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Name: Courtney Denis

Date: 9-21-15

Content Area(s): Math


Grade Level: first
Topic/Essential Question: How can you show taking from with

Allocated Time: one hour

pictures?
Standards:

Instructional
Objectives/Learner
Outcomes:

Assessment:

Materials:

Vocabulary:

MAFS.1.OA.1.1
Use addition and subtraction within 20 to solve word problems1 involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem (1Students are not required to independently read the
word problems.)
Students will be able to use pictures to show taking away from and find the differences
on their math book pages.

Students will complete math pages with the teacher and individually while in class.
The teacher will check with the students during independent work for understanding.
Teacher will do a check on the board and students will check for the correct answers and
change answers if incorrect.
Go Math books pgs. 53-56
Smartboard
pencil
Take away, whole, part, subtraction sentence.

Instructional
Procedures:
Hook
Introduction

Step-By-Step
Procedures

Closure

1-4
(amount of
time) 5
minutes
5-14
(amount of
time) 3
minutes
15-35
(amount of
time) 40
minutes
36
(amount of
time) 1
minute

Page 1 of 3

1.
2.
3.
4.
5.

Tell the table captains pass out the math books to their tables.
Have the students rip out pages 53-56.
Ask students what they do when they add.
What do they do when they subtract.
Have students put page 53 on the top of their other paper (with a
blank sandbox).
6. Tell students that there are 5 students playing in the sandbox.
7. Draw 5 circles in the sandbox on the Smartboard to represent the
students.
8. Tell students to follow along on their pages.
9. Say 2 students were called in from recess.
10. Circle two circles and cross them out.
11. Ask how many students are left in the sand box.
12. Count out loud to check.
13. Write answer on the line.
14. Tell students to flip the page to the back.
15. Begin the model and draw and talk through the problem.
16. Explain that the 4 cats are the whole.
17. One cat walks away and that is the part.
18. Trace the circle and cross out of the cat that is walking away.
19. Count out loud with the students how many cats are left.
20. Trace the answer 3 at the bottom of the box.
21. Write the word whole above the 4 cats and part above 1 cat walks
Revised 07/09

Accommodations:
ELL 1 or 2

Vocabulary
Instructiona
l
Grouping
Vocabulary

ELL 3 or 4

ESE

Instructiona
l

away and over the answer.


22. Pick students from the number sticks to come to the smartboard and
solve problems 1 and 2.
23. Have the student say the problem as the other students follow along
on their own papers.
24. Have students work on pages 55 on their own.
25. When students are finished review the page together (can call
students from number sticks to board) and have students follow along
at their desk.
26. Number 6 may need extra attention. Do with students if a lot of
students ask for help.
27. Have students do page 56. Give students the directions that they need
to draw pictures to help them solve the problem.
28. Do number 9 with the students.
29. Explain that we are using the picture of the three birds on the
branches.
30. Tell the students we are going to fill in the blanks.
31. The problem says we started with 8 birds. (already written)
32. Ask how many birds do we see left on the branch? (3)
33. Draw circle from the three birds until we reach 8. Count the circles to
find the answer.
34. Ask if anybody knows a subtraction sentence they can write to find
the answer.
35. Show the students how to make a subtraction sentence to find the
answer using the numbers given in the problem.
36. When students have had their worked checked they will put their
papers in their binders.
Take away, whole, part, subtraction sentence
Students are allowed to use pop cubes to help visualize their problem.
Students will follow along with the teacher and raise their hand for more
instruction information if needed.
Students can work with shoulder buddy on the problems they are confused
about.
Take away, whole, part, subtraction sentence

Grouping

Students will follow along with teacher on the smart board, give signal if
they are needing extra help.
Students can raise hand for help and extra instruction if needed.

Vocabulary

Take away, whole, part, subtraction sentence

Instructiona
l

Student will pay attention to teacher and follow along on their paper.
Student will have the option of pop cubes to help solve the word problems.

Grouping

Extensions or
Alternate Activities

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Student will raise hand if not understanding, or ask shoulder partner what
they are doing.
Student
Students that are finished early can create their own pictures to create a take away
problem.

Revised 07/09

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Revised 07/09