UNIT: - Web viewColor in the Square Subtraction Game. ... Put numeral cards 3 – 9 in one...

Using Subtraction

Grade 1 and Mathematics

Prepared by:

Javius Galan

for

Dr. Beatrice Adera

EDA 505: Advanced Methods for High Incidence Disabilities

Fall 2010, West Chester University

Chapter 8 ScheduleLesson NCTM PACING Vocabulary Materials Resources and

Technology

8.1 Practice the Facts

1, 2, 6, 7, 8, 9

1 Day Count BackSubtract All

Transparency, worksheet, Gamemanipulative: connecting cubes

Re-teachPractice Problem solvingWorksheetsTransparency

8.2 Subtraction to 8 and 10

1, 6, 7, 8 1 Day Subtraction Facts

Worksheet, color pencils and index cards

Re-teachPracticeProblem solvingWorksheetsTransparency

8.3 Vertical and Horizontal Subtraction

1, 6, 7, 8 1 Day Subtraction Facts

Ten connecting cubes, grid paper, and crayons


8.4 Subtracting Using Sentences

1, 6, 7, 8 1 Day Rule Whiteboard, paper, and pencils


8.5Hide and Show Subtraction

1, 2, 6, 7, 8, 9

1 Day Fact Family Chalkboards, chalk, and eraser


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Rationale

It is extremely important for students to learn subtraction because it is a building block to

solving real math problems in regards to purchasing groceries at the store, following

recipes or counting your allowance at the end of the week. Also, this will help to build on

prior knowledge and problem solving along with logical reasoning. This unit is important

and beneficial to students because it will not only ensure their success in the classroom

but also prepare them to do simple math in society.

Preparing a unit plan is rewarding and important for all teachers because it is used as a

guide for educators to teach the next generation of future lawyers, physicist, doctors, and

employees of the working force. I found it particularly difficult to write this unit plan

because I have very little teaching experience. But on the other hand, I was really

reluctant and able to appreciate making this unit from scratch. As a future educator I now

know unit plans are extremely important because they help direct and focus lessons to

achieve a specific purpose and that is to educate future leaders to be successful in the

classroom. Being prepared is half the battle when teaching and the other half is knowing

what is being taught. I really hope that making a unit plan gets easier from this point on.

I’m sure once I gain experience “real lesson plan experience” I will figure out useful

ways to construct unit plans. I just hope it doesn’t take as long as it took me to construct

this one.

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General Objectives

a. Using subtraction worksheets, students will indicate how well they perform in

subtraction conditions.

b. Given the parts of vertical and horizontal subtraction, students will be able to

build on prior knowledge of subtraction.

c. Given the subtraction methods, students will be able to complete subtraction

problems.

d. Upon completion of this unit on subtracting conditions, students will be able to

use simply subtraction in society.

Pre-assessment

Each student will be pre-assessed with a worksheet (Check What You Know). In using this

worksheet I will pre-assess the student’s prior knowledge of subtraction or taking apart 7 and

8, Taking apart 9 and 10, vertical and horizontal subtraction. This will assess each student

and help determine his or her individual academic needs.

Topical Outline:

Lesson 1: Practice the Facts

Lesson 2: Subtraction 8 and 10

Lesson 3: Vertical and Horizontal subtraction

Lesson 4: Subtracting using sentences

Lesson 5: Hide and Show Subtraction

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Check What You Know

Subtract. Name: ________________Write the difference.

1) 6 - 5 = _____

2) 3 - 3 = _____

3) 5 - 1 = _____

4) 2 - 2 = _____

5) 6 - 2 = _____

6) 4 - 1 = _____

7) 5 - 1 = _____

8) 6 - 1 = _____

9) 3 - 2 = _____

10) 4 - 3 = ______

5

UNIT: Using Subtraction LESSON: Practice the FactsDATE: 11-23-2010CONCEPT: The teacher will model and practice the facts.TIME LENGTH: 30-45 minutes

LEARNING OUTCOMES: Children will make connections between models, equations, and fact strategies as well practice subtraction families through 10. In addition, children will explore subtraction families and solve story problems.

LESSON OBJECTIVES:

1. After modeling subtraction combinations, students will be able to practice easy subtraction facts by counting back.

2. Given subtraction problems from Practice the Facts, the student will be able to count back from 0, 1, 2 and 3.

3. Upon completion of subtracting combinations, students will be able to remember subtractions strategies such as clapping backwards, manipulative and a number line to complete subtraction problems.

