Saint Mary-of-the-Woods College

Education Department
Teacher Candidate: Laura Mabry
Name of Lesson: J.3 Subtraction sentences numbers up to 5
Subject: Math

Grade: Kindergarten

Rationale for lesson: I am doing this lesson to introduce students to subtraction.

Learning outcomes: The students will begin to learn about subtraction.
Assessment of student outcomes: I will be assessing by watching students work the problems
on IXL.com. I will be able to tell how far each student is by looking at IXL.com under reports.
The students who have not progresses that far will need more help.
Related Foundations/Indiana Academic Standard:
K.CA.1 Use objects, drawings, mental images, sounds, etc., to represent addition and
subtraction within 10.
Materials Needed:
IXL.com, I pad, cubes and bears
Lesson/Activity Presentation:
Anticipatory set:
Boys and girls, May I have your listening ears, eyes watching me, your voices quiet,
and body calm please. The next math lesson we are going to discuss is a lesson we have done
previously but with addition. Today, we are going to learn about subtraction. What kind of a
symbol or sign do we use when we are adding numbers? +
We are going to learn how to subtract today and there is a different sign to use in
subtraction sentences. It is a minus sign.
Lets write a subtraction sentence on the board and use the minus sign.
21=1
This is an addition sentence: 2 + 1= 3
This is a subtraction sentence: 2 1 = 1
There are two things different about the two sentences.
What are they?
The sign (symbol) and the total.
If we add, we put things together.
If we subtract, we take things away.

Teaching procedures:
I will put several different kinds of problems on the board for practice.
I will draw examples that resemble the problems on ILX.
Which picture shows 5 4 = ____
Which picture shows 5 - 2 =_____
Which picture show 4 2 = 2
Which picture shows 5 4 = 1
Which picture shows 3 2 = 1
Which picture shows 5 1= 4
The next type of question you will see in J. 3 is this:
Write a subtraction sentence based on the picture (for example, 3 1 = 2).
54=1
11=0
50=5
54=1
Guided and Independent Practice:
I will instruct the children as a whole group. This will be a difficult page for the children. I will
be helping as many children as I can. I will show them how to use bears and cubes to help
them answer the questions.
Closure: Boys and girls, this was an introduction to subtraction. We will be doing
subtraction for a couple of weeks. It will get easy as time goes on. If you stayed on task today,
you will get a dojo.
Differentiated instruction:
I will ask every child if they need cubes or bears to help them count.
Multicultural emphasis (if appropriate):
None
Technology (if appropriate):

IXL.Com
Reflection on lesson:
This was a difficult lesson for the students. Most of the students understood it after a couple of
practice problems. Several students needed to use cubes.

Saint Mary-of-the-Woods College

Education Department
Teacher Candidate: Laura Mabry
Name of Lesson: J. 4 Subtraction word problems numbers up to 5
Subject: Math

Grade: Kindergarten

Rationale for lesson: I am teaching this lesson to introduce subtraction word problems using
numbers up to 5.
Learning outcomes: The children will learn how to subtract numbers up to 5 by listening to
word problems.
Assessment of student outcomes: I will be able to see the results of this lesson on IXL.com. I
can use the results to go back to individual children to reteach this lesson so they understand it.
Related Foundations/Indiana Academic Standard:
K.CA.1 Use objects, drawings, mental images, sounds, etc., to represent addition and
subtraction within 10.
Materials Needed:
Brain Pop. Video, IXL.com, I pads, bears, and cubes
Lesson/Activity Presentation:
Anticipatory set:
Brain Pop Video first thing (The Pirates Add and Subtract from You tube)
Boys and girls, May I have your listening ears, eyes watching me, your voices quiet,
and body calm please. I will give everyone an on task dojo for listening and doing your
work without interrupting others.
Teaching procedures: The first thing we are going to do is read a math sentence.
Gita has a total of 5 cousins. 2 of her cousins are younger than she is. The rest are
older. How many of Gitas cousins are older than she is?
1
2
4

3
Lets write this in a subtraction sentence. What do we need to write first?
**** 5
what sign do we need to write next? A plus or minus sign?
Minus
What number do we need to write next?
**** 2
What sign do we need to use next?
**** an equal sign
What is the answer?
**** 3
Britney and Karlene have a total of 3 comic books between the two of them. If Karlene ahs 2
comic books, how many comic books does Britney have?
Lets write this in a subtraction sentence and solve it.
What number do we need to write first?
What sign do we need to write next?
What number comes next?
What sign is next?
What is the answer?
Luann had a birthday party and 5 classmates came. There were 3 boys from her class who
came. How many girls from Luanns class came to her birthday party?
Lets write a subtraction sentence and solve it.
What number do we need to write first?
What sign do we need to write next?
What number comes next?
What sign is next?
What is the answer?
Courtney has 3 toys in her toy box. One day, she knocks the toy box over and 1 toy spills onto
the floor. How many toys are still in the box?
Lets write a subtraction sentence and solve it.
What number do we need to write first?
What sign do we need to write next?
What number comes next?
What sign is next?
What is the answer?

