Tricia Horak I. Standard: 1.

5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Objective/Target: A. The student will be able to subtract one or zero from any number and can create addition and subtraction facts from a domino. B. I can subtract zero or one from any number and can use a domino to create addition and subtraction facts. C. The teacher will observe the students practicing this subtraction strategy during the teach ok and individual work in workbook. Anticipatory Set: A. The students will become interested in the lesson by seeing the cookie jars drawn on the board with yellow hexagons for the cookies. B. Some students are familiar with subtraction and will remember working with it before. C. Students will work with subtraction as they answer the cookie jar questions the teacher presents. Input: A. 1. The teacher will read the I will statement on the board. The students will then read it chorally one or two times with the teacher. 2. The teacher will present the cookie jar problem on the board and will ask the students how many cookies are in the jar (5), followed by how many would there be if a student ate 3 cookies (2). 3. The teacher will then show two different cookie jars. One will have 9 cookies and one will have 6 cookies. The teacher will ask the students how many more cookies does one jar have over the other one. The teacher will then put unifix cubes on the board to help students see the difference. 4. The teacher will ask the students to create a number story for 10-3=7. The teacher will model creating this problem on the board for students. 5. The students will be shown examples of subtraction problems were zero is the subtracted number. Students will then go through several problems with their partner during a teach ok. 6. The students will then be shown examples of subtraction problems were one is the subtracted number. Students will go through a list of problems with their partner for another teach ok. 7. The teacher will draw a domino on the board and explain how the students would use a domino to come up with subtraction or addition facts. 8. The students will work on a page in their math workbook that has them creating addition and subtraction facts from dominos.

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Tricia Horak B. Knowledge- The students will know how to subtract zero or one from any number. Synthesis- The students will create a number story for a given number sentence. Application-The students will use knowledge of subtraction and addition to create facts using a domino. C. Logical/Mathematical-Students will use dominos to create addition and subtraction facts. Verbal/Linguistic- Students will create a number story for a number sentence. Interpersonal-Students will work with partners during the teach ok moments. D. 1. Remediation-Students will work with partners during the teach ok moments. The teacher will offer assistance to students during the individual work on the domino page. 2. Extensions- Students can be given the opportunity to create another number story to go with another number sentence. E. Student will be working in partners or as a whole class for the majority of the lesson. The teacher will walk around and offer assistance to students who are struggling on the individual practice. F. 1. The teacher will present with short lectures, discussions, partner work, and visual representations. 2. The teacher will need: markers, whiteboard, yellow hexagons, unifix cubes, sticky tack, math workbooks, pencils, overhead projector, and create your own number story overhead. V. Modeling: A. The students will be shown the cookie jars on the board and will be told what the subtraction problem they are working on is. B. The students will be told how to create a number story as well as what numbers need to be included in the number story. C. The students will visually see the cookie jars and cookies on the board and will verbally hear the number story they represent. Checking for Understanding: A. How many cookies are in the jar? How many cookies would I have if a student ate three cookies? How many more cookies does student A have over student B? Who can create a number story that represents 10-3=7? What should I draw in my box to represent 10-3=7? What subtraction facts can we create using this domino? What addition facts can we create using this domino? What is the answer to ____ - 0? What is the answer to ____-1?

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Tricia Horak B. The students will do a teach ok to practice subtracting zero and subtracting one from a number. C. Students can respond by showing on their fingers the correct answers to the cookie jar questions. D. Formative assessment will occur when students answer the classroom discussion questions and during their individual work on the domino questions. VII. Guided Practice: A. Students will practice subtracting zero and subtracting one with their partners. The students will also receive a lot of practice completing the domino page in their math workbooks. B. The teacher will model all new concepts before allowing the students to create/complete their own problems. C. The teacher will walk around and offer assistance to partners or individuals while they are completing their work. Independent Practice: Independent practice will occur when students are completing the domino page in their workbook. Closure: The teacher will remind students they need to use subtraction and addition on the domino page in their workbook. The lesson will continue with more practice on these concepts. Assessment: A. The teacher will listen to students during the teach ok and will look over their workbooks after they have been completed. B. The teacher will be able to see what students know by looking over their work at the end of the lesson. C. If the students struggle on the domino activity the teacher will review creating addition and subtraction facts from dominos at the beginning of the next lesson. Reflection:

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