Professional Documents
Culture Documents
(each area)
ELA
Math
K.ATO.1 Model situations
that involve addition and
subtraction within 10 using
objects, fingers, mental
images, drawings, acting
out situations, verbal
explanations, expressions,
and equations.
Assessments (Formal/Informal
- Teacher is listening
for active reading
from students as well
as checking for
understanding
throughout the story
Art Infusion
VAK-3.1 Identify and
describe content used by
artists.
VAK-3.2 Select and use
At the beginning of
the lesson, the
teacher will use a
piece of chart paper
and markers to
collect information
from the students
about what they
know about
subtracting.
During the Guided
Practice phase, the
students will be
asked to turn and
talk to a partner
about how they
solved a problem.
This is an opportunity
for the teacher to
listen in on groups
and assess student
understanding,
specifically listening
for accuracy and
appropriate math
vocabulary.
The students should
be able to model a
number story using
both pictorial
representations and
numbers (plugged
into a number
sentence).
on the board; one, two, three. Then I will remove one button because it popped off
his coat. The next step is to see how many are left. I see two buttons left in the
group, so that means three take away one is two. The difference is two.
Teacher says: Using objects is one way to solve a subtraction problem. We can also
use numbers to solve a problem. Let's look at this problem (pointing to first one
about four buttons and also replacing the button that was removed so there are
four again). I used four buttons to model Pete's buttons, I can also show this as the
number 4 (write the number one under the group of four). After the number 4 I
need to write a minus sign. The minus sign tells us we are subtracting the
numbers, or taking away part of the group. Now I can think about the story. One of
Pete's buttons popped off, so I will put the number one after the minus sign (write
one after minus). After the number one I will write the equals sign and then the
answer. Remember when we remove one from the group of four (do this as you
think aloud) we have three left. I can subtract the numbers four and one and I get
three as an answer. Remember the answer to a subtraction problem is called the
difference. Let's try some together!
Procedures:
Teacher says: We are going to do a little practice of what we have just learned, but
first let me show you how we can use pictures in place of objects to model
subtraction problems.
Take six buttons and place them on the board.
I have six buttons on my coat. I have used these objects/buttons to show how
many I started with. If I want to draw a picture instead, I would just pick a
crayon/marker and draw a picture of six buttons.
Draw six buttons on the board and remove the magnetized buttons.
Here are my six buttons, two of my buttons pop off of my coat. To show that two
buttons have been removed I will use the "x" out strategy. This means I will draw
an "x" on top of two of the buttons to show that they have been subtracted. (Draw
an "x" on two of the buttons) Now I will circle the group that is left over. (Circle the
four leftover buttons) There are four buttons left. So, six take away two is four. Now
I can write the problem with numbers. I started with a group of six, so I will write
six (write six beneath picture). Then two buttons popped off, so I need to write the
minus sign to show we are taking away, and then the number two. (write minus
sign and two) The next step is to write the equals sign. (write equal sign) I am
ready to find the answer or difference. Remember the difference can be found in
the group that is circled. They are the ones that are left after we subtract. There
are four buttons left in the group, so I will write four after the equals sign. (write
the number four) Now I can read my number sentence. Six take away two is four.
The difference is four.
Have students return to their seats and pass out the activity page. Try to hand
them out in a way that students sitting next to each other or at the same table do
not have the same problem and therefore cannot simply copy a neighbor's work.
Students who are struggling readers should have the option of the problem being
read to them. The problem may even need to be chunked for the students who
also have difficulties with processing information. Students who finish early should
be encouraged to create their own subtraction story on the back, being sure to
include a picture and number sentence. Once all of the students have completed
their independent practice, it should be collected and used for the summative
assessment.