Subtraction Stories

Name: Rosa Kleinman

Date and time of the lesson: Thursday, October 13th, 1:10-2:00pm
School: P.S. 20
Grade: 1 (Dragons)
Cooperating teacher: Ms. Inna Djaniants
Room number: 208
Content area: Mathematics
Central Focus/Essential Question
The essential question of this lesson is: how can we solve subtraction problems using real word
examples?
Goal of Lesson
By the end of this lesson, students will be able to solve subtraction word problems using pictures
and words to identify pertinent information in problems.
The purpose of using the Notice/Wonder activity is to help activate students thinking about what
they see (both words and pictures) when they are solving a word problem and help students to
better conceptualize subtraction problems.
Common Core Standards
CCSS.MATH.CONTENT.1.OA.A.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.
Prior Knowledge/ Key Misconceptions
Students have recently started working on word problems in the form of addition stories and have
also started working on subtraction problems. They are familiar with the use of images in math
problems and I hope that the Notice/Wonder will help activate students thinking
A possible misconception might be that subtraction is commutative, like addition.
Students may also struggle with the concept of using a number bond for subtraction because it
looks the same as the number bond for addition.
Materials & Resources (Standard 3.1)
1. Printed image of cookies
2. Document camera
3. Markers and chart paper to make Notice/Wonder chart (do in advance) and another piece
of chart paper for the subtraction story
4. Copies of student worksheets
Lesson Development (Standard 3.1, 3.3)

Part I: Notice and Wonder (15-20 min)

1. Explain to SS that I will show them an image. Think about what you notice about this image
check that SS know what notice means. Give SS ~1 min to think about what they notice
(silently). (2 min)
2. Ask SS to turn and talk to a friend about what they notice. Give SS ~1 min to talk about what
they notice. (2 min)
3. Call SS back together. Show them the chart paper and tell them that we are going to write down
what we notice.
Point out the sentence starter I notice and ask students to use it. Write SS names next to
their contributions. (5 min)
4. Tell SS: Think about what you wonder about this picture
Check that SS know what wonder means. Give them a minute to think about their questions. (1
min)
5. Ask SS to turn and talk to a friend about what they wonder. Give SS ~1 min to talk about what
they notice. (2 min)
6. Call students back together. Write SS wonderings on the chart paper.
Point out the sentence starter I wonder and ask SS to use it. Write SS names next to
contributions (5 min)
Part II: Creating a Subtraction Story (15-20 min)
1. After collecting wonderings, draw SS attention to the wondering about how many cookies are
left after the person takes a cookie? Explain that we are going to use this wondering to create a
subtraction story. (3 min)
Note: if nobody makes this wondering, I will make it and add it to the list.
Quick review: What does subtraction mean?
2. Explain to SS that the first thing we need to do is figure out how many cookies we have all

together. Ask SS: What is the whole number in our problem? How do you know? (8) Ask:
What sentence could we write to show that information? (Write: There are 8 cookies on the
plate)
3. Explain to students that we need to know how many cookies we are taking away. Ask SS:
What are we subtracting in this word problem? How do you know? (1) Ask: What sentence
could we write to show that information? (Write: The person takes away 1 cookie)
4. Bring in the question from the Notice/Wonder: Ask SS Do you remember the question we had
from the Notice/Wonder? Can we use it here? (Write: How many cookies are left after the
person takes a cookie?)
5. Work on the question together: Ask SS: How many cookies are left after the person takes a
cookie? Ask students who volunteer to explain their thinking.
6. Call on a student to help write a number sentencwe for the problem after we solve it. Ask
student how they solved the problem. Read the number sentence as a class.
7. Call on a student to help write a number bond for the problem. Ask a student how they knew
where to put the numbers in the number bond. Read it together as a class.
Part III: Independent Work (15 min)
1. I will explain that SS will work on subtraction stories (from Math in Focus). We will do 12 examples together.
2. Pass papers to the table monitors and ask students to return to their desks. Circulate and
assist students as needed.
If SS finish early, ask them to create their own subtraction story.
Differentiated Instruction (Standard 3.2)
There are 8 ELLs in this classroom in various stages of language acquisition (emerging to
intermediate). In order to make this lesson accessible to ELLs, I will:
-Use images that are recognizable/culturally relevant to all students
-Clarify important language (notice, wonder, subtraction, etc.)
-Provide low pressure opportunities to speak with peers (Turn & Talk) and in front of the class
-Provide sentence starters for students to use when they speak
-Provide opportunities to read numbers out loud
Assessment (Standard 4)
\
I will be assessing students continually for comprehension throughout the lesson: during the turn
and talks, the Notice/Wonder share, the creation of the subtraction story, and during independent
work. I will be asking students how they got their answers in order to understand what strategies
they are using.