Melanie Post Date: 2/28/2019

Mrs.Livolsi
Time: 12:30-1:05
Grade: K
Subject: Math

1. Lesson Essential Questions

 How can using the - and = signs help represent subtraction situations?

2. Standards
 CCSS.MATH.CONTENT.K.OA.A.1 Represent addition and subtraction with objects,
fingers, mental images, drawings1, sounds (e.g., claps), acting out situations,
verbal explanations, expressions, or equations.

3. Learning Objectives and Assessments

Learning Objectives Assessments

Students will be able to separate a Students will cut and paste labels on the shark picture
whole into parts and tell about the based off of what they learned from their nonfiction
parts. read aloud.

4. Materials
 Math workbooks
 Counting cubes

5. Pre-Lesson Assignment and/or Prior Knowledge

 Students will be familiar with subtraction language such as take away. They will know
the - symbol means to subtract one number from another.
 Students understand that their answer should be a smaller number than the whole group
number they began with.
6. Lesson Beginning
 Students will receive their math workbooks and will be told to keep their hands in their
laps after placing a pencil above their math book.
 I will ask students to think about the term “take away” and ask for a volunteer to remind
the class what it means. After reviewing the definition we will do one warm-up problem
about “linus the minus” from the anchor chart.

7. Instructional Plan
 Each student will be told to take one stack of counting cubes from the middle of their
table. I will allow one minute for the students to play with the manipulatives before we
 begin using them. I will remind students after the minute is up they must only touch the
cubes when instructed to.
 The share and show problem will be projected onto the smart board and I will read aloud
the problem. “There are six fire hats. Firefighters take 3 away. What numbers do you
subtract to find how many hats are left? How can you show subtraction?”
 I will break this problem down by asking students to first identify the numbers they
should be focusing on. Next, I will ask them to share what they are being asked to find.
 I will instruct students to take their counting cubes and place them on their math book to
represent the problem. I will have 2-3 student volunteers come to the front and show on
the document camera how they represented the problem.
 After the students see various ways their peers solved the problem I will teach them how
to represent what they have with their counting cubes in written form. We will go over
counting one group, writing a number, adding a minus sign, then writing the second
number and an equal sign.
 Students will then practice this skill on number 1 and 2 guided practice in their
workbooks. We will do number 1 whole class and number 2 indepedndently. I will walk
around and assist them and check their work.


8. Differentiation
 If students are struggling I will do the intervention activity provided in the book. I will
take their box of crayons from their pencil box and have them count how many are in
there. They will write that number on a paper. Then I will tell them I am taking a certain
number away and have them demonstrate that on the paper. If they need help I will
explain that the subtraction sign represents “taking away” and have them find how many
crayons are left, and write that down with an equal sign.
 Students who are advanced can create their own subtraction story and write a subtraction
equation to match.

9. Questions
 How do the words “are left” help you to solve the problem?
 What does the term take away mean?
 How can our counters help us solve these problems?
 How can we check if our answer makes sense?

10. Classroom Management

 Students will be instructed to put their hands in their lap to avoid them playing with their
pencils or counting cube manipulatives when they should not be.
 Students will be given a minute to explore their counting cubes before beginning to use
them for math.

11. Transitions
 Students will be called to the carpet by table number.
 Students will be dismissed back to their table by carpet square color.
 After the Jack Hartman video students will be instructed to pack up and line up for lunch.
12. Closure
 Students will come to the carpet for the Subtraction Action Jack Hartman video.
*In line with Envision Math curriculum book.