Lesson Plan Template LESSON TITLE: 3.

2 Use Symbols to Subtract GRADE LEVEL: First Grade, age level six to eight years old OBJECTIVES (with active verbs): SUBJECT AREA: Math TIME ALLOCATION: 35 minutes

Given a numerical value, the first grade students will be able to physically represent the individual numbers using the unifex cubes. Given a worksheet, the first grade students will circle the addition sentences in each row that use the same addends.

Common Core Standards:

Given a worksheet, the first grade students will color in the unifix cubes to match the numeration addition sentence. 1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.B.3 1.OA.C.5 Apply properties of operations as strategies to add and subtract. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Big Idea(s):

Grouping of Students & Rationale:

Materials:

Identify Academic & Related Content Language:

Prior Knowledge Needed:

Student Profile (special characteristics)

SmartBoard Math Workbook Pencil Counting Chips Minus (-) Difference Subtraction Sentence Is equal to (=) Speak clearly and understandably. Understanding of various numbers and what they represent. Use active listening skills, such as making eye contact or asking questions. Use prior knowledge to make predictions. Follow multiple-step directions Students are very energetic and love to use the SmartBoard for lessons. Very intelligent and love to get actively engaged in lessons.

 Modifications

Students understand that everyone makes mistakes, and tend to move on quickly when a mistake occurs. State questions/definitions in a number of different ways. Allow extended wait time when I ask a question and expect a response. If the student does not respond correctly to a question asked, I will allow them with other opportunities to get the question right.

Instructional Model & Rational(s): PROCEDURE AND ACTIVITIES (Name teaching strategy for each activity (cooperative learning, presentation teaching, guided inquiry, etc.) PRE-ACTIVITY (advance organizer): Student will review math vocabulary (take-away, subtract). Review what was discussed yesterday (how a model represents the numbers in a problem and the xs over the models show that something is being subtracted out). T Yesterday, we talked about subtraction. (Show picture) If I have four pies (& & & &) and I eat 2 (& & & &), how many pies are left? How many pies in total do I have left. We worked on subtraction sentences that go along with our story. Students will get their cubes out and then student volunteer will tell a subtraction sentence. As I write the sentence, you model the sentence with your counting chips. Except this time, we start in the whole. (In subtraction, you begin with the whole amount and then take away the parts.) Students will be reminded to think about the parts that go into the problem. To begin they need to have counting chips out. Difference the result of subtracting one number away from another number Transition: Students will ACTIVITY As Transition: Students POST ACTIVITY: Students Transition: Students Closure: Students will work independently. ASSESSMENT [Name of Assessment Tool & Description; Identify as Authentic or Traditional/Summative or Formative: REFLECTION: TIME

The assessment that will be used in this lesson is an authentic assessment, which will be found on both of the worksheets.