forward with partners of 10 and 9. Students have been
successful with support and have shown progress in their understanding of number bonds and
representing addition stories. Students have just completed a unit on addition of numbers within
10 with a focus on within 5. Students have additionally demonstrated their ability to name all
parts of a number sentence and to complete a number sentence form a drawing of a story
problem they have created. Students have demonstrated the ability to add with in multiple
forms of representation. From this place I believe that students are able to move on the
subtraction of numbers.
How does this lesson connect with and build on the previous lesson(s)?
These lessons will the first lesson on the concept of subtraction. Students have discussed what
it means to take things away in a story problem but not to the depth in which this unit of student
will cover.
How do I expect to build on this lesson in subsequent lessons?
This lesson will start by addressing the vocabulary that will be used when using story problems
such as take away and how many of left. This will lead student into tomorrows lesson on the
subtraction number sentence and minus sign.

Standards Addressed
Common Core State Standards/Local Standards

K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g. claps), acting out situations, verbal explanation, expressions, or equations.
K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g, by
using objects or drawings to represent the problem.
MP.4 Model with mathematics. Students use number bonds and addition and subtraction
equations to model composition and decomposition. Students will tell story problems using
drawings, numbers, and symbols.

Learning Objectives
Objective
I can show that subtraction is taking apart or taking
away.
I can solve subtraction word problems using objects
and drawings.

Assessment
I will be successful when I can break par
how many are left.
I will be successful when I can use clay, m
drawings to solve subtraction word probl

Academic Language/Language Function Objectives

Vocabulary

Take away

How many are left

Language Function

Describing the mathematical thinking in a subtraction word problem.

Discourse

Students will be discussing with other students their thinking about mathematical reasoning.

Students will answer questions from the teacher using mathematical vocabulary.

Assessments
Through observations and conferencing with students in their thinking students will be
assessed on their ability to use multiple ways to solve subtraction problems.
Through observation and conference with students in their thinking students will be assessed
on their ability to take apart objects or drawings to demonstrate subtraction.
Materials
Math Cubes
White Boards
Dry Erase Markers

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Time
Instructional Strategies/ Learning Tasks - Include
Purpose
introduction (and hook), demonstration, participation , practice &
closure

5 min

5 min

17 min

3 min

Demonstrate:
Students will be given cubes to act out story problems
along with the instruction. Make 5 little pieces of
cheese with your cubes. Pretend that two mice came
and ate two of the pieces of cheese. Take away those
two pieces to show that they ate them. How many
pieces are left? Lets start with 4 pieces of cheese and
pretend the same two mice came again. How many
pieces are left?
Ask students to talk with their partner about the mice
and the cheese. Did they have the same number of
pieces left as you did? What do you think would happen
if you only had 3 pieces of cheese before they came?
Participation:
Sing the song/fingerplay with the student Five Little
Moneys jumping on the Bed. Have students use their
fingers to demonstrate the monkeys. When one
monkey falls off the bed have students take away one
of their fingers. Explain what it means to take away in
subtraction. Continue with the entire song.
Practice:
Students will use their personal white boards to draw
and take away using the crossing out strategy the song
Five Little Money jumping on the Bed. Lets make a
picture about the song we just sang. Draw circles on
your personal white board. What can we do to show
that the moneys have fallen off the bed? Lets cross
them out. How many are left on the bed? Complete
with the rest of the song.
Closure: How can we use our math words to talk about
what happened in the song? Turn and talk then share
out.

Accommodations
Accommodation Strategy/ies

This concrete application of how many

anticipatory set for todays lesson.

Circulate around the room to observe s

thinking and give extra support when n

Students will work with clay as a manip

numbers in a subtraction story problem

Students will be able to discover thoug

song the ability to take away and how

Students will use fingers to represent n

subtraction story problem.

Students will be released to practice on

board while guided from the teacher in
cross out strategy.

Students will use drawings to represen

subtraction story problem.

Students will be given the opportunity

vocabulary of take away and how man

Purpose

Continue to use the clay and fingers to guide student who need a more
concrete aid when solving for subtraction problems.
Students may be challenged to write the number sentence to go along
with the problem.
Students may be seated closer to the board during instruction.

Reflections
How did lesson support students understanding?

How might I modify/adjust the lesson in the future?

Students who have not yet mastered th

out may need to concretely move the p
Students who are above level and are
to accompany the story problem.
Students with visual impairments.