NCTM STANDARDS: Numbers and Operations

Use multiple models to develop initial understandings of place value and the base-ten number system;

Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections;

Develop a sense of whole numbers and represent and use them in flexible ways, including relation, composing, and decomposing numbers

PA ACADEMIC STANDARDS:

2.2.1. A: Apply concepts of addition and subtraction to solve problems up to ten.

2.2.1. B: Demonstrate strategies for addition and subtraction in order to solve single- and double-digit addition and subtraction problems.

2.2.1. D: Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.

MATERIALS: Transparency, worksheet, manipulative: connecting cubes, numeral subtraction cards, white board.

TECHNOLOGY: Over head projector

ANTICIPATORY SET: During calendar time on the carpet, the children will chorally count by twos. A child selected from the class will point to the days and numbers and invite the class to

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recite together. This will engage students to think of alternative ways to count and use numbers and why they’re important.

PROCEDURES:

1. Give each child a set of red connecting cubes

a. Ask the student’s to connect the cubes and count them. b. Ask for a student volunteer to come up to the overhead projector to draw seven

cubes on a transparency.c. Then have children remove one cube.

Ask another volunteer to cross off one of the seven cubes on the overhead projector.

d. After removing the cube, ask them to count the remaining cubes silently, beginning on the left.

e. The teacher will say out loud 1, 2, 3, 4, 5 and 6. The difference is six. f. Ask the class to count the remaining cubes aloud. g. Question: What happened when you counted back?

Possible Student Answer- The difference is 1 less than the number I started with.2. Give each student one more connecting cube.

a. Tell the students to connect all the cubes and count them silently. b. Ask for a volunteer to come up and draw cubes on transparency.c. Have the student say the amount of cubes out loud. d. Ask children to remove three cubes.e. After removing the cubes, ask them to count the remaining cubes silently,

beginning on the left. f. The teacher will say 1, 2, 3, 4, and 5. The difference is five. g. Have students repeat and say out loud.h. Then ask the class to suggest new subtraction combinations for all to try.

Examples: number line, finger counting and calculator. i. Question: When you count back from a number, are you adding or subtracting?

Tell how you know? Possible Student Answer- When subtracting, the numbers are getting smaller.

3. Next the teacher will reinforce skills taught with a guided instruction white board activity.

4. Guided Instructiona. The teacher will work with the class to complete Exercise 1 (Practice the Facts). The teacher will pick random names out of a cup to display their answer on their whiteboards. Once that student shows their whiteboard to the teacher the class will be prompted to show. The teacher is informally assessing the students on correct responses. b. If students’ response is incorrect, the teacher will ask them to retry the problem.

5. Conclusion/Closure a. The teacher will ask the students to count off by 9. There should be six groupsof threes.b. Each group will receive a pack of numeral cards 1 – 10 and connecting cubes.

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c. Distribute fact cards to each group. One child turns over a card and answers the subtraction fact. If the answer is correct, the student keeps the card.

d. If other children disagree with the answer, they can challenge. To check, children can model the subtraction problem with connecting cubes. If the answer is incorrect, the card is returned to the deck.e. The next student picks a card. Play continues until all of the cards have been won.

f. Each group will keep score up to five complete games.g. The first team to get to five will end this activity.h. The cards should bundled back together and put into the basket.

HOMEWORK: The teacher will hand-out a Practice worksheet for the students to take home for homework. These are just some common errors students may run into: children may say “8, 7” instead of “9, 8” when asked to count back 2 from 9.

ASSESSMENT: Students are being assessed throughout the lesson informally by question responses from the teacher, worksheets, and activities (subtraction whiteboard game, and numeral card game). One last final assessment that they will complete is a journal entry which ask them to discuss and Write: When you count back from a number, are you adding or subtracting? Tell how you know.

Possible Student Response: Subtracting. The numbers are getting smaller.

TEACHER ASSESSMENT: How well do students respond to the questions and activity? Also, how well did the students complete each worksheet(s) accurately?

