Math Lesson Plan 2: Subtraction by Taking Away

Teacher: Jenna Graziadei Grade Level: 1

I. Content and Standards

Connecticut State Standard:

1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number
to represent the problem.

Content Standards: Students will grasp the concept of subtracting by taking away
within a specified context that is fun and engaging, and it involves a hands-on approach.
This will enhance their skills in understanding situations within which items are removed
and the value of those that remain must be determined. The focus will be on using
pictorial representations of problems to identify the whole and part, while strategizing to
find the missing part. The students will be able to explore the examples provided and
collaborate with peers to discuss the subtraction problems that the picture represents. The
concepts will be grasped to use in future mathematics situations and other relevant
endeavors within and outside of school.

II. Prerequisites

In order for this lesson to be approached and completed in a successful manner, the
students must understand the number sequence, be able to identify numerical values, have
basic subtraction skills, and utilize number bonds. These abilities will enable them to
interact with the lessons activity that will expand their knowledge of subtraction and
word problems. Additionally, it is important that the children have adequate
communication and collaborative skills in order for the group word to be conducted in a
positive and successful manner.

III. Essential Questions

1. How can I use counting and taking away to solve a subtraction problem?
2. How can I use manipulatives to understanding the concept of subtracting by taking
away?
3. What strategies from previous math lessons can I use to show my understanding of
subtraction?

IV. Instructional Objectives

At the end of this lesson the students will be able to show their understanding of the
concept of subtraction through taking away items in a hands-on approach that can be
tactfully discussed through collaboration with peers and articulated in writing.

