Joanna Yuhas Meyer 1st Grade Thursday 10/24 ~11am Title of Topic of Lesson/Grade Level Subtraction facts from

4,5, and 6 First grade Lesson Essential Questions How do you subtract numbers? What are the answers when you subtract from 4,5, and 6? Standards CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Lesson Objectives and Assessments Objectives Assessments Students will be able to solve subtraction Students will demonstrate understand in problems when a part is take away from how successfully they complete the 4, 5, or 6 as a whole. worksheets in their book. Materials 1.4 dinosaur hats 2. 5 capes 3. 6 sunglasses 4. math workbooks 5. Subtraction worksheet 6. magnet manipulatives Pre-lesson assignments and/or Prior Knowledge CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Students already know that subtraction is the process of taking away. Lesson Beginning Review (5 minutes) Starting on the rug, activate student prior knowledge of subtraction by placing manipulatives on the board and having them help to solve the subtraction problem.

Make the problem something simple such as 5-3=2 or 4-2=2. This should not be something new for the students. Do one or two of the review problems and then tell students that you are going to need their help for the next activity and that they will need to be good listeners if they want to participate. Instructional Plan Subtraction Facts (15-20 minutes) Tell the students that we are going to learn our subtraction facts for fours, fives, and sixes today. Start by asking four of the best-behaved students to come to the front of the carpet. Give the four students a dinosaur hate and tell them that this is the dinosaur family. Ask the students who are sitting to count the number of people in the dinosaur family. On the board start a subtraction number sentence by writing 4 on the board. Then explain that one of the members of the dinosaur family had to go hunting and had to leave the dinosaur family. That person was taken away, or subtracted, from the family. Ask the students what happens when you have four people and you take one away. Students should tell you that there are three people left. Continue to subtract members of the family until you have subtracted everyone. Write all the number sentences on the board so that students can see them visually. Next choose five students from the popsicle sticks and have them come to the front. Give each student a cape and tell everyone that they are in the superhero family. Similar to the dinosaur family, start removing people one by one while writing the number sentences on the board. Do the same thing with six different people who are part of the sunglasses family. Have six students come to the front and one by one remove people until there are none left. Student Workbooks (20 minutes) Students will open to page 153. Tell students that they should draw four circles on their page to represent four crocodiles that are swimming in the lake. Tell them that three crocodiles get out of the lake and ask students to show using xs how many crocodiles got out of the lake. Have them write the subtraction number sentence at the bottom of the page. Have students turn to page 154. Tell students that they are going to be practicing subtracting from four and five. On their page they have four cubes four times and they have to show four different ways to subtract from four. Tell students that they should think about the dinosaur family and the different ways we took away people. Tell students to start by taking away one block, then two, then three, and then all four. Remind students that they should draw xs on the blocks on their workbook page to show how many blocks they took away.

Once that page is finished have students look at page 155 in the workbook. Tell them that they are going to do that page on their own. They need to think about the hat family and how we took a different number of people away each time. Give students counters to work on this page on their own. Turn to page 156 in the workbook. Read the word problem aloud and have students write the number sentence that goes with the problem. Do the same for the second word problem. Then bring the students attention to the problem at the bottom. Ask them to look at the problem and determine whether the problem is true or not. Students should realize that the problem is not true and then ask for ways to fix the problem. Closure Homework (maybe) Have students write their names on their homework page and tear it out so that they can have it put in their homework folders. Worksheets Give students a worksheet that they can color, that will reinforce the math facts that they learned. Differentiation: Students who finish faster can be paired with a student who is having a harder time. Students who are not willing to help, can sit and start writing the facts for the 6s, 7s, 8s etc, for as much time as it takes for everyone else to catch up. For students that are struggling, spend time working individually with them. Pair them with a student who is more advanced during independent work. Questions: How many people are in the [insert object here] family? (4, 5, 6) What happens when I take one person away from the family? (there are 3, 2, 1, etc. people left) Is the number sentence at the bottom of page 156 true? (no) How could we make it true? (make it 5-1 or 4-2) Is there more than one way we can fix that problem? (yes) What is another way we could fix that problem? (make it 4-2 or 5-1 or 5-2=3). Transition: tell students that they are to go back to their desks and take out their math book and go to page 153. Write the number on the board. Remind students that there is no talking as they walk back to their seats. Classroom Management: Use the phrase 1,2,3 eyes on me to get student attention. Move lesson faster or slower depending on how students are responding to the lesson.