Subtraction Number Stories Grade Level: Kindergarten Big Idea: 1. Subtraction names a missing part. 2.

Models and strategies can be used to solve contextual problems for subtraction and to figure out what operation is involved in a problem regardless of the size of the numbers. Models and strategies also can be used to give meaning to number sentences. (Chapter 9- Van de Walle) Learning Goals: Children will be able to identify and solve subtraction story problems through representations of visuals and pictures. Materials: Objects, Smart board, Individual white boards and markers Common Core Standards: CCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Launch: (5 minutes) To start the lesson I will ask the children to give examples of simple subtraction problem verbally (prior knowledge). Write these problems down on the smartboard/elmo. After a few suggestions solve two of them with the children using fingers (one problem counting down, one problem direct modeling). Ask the children what subtracting is and what do they do in the process of subtraction. I will then explain an introduction to the lesson: For today I will use some children and other objects for the subtraction story problems I will create. After I tell the subtraction story you will draw a picture of what happened in the story on your individual white boards and then we will solve it together. I also will call on some friends to explain how they would solve the problem. The whiteboard will be used to ensure that all children participate by drawing their own interpretation of the subtraction story problem. All children will be used in a subtraction problem as the numbers in the problem. I will explain the expectations of the lesson. These include them looking, listening, and sitting on the carpet. As well as expecting them to attempt to drawing their own subtraction problem on their white board. I will then distribute the white boards and markers to the children. Explore: (20 minutes) 1. 8-5=3 (Use eight children) Eight children are outside. Five go home. How many children are left outside? - Throughout solving this problem have the children solve with role-play. Also have the children suggest how to solve the problem. Use direct modeling by separating the five children from the original eight or use counting by count down the children. Then have the children draw their own picture of the subtraction story and write the number problem (8-5=3). 2. 7-2=5 (Use seven children) Seven children will playing on the swing, two went to play on the slide, how many children are still playing on the swings? -Throughout solving this problem have the children solve with role-play. Also have the children suggest how to solve the problem. First use direct modeling then separate the two

children from the original seven. Then use counting have the children count down from seven to five. Then have the children draw their own picture of the subtraction story and write the number problem (7-2=5). -Student Solution: They were all swinging but two got off (group of seven and a group of two) so the difference is five! 3. 9-5=4 I have 9 jellybeans for snack today, I ate five jellybeans all at once, now there are ___ left. -Have the children suggest how to solve the problem. First use the direct modeling strategy by having them think of the two numbers separately and then count the difference. Then use the counting strategy by having them start with 9 jellybeans and count down and take away the jellybeans. After using the visual with the jellybeans have the children count down using their fingers. Have the children draw the story problem on their white board and write the number problem. -Student Solution: 4! You start with nine and then eat 5 one at a time so (using their fingers) 9, 8, 7, 6, 5, 4! 4 left! 4. 4-2=2. Now I have four jellybeans but I dropped two on the floor, how many do I have left? -Have the children suggest how to solve the problem. For direct modeling have the children separate the two groups of jellybeans and notice the differences. With counting, count down with the jellybeans and show that there are two left. Also show that it was a Number Facts problem by showing the addition problem afterwards (2+2=4). Have the children draw the story problem on their white board and write the number problem. -Student Solution: Well you have two on the table and two on the floor 4. 5-3=2 Yesterday I made five paper airplanes but three were thrown away. Now I have two paper airplanes left. -For this problem simplify the problem by having the children draw a picture of this on your whiteboards. After they finish, rather then discuss with the class they will pair himself or herself with a partner and share their drawing. At the end, have the children share their drawing to the rest of the class. -Student Solution: You had five but you put three in the trash so you only have two! 5. 2 children tell a subtraction story. Have the rest of the children count backwards on their fingers. For the majority of the lesson the children will be at the carpet circle in front of the board. During the lesson I will be asking questions to assess their understanding of the big idea (How are you solving your subtraction problem?). I will also be looking at the strategies the children are using to solve their subtraction problems. These strategies come from 5 Practices by Margaret Smith. 1. Direct Modeling- Use objects or fingers to represent taking away, then count the result of the take away. Children count them separately. 2. Counting- A child recognizes that it is not necessary to physically construct and count the two sets described in a problem. An example would be counting backward from the first number in the problem. Some children need to keep track of numbers by using their fingers or tallies. 3. Number Facts- Children learn number combinations before others, and they often use a small set of memorized facts to derive solutions for problems involving other number

combinations. Children usually learn doubles before other combinations, and they often learn sums of ten relatively early. When observing and asking questions I will have them describe to me how they solved their subtraction problem and what they used (tallies, fingers, head). Throughout the lesson I will also use each strategy. To start I will use the children as role play so they are able to visually see what is happening. I will use physical objects and separate them (direct modeling). Then I will use counting by using my fingers and counting backwards. Lastly I will demonstrate a problem using number facts (example- 8-4=4). I will use every possible strategy for each problem. Connecting these strategies in almost every problem will show the children how they are related and the types of strategies they can use. In order to encourage the students to share their thinking with their peers I will do a think pair share with one subtraction problem. Discuss (5-10 minutes) Towards the end of my lesson I will have the children do a think pair share activity with one of the subtraction stories. I will have them share their drawings with a partner and then have a group discussion with the class on how they drew the problem and how they showed they solved it. To start children will explain why they drew their drawing the way they did and then they will explain how they solved their problem (crossing off, counting down, etc.). I will go over each solution path they could have chosen for each story problem. I will also do this in a certain order by starting with role play, then direct modeling, then counting, and number facts (if it applies). Children will make connections with each other by having similar drawings and strategies. Through this discussion children will be raising their hand if they would like to speak and listen to the person that is speaking. Throughout this process I will also ask some questions to expand on their knowledge and making connections between the process and the story problems. These questions would include Explain how you got your answer? What is the process your doing when your solving your problem?. Then I will ask them questions that connect the different strategies, these questions could be How is that different then when I solved it with my fingers? How is it similar? Do I still get the same answer?. I will close the lesson by explaining that there are several different ways to solve subtraction problems and that they can solve subtraction problems through stories. Assessment: After the lesson children will draw and write their own subtraction story problem for 5-2=3.