V. Instructional Procedures

Prior to the lesson, the materials required for the activity will be organized into packets
to ensure that each child has all that he or she will need.
Slide 2- The students will sit on the floor in the area in front of the Smart Board. They
will be asked to watch the video using first-grade thinking and sing along to the song
(https://www.youtube.com/watch?v=QkPa9V2wtZs&t=16s). Following the video, the
students will turn and talk with their peers to discuss what the video talked about. They
will raise their hands to share their ideas and show agreement through sign language.
Slide 2- The teacher will prompt the students to answer the following questions:
What do we do when we subtract with a pirate?
Do we have more or less when we subtract?
Slide 3- The teacher will read the practice problem out loud (Smee sees 4 crocodiles,
but 2 crocodiles swim away. How many are left?). The students will be told to turn and
talk with their partners, and work out the problem on their white boards. The teacher
will walk around observing the ways students are solving the problem.
Slide 3- The teacher will ask the students to raise their boards to show the ways that
they subtracted by taking away. The teacher will call on a few students to stand in front
of the class to explain their strategy. The students will be asked to show on their fingers
how many crocodiles are left. The slide will be clicked on to show the answer to check
if their work was correct.
Slide 4- The teacher will read the practice problem out loud (There are 4 crabs, but
Captain Hook scares 4 crabs away. How many are left?). The students will be told to
turn and talk with their partners, and work out the problem on their white boards. The
teacher will walk around observing the ways students are solving the problem.
Slide 4- The teacher will ask the students to raise their boards to show the ways that
they subtracted by taking away. The teacher will call on a few students to stand in front
of the class to explain their strategy. The students will be asked to show on their fingers
how many crabs are left. The slide will be clicked on to show the answer to check if
their work was correct.
The students will be instructed that they are going to be pirates today and practice
subtracting by taking away. They will be going to stations in the classroom following
their pirate maps to perform hands-on activities about taking away. The teacher will
review with the students where the different stations are located.
Slide 5- In an orderly manner, they will be directed to go to their desk groups for their
first station walking while pretending to steer a pirate ship. They will do so on the count
of three.
 Slide 6- The first station is a subtraction problem to collect their maps. The teacher will
read the problem out loud (There are 3 maps, but 2 maps blows away in the wind. How
many are left?). The pictorial representation will be available the slide.
Slide 6- At each desk group will be 3 maps that the students can use as manipulatives to
take 2 away. The 1 remaining map will be carried with them throughout the rest of the
lesson to follow along with the stations on it. The students will collaborate to work
through the problem using the manipulative and their white boards to solve the
problem.
Slide 6- Before moving to the next station the teacher will have the students do a
museum walk to see the strategies of their peers. The teacher will have the students
show their solutions on their fingers. The slide will be clicked to show the correct
answer.
Slide 7- The teacher will guide the students to look at the first stop on their maps and
provide help if needed. They will be asked to carefully steer their ships to the next
station bringing along their map. Once they arrive, they will be asked to remain
standing up looking through their binoculars to show me they are ready.
Slide 8- The second station is a subtraction problem to collect their ship. The teacher
will read the problem out loud (There are 5 ships, but 3 ships sail away. How many are
left?). The pictorial representation will be available the slide.
Slide 8- At each desk group will be 5 ships that the students can use as manipulatives to
take 3 away. The teacher will instruct the students to attach their 2 remaining ships to
the back of the map with the velcro. The students will collaborate to work through the
problem using the manipulative and their white boards to solve the problem.
Slide 8- Before moving to the next station the teacher will have the students do a
museum walk to see the strategies of their peers. The teacher will have the students
show their solutions on their fingers. The slide will be clicked to show the correct
answer.
Slide 9- The teacher will guide the students to look at the next stop on their maps and
provide help if needed. They will be asked to carefully steer their ships to the next
station bringing along their map. Once they arrive, they will be asked to remain
standing up looking through their binoculars to show me they are ready.
Slide 10- The third station is a subtraction problem to collect their pirate hats. The
teacher will read the problem out loud (There are 10 pirate hats, but 5 pirate hats fall in
the sea. How many are left?). The pictorial representation will be available the slide.
Slide 10- At each desk group will be 10 pirate hats that the students can use as
manipulatives to take 5 away. The teacher will instruct the students to attach their 5
remaining pirate hats to the back of the map with the velcro. The students will
collaborate to work through the problem using the manipulative and their white boards
to solve the problem.
Slide 10- Before moving to the next station the teacher will have the students do a
museum walk to see the strategies of their peers. The teacher will have the students
show their solutions on their fingers. The slide will be clicked to show the correct
answer.
 Slide 11- The teacher will guide the students to look at the next stop on their maps and
provide help if needed. They will be asked to carefully steer their ships to the next
station bringing along their map. Once they arrive, they will be asked to remain
standing up looking through their binoculars to show me they are ready.
Slide 12- The fourth station is a subtraction problem to collect their parrots. The teacher
will read the problem out loud (There are 7 parrots, but 4 parrots fly away. How many
are left?). The pictorial representation will be available the slide.
Slide 12- At each desk group will be 7 parrots that the students can use as
manipulatives to take 4 away. The teacher will instruct the students to attach their 3
remaining parrots to the back of the map with the velcro The students will collaborate
to work through the problem using the manipulative and their white boards to solve the
problem.
Slide 12- Before moving to the next station the teacher will have the students do a
museum walk to see the strategies of their peers. The teacher will have the students
show their solutions on their fingers. The slide will be clicked to show the correct
answer.
Slide 13- The teacher will guide the students to look at the next stop on their maps and
provide help if needed. They will be asked to carefully steer their ships to the next
station bringing along their map. Once they arrive, they will be asked to remain
standing up looking through their binoculars to show me they are ready.
Slide 14- The fifth station, the last one, is a subtraction problem to collect their treasure
chests. The teacher will read the problem out loud (There are 8 treasure chests, but 6
treasure chests are empty. How many are left?). The pictorial representation will be
available the slide.
Slide 14- At each desk group will be 8 treasure chests that the students can use as
manipulatives to take 6 away. The teacher will instruct the students to attach their 2
remaining treasure chests to the back of the map with the velcro. The students will
collaborate to work through the problem using the manipulative and their white boards
to solve the problem.
Slide 14- Before carrying on the teacher will have the students do a museum walk to
see the strategies of their peers. The teacher will have the students show their solutions
on their fingers. The slide will be clicked to show the correct answer.
Slide 14- The teacher will prompt the students to repeat what it means to subtract with a
pirate to guide them to recall that this concept means that items are being taken away
and the resulting value is less than before.
Slide 15- The students will be directed to turn in their maps and items to the teacher,
then steer their ships to their individual desks. One group will turn in their work at a
time and collect the exit slip.
Slide 15- Once all students are seated, the teacher will read the instructions for the
problem and instruct the students to use the pictures and blank space on the page to
work out the problem. The teacher will request that hands are raised if they have
questions. If all are clear on the problem and instructions, they will be instructed to say
ahoy.
 Slide 15- The students will be told to raise their hands once their exit slips are complete
to receive their reflection rubrics.
Slide 16- The teacher will guide the students through the rubric in a detailed manner to
ensure that all understand how to score themselves. They will be told to begin after
counting down by 3.

VI. Materials and Equipment

A slideshow will be used by the teacher within the short lecture portion of the lesson to help
communicate and explain concepts that are necessary for the students to be able to engage in
the lesson. This will also entail a scaffolded example of the task that the students are intended
to complete within the period.
A Smart Board will be used to project the slideshow on. This interactive board will allow the
students to write their ideas for all to see during the appropriate points of the lesson, which can
serve to further engage them in the discussion.
Exit slip sheets with be provided to each student to complete at the end of the lesson to assess
their understanding of the lessons concepts.
Manipulatives will be used at each station of the lesson to practice subtraction by physically
taking away items to help establish stronger visualization skills and mathematical models to be
able to do subtraction in more abstract manners in the future.
Each student will use their white board throughout the lesson to strategize and solve the
subtraction problems involved.
A student-centered rubric will be utilized by the teacher as informal assessment for the purpose
of gathering information about how the children felt upon the completion of the lesson.
The teacher will have a packet that contains a blank table and a rubric guideline. Notes will be
taken during the lesson while walking around listening and interacting with the students. The
remaining parts of the table will be complete at a later point in time when assessing students on
their efforts.