There were a total of 3 tadpoles in a pond. One afternoon, Dustin caught 1 tadpole from the
pond and took it home. How many tadpoles were left in the pond?
____ tadpoles
Now you need to write a subtraction sentence to solve this problem.
What number do we need to write first?
What sign do we need to write next?
What number comes next?
What sign is next?
What is the answer?
Now you know the answer, there are ____ tadpoles.
Guided and Independent Practice: I will give this lesson to the whole class. I will
need to instruct some students differently on an individual basis.
Closure: I will give dojos to those students who stayed on task. Thank you. It is easier
to solve problems when you write it out in a subtraction sentence so you can answer the
problem.
Differentiated instruction:
There will be differentiated instruction. Several children will need to use manipulatives to use
to figure out the problems. Students that finish this lesson will move on to first grade work.
Multicultural emphasis (if appropriate):
None
Technology (if appropriate):
IXL.com, Video from Brain Pop Jr., I Pads
Reflection on lesson:
This was a difficult lesson for the kindergartners. Half of the students were able to do the work
by themselves. The half of the class needed to be read to and use cubes.

Saint Mary-of-the-Woods College

Education Department
Teacher Candidate: Laura Mabry
Name of Lesson: J.5 Subtraction with pictures numbers up to 10
Subject: Math

Grade: Kindergarten

Rationale for lesson: I am doing this lesson for children to practice their subtraction skills up
to 10.
Learning outcomes: The students will practice their subtraction skills up to 10.
Assessment of student outcomes: I will be assessing by watching students work the problems
on IXL.com. I will be able to tell how far each student is by looking at IXL.com under reports.
The students who have not progresses that far will need more help.
Related Foundations/Indiana Academic Standard:
K.CA.2 Solve real-world problems that involve addition and subtraction within 10 (e.g., by
using objects or drawings to represent the problem).
K.CA.1 Use objects, drawings, mental images, sounds, etc., to represent addition and
subtraction within 10.
Materials Needed:
IXL.com, I pad, cubes and bears
Lesson/Activity Presentation:
Anticipatory set:
Teaching Procedures: We have already practiced these types of subtractions problems
earlier. The only difference is that we will be using numbers up to 10 today.
Subtract:

8 4 = _____

Subtract:

3 1 = _____
Subtract:
9 5 = ____
Subtract:
10 0 = 10
Guided and Independent Practice:
I will instruct the children as a whole group. This will be a difficult page for the children. I will
be helping as many children as I can. I will show them how to use bears and cubes to help
them answer the questions.
Closure: Boys and girls, this was an extra practice with subtraction. The only
difference was you were doing problems up to 10. If you stayed on task today, you will get a
dojo.
Differentiated instruction:
I will ask every child if they need cubes or bears to help them count.
Multicultural emphasis (if appropriate):
None
Technology (if appropriate):
IXL.Com, Brain POP, I pads
Reflection on lesson:
This was another hard lesson for the students. Every child is being challenged in this
classroom. However, half of the students are able to do the work without cubes or a teachers
assistance but the other half need to have further instruction such as: there are 5 ducks
altogether, 4 ducks are crossed out with xs. How many ducks do not have an x on them? That
is your answer.

Saint Mary-of-the-Woods College

Education Department
Teacher Candidate: Laura Mabry
Name of Lesson: J. 7. Subtraction sentences numbers up to 10
Subject: Math

Grade: Kindergarten

Rationale for lesson: I am doing this lesson for the students to practice more subtraction
sentences using numbers up to 10.
Learning outcomes: The students will practice and gain more knowledge and confidence in
doing subtraction problems.
Assessment of student outcomes: I will be able to look at the results of IXL to find out which
students are being challenged and which students are doing the first grade assignment.
Related Foundations/Indiana Academic Standard:
K.CA.1 Use objects, drawings, mental images, sounds, etc., to represent addition and
subtraction within 10.
K.CA.2 Solve real-world problems that involve addition and subtraction within 10 (e.g., by
using objects or drawings to represent the problem).
K.CA.3 Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs
in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 =
2 + 3 and 5 = 4 + 1).
Materials Needed:
IXL.com, I pads, Brain Pop, manipulatives, white board
Lesson/Activity Presentation:
Anticipatory set:
Boys and girls, May I have your listening ears, eyes watching me, your voices quiet,
and body calm please. This lesson is more of the same kind of work you have been doing but

the numbers are higher. We will be using numbers up to 10.

Teaching procedures: Here is a sample of the problems you will be working on.
Which picture shows 10 8 = 2?
Use your fingers, bears, or cubes to count.

Which picture shows 6 3 = 3?

Which picture shows 9 2 = 7?

These are going to be tricky so count each line until you find the right answer.
Write a subtraction sentence based on the picture (for example, 3 1 = 2)
62=4
Write a subtraction sentence based on the picture (for example, 3 1 = 2)
6 - ____ = 1
Write a subtraction sentence based on the picture (for example, 3 1 = 2)
5 - ___ = 3
Guided and Independent Practice: This lesson will be done in a whole class format.
The class will be working independently on their lessons.
Closure: Boys and girls I need to give out on task dojos. Way to go. This lesson was
more practice for you. You wrote subtraction sentences up to 10. That is an accomplishment!
Give yourselves a pat on the back.
Differentiated instruction:
I will be sitting with students who need my help.
Multicultural emphasis (if appropriate):
None
Technology (if appropriate):
IXL.com, Brain Pop Jr., I pads

Reflection on lesson:
Another hard lesson. IXL really challenges students. Most of the students were able to work
the problems without additional help. Some of the students that need help were telling me that
they understood and do not need help.