Miss Sydney Johnson/1st grade math/March 10, 2020

I. Topic

a. Solve subtraction story problems with minuends to 20 involving situations of

taking from and taking apart, with unknowns in all positions and by finding the

unknown addend


b. Solve for the unknown in a subtraction equation involving 3 whole numbers 


c. Make sense of problems and persevere in solving them 


d. Construct viable arguments and critique the reasoning of others 


e. Look for and make use of structure

II. Objective and standards

a. After learning the strategies of taking from, taking apart, the missing addends, and

unknown factors TSWBAT work in small groups to solve story problems using

the skills learned and then share with the class.

b. CC.2.2.1.A.1

i. Represent and solve problems involving addition and subtraction within

20

III. Teaching procedures

a. Anticipatory set/introduction

i. “Today the penguins have some subtraction problems for you to work

through!”

ii. Ask students to share some strategies that they have used in the past to

solve subtraction

1. What type of problems are you solving?

a. Take away
 Miss Sydney Johnson/1st grade math/March 10, 2020

iii. Have students get their number racks

1. Either in small groups or one for each student (depending on

number)

b. Development

i. The first problem will be displayed on the board alone

ii. Have the students quietly study the problem and then the teacher will read

aloud the text that goes with it

iii. Work with the students step by step using the number racks

iv. Have the students turn and talk to a partner and explain in their own works

what they did

v. Have a few students explain in their own words for the whole class

vi. Write the abstract equation with a box at the end for the answer and fill it

in to show they found the unknown digit

c. Guided practice

i. Reveal the second question on the board and give the students a few

seconds to look at the problem and then read the text that goes along with

it

1. Ask if they notice anything different about this question compared

to the last one

a. Now the minuend is missing instead of the difference

ii. Use the picture to help the students work through the problem along with

the number racks

iii. Once they feel confident turn and tell a partner what their answer was
 Miss Sydney Johnson/1st grade math/March 10, 2020

iv. Have students volunteer answers and write all of them on the board

v. Have select students decide what answer they think is correct and have

them explain why they chose that answer and how they got there

1. Have them demonstrate with the number rack

vi. Write the abstract equation with a box at the end for the answer and fill it

in to show they found the unknown digit

vii. Ask the students to work through the problems on their number racks

viii. Repeat steps 3-6

ix. Reveal the next problem and repeat steps 2-6

x. Bring up the worksheet and do the first problem with the students on the

board

d. Independent practice

i. Split the students up into groups with their number racks and worksheets

ii. Walk and monitor how they are doing

iii. Be available to answer questions when needed

e. Closure

i. Have students come to the board one by one going over the problems on

the worksheet

ii. Have students share their strategies and compare strategies

IV. Materials

a. Worksheet

b. Smart board

c. Number racks
 Miss Sydney Johnson/1st grade math/March 10, 2020

V. Adaptations

a. If time is left over have them do work places games

VI. Evaluation

a. This information will appear on the student’s chapter test

VII. Reflection

a. Did the students meet the lesson goal?

i. Most of the students understood what was being asked of them. They were

able to talk though the problems and explain the strategies that they were

using to solve the problem. There was a little bit of confusion of the multi-

step challenge problem, but when they did it as a group with the teacher

they understood.

b. Were the students engaged?

i. Most were engaged answering questions and using the number racks. A

few were not paying attention still eating snack or getting bored. I could

have been a little more engaging, maybe use some turn and talk, to get all

the students talking and thinking.

c. Did the lesson finish on time?

i. Too long? Too short?

1. The lesson started later than anticipated and went a little long. The

reason it went long was the independent practice and the challenge

problem. The students should have been allotted more time for

questions and independent work.