Topic: Subtraction with Number Grade Level: First and Second Name: Sami Jones

lines

Lesson Type: #1 in a series Performance Level: Group Size:

New Material -Reteaching -Review Below – On – Above Whole – Small - Individual

Standard: CCSS.MATH.CONTENT.1.OA.C. Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2
+ 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using
the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 =
4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

CCSS.MATH.CONTENT.2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction.

ABCD Objectives:
The students will subtract single- and double-digit numbers while using number lines with an 80%
target achievement when given a probe or assignment.

*kid-friendly student objective: I can subtract using a number line.

Assessment Plan:
The assessment will be informal. As the students are working, I will make observations on what
concepts they are struggling with and which they are understanding. I will also track which problems
they were able to solve on their own and which were too difficult. I will also use the student’s
performances on the worksheet to determine understanding and reteaching needs.

Key Vocabulary terms and Definitions:

Number line: A tool that organizes information. In math, it organizes numbers in order by 1s, 10s, or
100s.
Subtract: Take-away
Equal: Total, Part in subtraction (whole in addition)

Materials:
 Number line (4)
 Dry Erase Markers (4)
 White Boards (4)
 Bunny/frog figurines (4)
 Number Line Subtraction worksheet (3)
 Subtraction worksheet (3)

Differentiation/Accommodations:
The students will be able to stand by their chair instead of sitting in it.
The students will be given manipulatives to solve the problems as needed.
Students will be in the SPED resource room during this lesson.
According to the student’s performances, I will differentiate the problems the students are solving
based off of their needs and abilities.

Behavioral Expectations: Transitions: Fast Finishers:

-Students will be expected to As we are transitioning, I will Students that finish early will be
follow the three class rules. count down from 5, so that the directed to work on the top half
1. Be on task students move quickly and of the Number Line Subtraction
2. Be respectful efficiently. worksheet
3. Do your best

“hands and eyes” – the students

fold their hands and keep their
eyes on the teacher.

Attention Signal: Material Management: Grouping:

Teacher: “Class class”
Students: “yes yes”
I will bring the materials in a Students will be in a small group
bucket. Once we are done using of three.
the materials, I will ask the
students to quickly help clean
up the tokens and pass their
materials to me.

Lesson Sequence:

Time What the teacher is doing What the students are doing
5 Mins Gain Attention/Warm-Up
I will place the student’s warm up on the table and The students will get their
continue setting up for the lesson and greet students. materials off of the shelf, come
to the table, and begin working
I will tell the students that I brought some friends with on the warm up.
me to help teach math. I will tell the students that
they are two different animals that like to hop and ask The students will guess what the
them to guess which animals they are. Before showing animals I brought are.
the animals, I will explain that the animals like the
quiet, so if we are too loud or distracted, they will go
hide again.
The animals will sit on the student’s coin jars until we
are ready to use them.

5 Mins Input & Modeling

I will write a subtraction problem on the board and The students will be
review what the subtraction sign means. I will then participating in the discussion by
show the students the number line and ask the answering questions and
students what it is. I will then build off of their answers watching the demonstration.
to explain that number lines organize information, and
we are going to use it to solve subtraction problems. I
will then model finding the whole number on the
 number line and “bunny hopping” the number of
times the equation says to take away to the answer.
10 Mins Guided Practice
I will remind the students that the animals are for
math and if we don’t use them properly, they will have
to go away. I will then pass out a number line and a
bunny/frog to each of the students. Together we will
write the equation on a white board and use the
bunny/frog to hop to the answer. One we solve two
subtraction problems; we will solve the third using a
dry erase marker instead of a bunny/frog. The animals
will go back to sitting on the student’s coin jars.
2 Mins Closure Summary
I will ask the students to write on their white board
what the subtraction sign means.
10 Mins Independent Practice
I will give the students the Number Line Subtraction
worksheet and direct them to work on the bottom
problems first while using a number line.
Items to be collected as a result of this lesson: Number Line Subtraction and Subtraction worksheets
The students will be guided on
how to solve subtraction
problems using a number line.
They will take more and more of
the responsibility by answering
the question, “What do I do
now?” after they have practiced
the skill a couple of times.
The students will individually
write what subtraction means
on their white boards. (take-
away, minus)
The students will independently
work on the Number Line
Subtraction worksheet. Help will
be available if needed.
Reflection:

This lesson was really difficult. While I had planned and prepared for how I was going to set and

keep expectations for using the animals, it did not go as I well as I was hoping. The students were very

distracted by them and wanted to play with them instead of working on the math that we were learning

that day. I was surprised that even when I moved them out of reach they were a distraction. It was not

until I moved them out of sight that the students were able to focus and start to get the work done that

we needed to that day. However, I still got questions about them when I asked students to raise their

hands when I asked a math class.

I noticed that student number two had a harder time grasping this concept than the other two

students. This student needed to be walked through the process multiple times after the other two

students had started working independently. However, this student stuck with it and was able to

complete the last problem with minimal assistance. I want to keep reviewing and practicing this

strategy, since it seems to be working really well for the other two students.

If I was going to teach this lesson again, I would not bring in the animals. They were a huge

distraction to the children and were slightly too big for the number lines we had, so it was difficult for

the students to use them to keep track of what number they were starting at or “hopping” to. Also, I

would give more clear and concise directions. I always think about what I want the students to say, but I

don’t give clear enough directions to the students.