REFLECTION/DIFFERENTIATED INSTRUCTION:

In executing this lesson, I felt comfortable in saying that I approached this lesson from many angles. It was appealing to visual, auditory, kinesthetic, and hands-on leaners. During the course of instruction the teacher differentiates instruction by playing an active role in the teaching process. The materials and activities are engaging for the students. During calendar time, skills are being reinforced by pointing to the calendar and number days, reading aloud the date and time, raising hands and making hand/eye connection to the materials. The lesson follows a consistent flow which builds on each skill being taught. All of the following help increase involvement: manipulative, clear objectives, teacher/students modeling and demonstrating skills, guided practice, independent practice and pacing.

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Practice the Facts

Name __________________________

Subtract. Write the difference.

Count Back 1 Count Back 2 Count Back 3

10 - 1 = ______ 10 - 2 = ______ 10 - 3 = ______

9 - 1 = ______ 9 - 2 = ______ 9 - 3 = ______

8 - 1 = ______ 8 - 2 = ______ 8 - 3 = ______

7 - 1 = ______ 7 - 2 = ______ 7 - 3 = ______

6 - 1 = ______ 6 - 2 = ______ 6 - 3 = ______

Subtract 0 Subtract All

10 – 0 = _______ 10 – 10 = _______

9 – 0 = _______ 9 – 9 = _______

8 – 0 = _______ 8 – 8 = _______

7 – 0 = _______ 7 – 7 = _______

6– 0 = _______ 6– 6 = _______

Talk About It: Reasoning

How can knowing that 10 – 3 = 7 help you find the difference for 10 - 4?

Possible Student Response: I count back 1 to find the difference because 4 is 1 more than 3.

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Practice

Name: __________________________________

Circle the facts for subtract 0 and for subtract all.Subtract. Write the difference.

1.

10

9 - 9 0

8 - 0

8

7 - 2 5

8 - 3 5

6 - 3 3

10 - 1 9

2.

3.

4.

Problem Solving: Visual Thinking

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7 - 3 4

9 - 2

7

10 - 2 8

4 - 0 4

6 - 1 5

8 - 8 0

7 - 1 6

10 - 0

10

9 - 3 6

5 - 3 2

4 - 2 2

10 -10 0

6 - 0 6

8 - 1

7

7 - 7 0

9 - 1 8

8 - 2 6

10 - 3 7

5. Cross out some of the nuts. Write the number sentence to tell about the picture.

________ _______ ________

UNIT: Using Subtraction LESSON: Subtraction 8 and 10DATE: 11-24-2010CONCEPT: The teacher will model and teach subtraction 8 and 10TIME LENGTH: 30-45 minutes

LEARNING OUTCOMES: Children will make connections between models, equations, and fact strategies as well practice subtraction families through 10. In addition, children will explore subtraction facts through 10.

LESSON OBJECTIVES:

1. Given a worksheet with subtraction problems subtraction to 8 and 10, the student will be able to recognize that three of the same numbers in a problem equal each other when rearranged.

2. Upon completion of subtracting subtraction game, students will be able to subtract 8 and 10 numerals.









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MATERIALS: Worksheet, color pencils, counters, numeral cards and gameboard.

TECHNOLOGY: Over head Projector, smartboard

ANTICIPATORY SET: “Give children ten pennies each. Have them find different ways that they could share the pennies with a partner.” This will help students to find different ways to subtract and will set the tone for the lesson.

PROCEDURES:

1. The teacher will ask for volunteers to answer one of the four quick review problems on the smartboard.1. 7 - 2 = 52. 6 - 2 = 4

3. 5 - 2 = 34. 4 - 2 = 2

2. Guided Instruction (corresponds to Subtraction 8-10 worksheet)a. The teacher will re-model and re-teach aloud how to complete subtraction.b. How does knowing 8 – 6 = 2 help you know that 8 – 2 = 6? c. Possible Student Response: I know that the same 3 numbers will be the in the fact I

can’t remember. Ask, If you know that 9 – 3 = 6, what other subtraction fact do you know? 9 – 6 = 4

d. Each student will be given a subtraction 8-10 worksheet.e. The teacher will guide instruction through doing a few of the first problems and then

allowing the students complete the remainder of the worksheet.f. While the students are working, the teacher is helping struggling students. g. Question: What was similar with today’s lesson compared to yesterday’s lesson?

3. After completing the review, the teacher will continue subtraction 8-10 with a fun, interactive subtraction game which will build on the skills taught yesterday as well as

reinforce vocabulary and subtraction rules.

