Name: Courtney Denis

Date: 9-22-15

Content Area(s): Math

Grade Level: first
Topic/Essential Question: How do you model taking from a

Allocated Time: one hour

group?
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 concrete objects to solve taking from subtraction problems
in their math book.

Students will have paper checked by teacher during and after the lesson for understanding.

Go math book pgs. 58-60

Pencil
Smartboard with Go math website.
Pop cubes
Minus, difference, subtraction sentence

Instructional
Procedures:
Hook
Introduction

Step-By-Step
Procedures

Closure

1-4
(amount of
time) 3
minutes
5-17
(amount of
time) 6
minutes
18-40
(amount of
time) 45
minutes

41-43
(amount of
time) varies

Page 1 of 3

1.
2.
3.
4.

Tell the table captains pass out the math books to their tables.
Have the students rip out pages 57-60.
Have students put away math books and sit in ready position.
Call the first six students in ready position to stand at the front of the
classroom.
5. Have a 3 sheets of paper with an X written on it.
6. Say I have six students that are doing their work, but two of them go
to the library (have two students start walking away from the line.
Have them freeze and hand them a paper with an X).
7. Ask the class what is the subtraction problem.
8. Ask what is the whole and what is the part (count their heads).
9. Ask for the answer of how many students are left (count their heads).
10. Have students sit back down.
11. Call eight students that are in ready position to the front.
12. Say I have eight students running around at recess and three of them
get tired and need to sit down (have three students start walking
away. Have them freeze and hand the X paper.)
13. Ask the class what is the subtraction problem.
14. Ask what is the whole and what is the part (count their heads).
15. Ask for the answer of how many students are left (count their heads).
16. Have students sit back down.
17. Have the students put an X across page 57 (we did it using students).
18. Have paper passer pass out the pop cubes.
Revised 07/09

Accommodations:
ELL 1 or 2

Vocabulary

Instructiona
l

ELL 3 or 4

Grouping

Vocabulary

Page 2 of 3

19. Give directions to leave their pop cubes on their name tag until the
teacher says to touch them.
20. Have the student follow the teacher doing the model and draw.
21. Read the problem, there were four bunnies and three hopped away.
22. Grab pop cubes count four cubes and put the leftovers on their
nametag.
23. Three hopped away, take off three and put it on your name tag.
24. Ask how many are left on their hand.
25. Trace the model and explain that we are circling the three bunnies
hopping away and crossing them out because we are taking away
from.
26. Go over the vocabulary highlighted minus, the minus symbol means
we are subtracting.
27. Difference, what the answer of a subtraction problem is called.
28. Subtraction sentence, circle the subtraction sentence and it shows that
a part is being taken from the whole.
29. Do problems 1 and 2 as a group. Model how to use their pop cubes to
solve the problems.
30. Draw pictures to match the subtraction sentences.
31. Have students go to page 59.
32. Have them point to question 7.
33. Explain that you are creating a subtraction sentence using the cubes
on the page.
34. Count the cubes out loud. (9)
35. Ask are we going to take away from or put together? (in directions)
36. Write a minus sign in the circle, because we are taking away from.
37. Explain that the next number is one they choose between 1 and 9.
Whatever number they choose they write on the next line.
38. Ask what do you think goes in the next circle? Why? (equal sign)
39. Tell them to solve the problem using the subtraction sentence they
made.
40. Have students complete page 59 and 60.
41. Have students raise hand when they are finished to have paper
checked.
42. After paper has been checked for right answers and drawings.
Students can put papers in binders.
43. Students that finish early and had their paper checked may play with
their pop cubes.
Minus, difference, subtraction sentence

Students will follow along with the teacher and raise their hand for more
instruction information if needed.
Student will be a part of the live demonstration to help understanding.
Teacher can count the number with him in Spanish if needed.
Student may ask for help from shoulder buddy.
Student can raise hand for extra assistance and guidance.
Minus, difference, subtraction sentence

Revised 07/09

Instructiona
l

ESE

Grouping
Vocabulary

Students will follow along with the teacher and raise their hand for more
instruction information if needed.
Student can work with a partner to help them understand the problems.
Minus, difference, subtraction sentence

Instructiona
l

Extensions or
Alternate Activities

Page 3 of 3

Students will follow along with the teacher and raise their hand for more
instruction information if needed.
Student will be given extra time to finish if they cannot complete at the end
of the lesson.
Grouping
Student can have access to counters instead of pop cubes if it works better for
them.
Student can be given extra time to finish.
Student will be given repeated directions after the students have started.
Students can make another subtraction sentence for their neighbors to solve using pop
cubes.

Revised 07/09