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Ximena Gomez Peralta

1st grade

Primary Subject Area and Grade Level:


1st grade
Math - Take from with result unknown
Interdisciplinary Connections:
Language Arts
1.L4.Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade
1 reading and content, choosing flexibly from an array of strategies.
a. Use sentencelevel context as a clue to the meaning of a word or phrase.
HI-5: applying knowledge of grade-level vocabulary (including content area words) in text.
Lesson Duration:
TOTAL 1 hour
Anticipatory Set
Beep Counting (1.NB.1) 2 min
Cold Call 1 less (1.OA.5, 1.OA.6) 2 min
Duck problem 8 min
Concept Development: 25 min
closure: 7 min
Exit ticket (problem 4) 6 min
Relevance/Rationale
In this lesson students will use action based take from with result unknown problems. Using examples from
real life it can make it more relatable to the daily life students which should make it easier to understand the
concept of subtracting.
Outcomes/Objectives:
I can solve take away math stories using math drawings, number bonds and true number sentences.
Content Standard(s)
(1.NB.1) Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
(1.OA.5) Relate counting to addition and subtraction
(1.OA.6) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
(1.OA.B.4). Understand subtraction as an unknown addend problem. For example, subtract 10 8 by finding
the number that makes 10 when added to 8.
Use of Formative Assessment to Inform Planning:
Students can connect subtraction to their knowledge of addition using various word problems. Subtraction is
a new lesson and some students are feeling intimidated by the new strategies. Old strategies like number
bonds are a good connection.

Ximena Gomez Peralta


1st grade

Class Information:
For students that are visual the duck problem on the promethean will help students visualize the word
problems. For students that are kinesthetic the math theater will help them understand the word problem.
Overview:
Students can connect subtraction to their knowledge of addition using various word problems. Students are
learning to use strategies such as math drawings, number bonds, equations (number sentences to solve math
problems.
Technologies and Other Materials /Resources:
Computer / promethean / active inspire for duck problem
White boards, dry erase markers and erasers
Hand outs Module 1 topic H pg 10 - 11
Academic Vocabulary:
take away , subtraction
equal, same as , total
Lesson Procedures:

Ximena Gomez Peralta


1st grade

Anticipatory Set 4 min - sitting down in a semi circle


Beep Counting (1.NB.1) 2 min
Teacher Say a series of three numbers, but replace one of the numbers with the word beep (e.g., 5, 6, beep).
When signaled, students say the beep number. Including counting forward and backward
Cold Call 1 less (1.OA.5, 1.OA.6) 2 min
Teacher will say a number aloud, and instruct them to think about the number that is 1 less
Prior Knowledge 8 min - Yesterday we worked on the strawberry math problem.
What are some of the strategies that we used?
We are going to use the same strategies to solve this problem
(Making word problems more visual and interactive can help students better understand and solve word problems)
Duck problem - promethean board - problem displayed with little ducks to move into and out of the pond. Eight ducks
are swimming in the pond. Four ducks fly away. How many ducks are still swimming in the pond?
Concept Development: 25 min - There were 6 children at the sleepover. (Call on 6 students to come to the front of the
room and act out being at a sleepover). Two children got picked up. (Draw an imaginary horizontal line in front of 2
students.) How many children stayed? in your white boards show me a number sentence for this problem
Now use a simple math drawing to show how you know 4 kids stayed.
If a student shares the crossing off using horizontal marks strategy, have them share with the group
If nobody uses the strategy then explain to them how crossing them out looks like subtracting.
When they were leaving I drew an imaginary line in front of them to show that they were leaving.
Model Lets show that with our drawing. Im going to cross 2 off with a line. What does that line crossing out those 2
remind you of? ( subtraction sign)
Write a number bond that goes with the story
Guided practice: following same process with frogs on a long and equation 7-3 flowers picked 9- 5
Independent Practice: 10 min pg. 10 - 11 problems 1- 3
Closure: 7 min I can see your math picture shows 8 cats. (Teacher draws 8 cats in a row) I am going to turn this into a
picture number bond. and show that 3 cats chased a mouse (teacher draws the part of the bond) How many cats
remained. How can I show that? (finish the picture number bond)
How is this number bond different from your number bond? how is the same?
How is this number bond different from your math drawing? how is the same?
Exit ticket (problem 4) 6 min Students should be able to finish problem 4 on their own using the strategies that we
have used in class. Teacher or volunteer may read the word problem to students.

Differentiation:
*****and ********need constant reminders to stay on task but have a good concept of subtraction.
******, ******* and ****** struggle with self confidence but they know what strategies to use and how to
use them.
Since this is a new lesson I expect all students including high achieving to be engage using all strategies to
correctly finish their work
Assessment Criteria for Success:

Ximena Gomez Peralta


1st grade

Students should be able to complete problems 1- 3 with little to no help from teacher or volunteer. Reading
of the word problems will be acceptable.
If students are able to complete problem 4 using math pictures, number bonds and equation it should be
considered that student understood how to solve the problem using 3 different strategies
Describe any (formative and summative) assessments to be used. Exit ticket problem 4
Anticipated Difficulties/Solutions:
Two students need constant reminders to stay on task - sit them proximal to teacher or para-professional so
they stay on task as well as visits from the teacher to make sure they stay on task.
Reflections:
What did students struggle with?
What other resources can I use to make this concept more clear?
How can I make this lesson related future lessons more challenging and engaging for the high achieving
students?