Color in the Square Subtraction Game1. First the teacher will split the class into six groups of three.2. Once each group is settled, the teacher will show the materials and demonstrate/explain

the rules of the game. 3. Then the teacher will ask for a volunteer to distribute a Ten Frame sheet. 4. Then each member in the group will fill out a square sheet with a number from 0 to 10.

a. The teacher will have numeral fact cards for each group. One student will draw a card and read the problem aloud.

b. The students will take turns in each group by modeling the problem with connecting cubes

c. Each student will have a chance to draw a card and use the connecting cubes.5. A group member will choose a new card, and read aloud to the group.

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a. The other group members will continue coloring in their frame sheet while another student models with connecting cubes.

b. This will continue until the students have five squares colored in.

6. Conclusion/Closure Each small group will receive five 2-color counters, Numeral Cards 1-10 and

gameboard. Distribute materials to each group. Each child lays 1 counter on the Start space of the

gameboard workmat. The first child turns over 2 numeral cards, subtracts them, and moves the counter

that many spaces. For example, if 2 and 7 are turned over, the child finds 7 – 2 and moves 5 spaces.

If the difference is incorrect, the child cannot move and play moves to the next player. The first child to reach FINISH wins.

HOMEWORK: Practice: The Practice exercises give children an opportunity to practice subtracting, problem solving and number sense. Have children solve the riddles and explain and show how they got their answers. Modeling the problems on a number line might be helpful.

ASSESSMENT: The assessment part is a compilation between worksheets, group work, participation in the lesson, informal observation, and cooperative learning. Another piece includes a Journal: Discuss and Write: Tell and write some facts that use the same three numbers. Note: Check student’s answers.

REFLECTION/DIFFERENTIATED INSTRUCTION:

During this lesson, engaging the students in activities such as games, a worksheet, fun anticipatory set, interactive practice and modeling helped them examine similarities and differences among subtraction. Engaging in mental processes such as comparing, classifying, creating new ways of subtracting assisted the students in developing adaptations and differentiated ways of subtracting. The teacher provided prompts when needed, visuals and activities. Through scaffolding, the teacher was able to acknowledge which students that understood the concept and assist those that needed more instruction.

Overall, I enjoyed preparing this lesson because it was fun and engaging. I feel as though each student can gain something positive from this lesson. Using grouping strategies to help students in learning is a great way to facilitate scaffolding.

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Subtraction to 8 and 10

Name: ___________________________

Subtract. Circle the pair of facts if they use the same numbers.

7 - 5 = 27 - 2 = 5

4 - 3 = 13 - 2 = 1

5 - 5 = 05 - 0 = 5

7 - 4 = 37 - 3 = 4

6 - 5 = 16 - 2 = 4

5 - 1 = 45 - 4 = 1

4 - 1 = 34 - 4 = 0

8 - 3 = 58 - 5 = 3

9 - 1 = 89 - 8 = 1

7 - 7 = 07 - 0 = 7

10 - 5 = 510 - 1 = 9

10 - 6 = 410 - 4 = 6

8 - 5 = 38 - 4 = 4

10 - 7 = 310 - 3 = 7

9 - 6 = 39 - 3 = 6

7 - 5 = 27 - 6 = 6

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Talk About It: ReasoningHow many subtraction facts can you make using the numbers 2, 3 and 5? Explain.

a. Reasoning 2; 5 – 3 = 2, 5 – 2 = 3.

Practice

Name: _________________________________

Subtract across. Subtract down.

6

3 3

4 3 1

2 0 2

16

5 4 1

3 2 1

2 2 0

7 1 6

6 0 6

1 1 0

8 4 4

7 4 3

1 0 1

Problem Solving: Number Sense

Solve the riddle. Write the number.

7. If you count back 2 from me, the

answer is 3. What number am I?

8. If you count back 3 from me, the

answer is 4. What number am I?

5 7

UNIT: Using subtraction LESSON: Vertical and horizontal subtractionDATE: 11-25-2010CONCEPT: The teacher will model vertical and horizontal subtraction.TIME LENGTH: 30-45 minutes

LEARNING OUTCOMES: Children will make connections between models, equations, and fact strategies as well practice subtraction families through 10. In addition, children will use a subtraction rule to complete vertical and horizontal equations.









