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Understanding Subtraction

Grade Level/Subject: Kg/Math

Approximate Time: approximately 40 min (9:15-9:55am)
Prerequisite Knowledge:
Students have been learning about subtraction and learning to subtract
within 10. We have been practicing vocabulary, using objects, mental
images, and drawings to represent the subtraction problem.
Student Objectives/Student Outcomes:
Students will be able to solve a subtraction problem and create a word
problem to represent the subtraction sentence.
Students will be able to represent a subtraction problem using their
iPads to show a visual representation of a created word problem.
Students will be able to successfully share their subtraction story with
a partner and with the class.
CCSS Standards:

K.OA.1 Represent addition and subtraction with objects, fingers, mental

images, drawings, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.

K.OA.2 Solve addition and subtraction word problems, and add and subtract
within 10, e.g., by using objects or drawings to represent the problem.

S.L.K.1 Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger
a. Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.

S.L.K.3 Ask and answer questions in order to seek help, get information,
orclarify something that is not understood.

S.L.K.4 Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.

S.L.K.5 Add drawings or other visual displays to descriptions as desired to

provide additional detail.

S.L.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Subtraction worksheet
iPads (Doodle Buddy app)
Interactive whiteboard

Opening of lesson: (Objectives, hook, behavior expectations)
5-10 min. Students will complete subtraction morning work to activate prior
knowledge of solving subtraction problems.
Procedures: Include critical thinking questions and
30-35 min. accommodations for individual needs
-When most students have finished their subtraction morning work
paper, have the students come up to the front on the carpet with their
iPads in their laps and apples up.
-Student will be chosen using Name Selector app to do the question of
the day and determine greater than or less than response.
-After the question is completed, have students brainstorm what they
know about subtraction (groups get smaller, minus, take away, etc.)
and remind them of the different signs in the subtraction sentence -/=.
-Tell students that you are going to show them a subtraction sentence.
Have volunteers explain ways to solve it.
-After a couple practice examples, ask students how we can make a
subtraction sentence properly with the signs in the correct place.
-Model how to do one, then have the students practice copying it on
their iPads using Doodle Buddy.
-Next, I will be modeling the activity they will be completing with a
partner. Ask students to put their iPads apples up in their laps and
remind them if they dont stay in that position they will lose the
privilege to use them for the activity.
-I will reflect my iPad on the board and reshow the students the
Doodle Buddy app and how to use the stamps to create the
subtraction sentence. I will model how to make a story to go along
with the pictures.
-After practicing, we will discuss how students will be working with a
partner. They will be given the beginning of the subtraction sentence
(minuend and subtrahend) and they will find the difference. They will
first write the given subtraction sentence and find the difference.
They will then create a story to go along with the problem. They will
share it with their partner.
-As a challenge, the students will be given the opportunity to create
their own subtraction sentence. They will create a story to go along
with it and again share it with their partner.
5-7 min.
- Select students will have the opportunity to share a story they
created themselves.
-As a final closing, ask students what we know about subtraction
problems (numbers get smaller, names of the signs -/=, greater
number goes first, etc.)
Student Assessment:
I will be informally assessing students understanding of solving a
subtraction sentence and creating a story problem by their responses
on their iPads. Having each group of partners complete multiple story
problems will allow me to see and hear how they are able to work
together and effectively present material orally.

Follow up Lesson:
We will continue to work on subtraction sentences and word problems.
We will work on mastering subtraction facts within 5.