Name: Stephanie Sawaya

Subject: Math
Grade Level: 1st

Representing Subtraction.
1. Standard:
 First Grade
o 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.
2. Instruction Resources and Materials:
● Student activity books, MathBoard materials, white boards, print out cookies.
3. Lesson Objective:
● The student will be able to solve subtractions problems by using pictures, circle
drawings, subtraction notion, and skits.
● Academic Terms: minus, minus sign, subtract.
5. Assessment
● Formative: Teacher observation
○ White boards
○ Ask students to give thumbs up or thumbs down if they understand.
● Summative: collecting worksheet
5. Instructional Strategies and Learning Tasks
1. Anticipatory:
● Motivation:
○ Ask for a student volunteer to come up to the front of the classroom. Offer
them 10 “cookies”. Then say you’re so hungry so you ask if you can take a
few cookies because you’re STARVING! You forgot to eat your lunch!
Then take 8 cookies from the student and ask the class if that is fair? Why
is it not fair?
● Activate Prior Knowledge
○ Ask students to recall the addition number sentence we worked on last
week
 ■ “Mathematicians. Go onto your white board and write any number
sentence using addition. Talk about it with the person sitting next
to you when I ring the bell.”
■ Model an equation on the board.
● For example, I will do the equation. 4+6=?. Now you try to
write your own number sentence.
2. Instruction and Modeling:
● Briefly go over what a minus sign is and that the word minus means, to take
away. Ask students to do TPR with you when saying “Minus, to take away”.
● Briefly have students recall what a number sentence/equation is.
● Ask for 6 brave volunteers to go to the front of the room. Explain to the
volunteers that they are at a pool party swimming in a pool. Then ask students to
begin to act out the story you will say.
○ 6 people are swimming in a pool at a pool party. 4 of them have to go
home to eat dinner with their family (tap on four students shoulders and
ask them to leave). How many are left swimming?
● Use a picture to represent the story by drawing 6 circles and crossing out the four
who went home.
● Explain how this is the same thing as the number sentence 6-4=2
○ “Think about what is happening in the story. 6 people, 4 go home, 2
people are left. Another way to say it is: 6 people minus 4 people equals 2
people. Minus means we take something away.
● Write down the equation on the overhead.
3. Guided Practice:
● “As a class we are going to solve the next number sentence together. Get out your
white boards and make sure to follow along with me. We have eight apples (draw
8 circles) then we eat 5 of them (cross out five circles) how many do we have
left?”
● “Who would be brave enough to tell me an equation (number sentence) for this
story?”
● Then have students go back to their desks and fill out the first problem as a class
as well as problem 5.
○ Then have students fill out the rest of their worksheet on their own.
4. Closure:
● Math sticks with subtraction equations.
5. Independent Practice:
● Have students go on pixi and draw their own math equation story for the equation
10-6.
6. Inclusive Practices:
 ● ELL Student
○ Model all the activities myself so student will be able to watch and understand.
○ Teach using Total Physical Response.
○ Provide comprehensible input.
○ Meet in small group after lesson, for more guided practice.
● Hearing impaired student.
○ Provide math material projection on promethean board.
○ Use mini-mic when teaching.
○ Provide a lot of comprehensible input with visuals and props.