Math / Subtraction; 1st grade; 8:30 - 9:30 ; October 12, 2016

SOL:
1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding
subtraction facts.
1.6 The student will create and solve one-step story and picture problems using basic addition
facts with sums to 18 or less and the corresponding subtraction facts.

Content outline:
Provide practice in the use and selection of strategies. Encourage students to develop
efficient strategies. Examples of strategies for developing the basic addition and
subtraction facts include:
counting back;
think addition for subtraction (e.g., for 9 5 = __, think 5 and what number
makes 9?);
use of related facts (e.g., 4 + 3 = 7 , 3 + 4 = 7, 7 4 = 3, and 7 3 = 4);
Automaticity of facts can be achieved through constant practice which may include
games, hands-on activities, flash cards, and paper and pencil.

Rationale:
This lesson will review the entire subtraction curriculum that the students have done thus
far in first grade. The lesson today will allow the students to reflect on what they know in
subtraction and improve on what they still do not know. Being confident with subtraction
will allow the students to be more successful with division.

Objective(s) of the lesson:

Given different subtraction word problems, the student will be able to utilize any strategy
learned so far (manipulatives, mathematical reasoning, picture drawing, etc) to solve
problems with a 90% accuracy.
The student will identify a correct number sentence to solve an oral or written story and
picture problem, selecting from basic subtraction facts.

Lesson Opening:
While the students are on the carpet after their morning meeting and calendar, the
students will use subtraction as I dismiss to their seats. For example, if you are wearing
black, please go to your desk ; 24 (total students) - 4 (students in black) = 20 (students
left on carpet) etc until everyone is at their seats.
Connection:
This is the final lesson of their subtraction unit. We are connecting all previous lessons
and reviewing for the test. The students will be directly connected to the review game, as
it uses their names and interests.

Instructional Strategies/Processes:
The teacher will: facilitate the jeopardy review game. Not keeping score as individuals
but as a class.
The teacher will: walk around the room and observe as each student must have an answer
before one is written on the board.
The students will: take turns choosing questions for the class to do, but each student must
find an answer at their seats using cubes and their expo marker on the desk.
The class will: come together to review the answer. If the question stumped more than 3
students, then the teacher will facilitate the problem in front of the class with assistance.

Products:
The students will record the answers on their desks with an expo marker. Teacher will
record students who are getting it and the students who need extra attention before the
test.

Assessment:
The teacher will assess as she monitors around the room and as answers are given.
The teacher will utilize informal assessment.

Closure:
Students will write their own subtraction word problem and share it with a neighbor.

Homework: N/A

Differentiation:
Each student received cubes on their desks
Actual pictures of the objects used in the problems were displayed on some of the word
problems so the students could cross them off as they were taken away.
With each word problem, I used actual names of the kids in class so that when students
were struggling, I could pull those students up to the front of the room to act out the word
problem.
Materials/Equipment:
Laptop & Projector
SMARTboard
Large dice
Cubes
Expo Marker
Jeopardy Game