VII. Assessments/Evaluations

Exit Slip: Students will be given an exit slip contained a final written word problem
that pertains to subtracting by taking away. There will be pictorial representations and a
blank space for the students to show their work. This is helpful is understanding the
thought processes of the students, their individual strategies, and their development that
took place during the lesson.
Student Rubric: The student rubric will include various levels of understanding that the
children can use to assess how they feel about their completion of the lesson.
Anecdotal Notes: The teacher will walk around the classroom checking on the progress
of the students. He or she will take notes as they listen to the children communicating to
complete the assignment. The students can explain to the teacher how they are going
about finding the solutions with the project given. This will help to get a perspective of
their thought processes. Notes will be taken on any questions students may have
 because if one child has a misunderstanding, it is highly probable that other students
will as well. In the case that help is needed, guidance will be provided through
prompting so that students can arise to the correct answers themselves. This will help
assess the students understandings of using persuasive text to discuss topics associated
with diversity.
Teacher Rubric: A rubric specifically designed for the assignment will be used to assess
each students focus, safety, collaboration, assignment completion, assignment
accuracy, and understanding of the lesson. This will help assess the students ability to
correctly structure their informative texts to introduce, explain, and conclude their
reasonings for the topics they selected to discuss.
Portfolio for the full-time teacher: A portfolio would be used to assess each students
overall development and progress throughout the unit and school year, as well as
analyze their use of their new skills in future situations. Through all appropriate tactics,
the educator can track the childs utilization of skills developed in this lesson and
thereafter. The portfolio would be comprised of all projects and activities created within
each subject area. It would be created and bound by the students as to make a final
product that can be used and discussed during conferences. The finalized portfolio
would be graded with a rubric with defined guidelines to give the student the
appropriate score and provide some written feedback.

VIII.Differentiation

The materials used in this lesson, including the slideshow contain word banks and key words
that are highlighted or colored. This is intended to help ELLs and students with special needs
by guiding them to focus on the terms necessary for them to be able to execute the lessons
assignment. It also serves as a way to stress the particular ELA vocabulary that they should
learn to be familiar with as they progress through the subject of ELA.
By performing an example with the class, ELLs and students with special needs will be able to
visually understand what is being expected of them.
As I walk around the classroom while the students work on the assignment, I will put some
extra attention on any ELLs and students with special needs to ensure that they understand the
task and procedure.
I can offer alternative phrasing or methods for what they are being asked to do and guide
them through additional examples.
If I am aware of these key terms in the main language spoken by the child, I can help them
to associate the words with the English translations.
I will utilize any accommodations that could benefit the students with special needs to
maintain their activeness in the lesson.
Beyond my guidance, other students will be able to collaborate with ELLs and students with
special needs that can possibly present the information in a different manner that the child can
better understand.
 If necessary and available, I may have the opportunity to have a language specialist teacher
within the classroom during the period who can provide further guidance to the ELLs, as well
as a special education teacher to guide the students with special needs.
By reading the exit slip and rubric directions aloud, the students with individualized
educational needs can better understand the task and be more capable of completing it.

IX. Technology

A slideshow will be used to expose students to the information and skills necessary to be able to
learn about subtracting by taking away. The Smart Board will be used to present the slideshow
that will allow the students to further interact with the lesson by including them in brainstorming
tasks within practice problems during the lecture portion of the lesson.

X. Self-Assessment

Exit Slip: The teacher can use the information from the student exit slip to analyze
who may need additional explanations of the material, if the teaching method needs to
be altered, and how to conduct a review in the lessons over the following days to
gradually expand upon and advance the skills of the students.
Student Rubric: The teacher can use the information from the student rubric to make
swift determinations about any necessary review or lesson approaches for the following
days.
Anecdotal Notes: Observations gathered from the teachers anecdotal notes provide a
context for any questions, confusions, or individual student challenges that should be
addressed in future lessons. The teacher can use this information to structure review
sessions for skills and concepts.
Teacher Rubric: The teacher can use information about each students focus, safety,
collaboration, assignment completion, assignment accuracy, and understanding of the
lesson to ensure that learning objectives were met and skill development associated
with the defined standard took place. If the teacher acknowledges any lack of progress
or concerns in within any of the grading categories for a single student or several, plans
can be made to address them the following day and guide improvements for students.