ANTICIPATORY SET: "Today we are going to practice what we have learned about solving subtraction problems while exercising our bodies as well.” REVIEW: Ask students to tell their neighbor what 8-6, 8-7 and 8-5 equals (supplying each question at a time). Provide other review problems if needed. Remind children how to perform the "counting back" method of subtraction.

INSTRUCTIONAL (INPUT):

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Warm-up: Getting Started... Ask students to take two steps back from their desk to perform some simple

stretches. This will warm up their bodies. Give students a few subtraction problems to work in the heads. This will "warm

up" their minds. Check for understanding: Ask students to show the answers to the subtraction

problems given by holding up the corresponding number of fingers. Explain to the students how to play the game:

Students at request by the teacher will come up to the front desk.The teacher will ask them to do a simple subtraction problem and the display the answer with a simple exercise i.e. jumping jacks, squats, jumping, pushups, sit-ups.

LESSON OBJECTIVES:

1. Given vertical and horizontal subtraction illustrations through a game to promote physical activity, students will be able to practice subtracting numbers with a difference between 1 and 10.

2. Upon completion of vertical and horizontal subtracting, students will be able to write legible vertical and horizontal subtraction problems.

MATERIALS: Ten connecting cubes, grid paper, and crayons

TECHNOLOGY: None

LESSON OUTLINE:

1. Start off by telling the students a subtraction story2. I had 6 dogs. Two of the dogs disappeared. How many dogs are left?3. Ask each student to count off by six. There should be three groups of six.

a. In relation to the story, one member of three students connects 6 cubes to a connecting cube line.

b. When split up into groups of three, one of the partners then separates the cube train in to two parts to show the subtraction sentence.

c. Once they display the problem correctly, the student(s) will complete the problemd. Each student in the group will have a chance at the activity first solving a vertical

subtraction and horizontal problem second.

4. Guided Instruction (corresponds to worksheet Follow the Rule): Work through the model with children. How do you know how many to subtract? Follow the rule at the top. What would the rule be if the answers were 7, 5, and 3? Answer: subtract 3Question: When writing vertical and horizontal subtraction sentences, how is this different from subtracting conditions?

5. Conclusion/Closure Students will practice easy addition and subtraction facts

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Distribute materials to each group (Numeral cards 0-9, sign cards and connecting cubes). Put numeral cards 3 – 9 in one pile, the + and – cards in a second pile, and the 0 – 2 cards in a third pile. Children pick a card from each pile and make an addition or subtraction sentence. Children solve the fact, using connection cubes if necessary, and write it.

Cards are returned to the bottom of each pile. Children pick a new card from each pile and form a fact.

HOMEWORK:If students have not yet finished worksheet on vertical and horizontal subtraction, they will have to take it home for homework to finish for the next day. If students finish early they are to take worksheet home to talk it over with a family member.

REFLECTION/DIFFERENTIATED INSTRUCTION: While reflecting on this lesson, I thought I provided students with opportunities to deepen their understanding of content and their proficiency and skills through a story, worksheet, questions and hands on game. By modifying instruction for all students, this will encourage and motivate students become less dependent on the manipulative to complete the exercises but to complete each problem mentally without the use of cubes.

Also, throughout this lesson I intertwine teacher instruction as well as peer tutoring. This was shown during my closing activity. I truly believe that children can effectively tech each other skills when tutors emphasize repetition, mastery, and a review system. Students helping one another can and will help meet the needs of each student.

ASSESSMENT: Journal: Discuss and Write: You gave me 5 cubes. I gave you 3 cubes back. How many did I keep? If I use the same rule and you give me 10 cubes, how many pennies will I give back? Show how you know. 2; 8; the rule is Subtract. Students will also be assessed through informal (game) and formal (worksheet) assessment.

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Follow the Rule

Name: _____________________

Directions: Complete the table. Follow the rule.

Practice Name: _____________________

The rule is to

subtract 2. I

subtract 2 from

each number

20

Subtract 2

10 8

8 6

6 4

Subtract 3

5 2

6 3

7 4

Subtract 1

7 6

5 4

3 2

Subtract 5

10 5

9 4

8 3

Subtract 0

5 5

7 7

9 9

Subtract 4

7 3

8 4

9 5

Subtract 2

2 0

4 2

6 4

Directions: Complete the table. Follow the rule.

UNIT: Using Subtraction LESSON: Subtracting using sentencesDATE: 11-26-2010CONCEPT: Students will learn to solve subtraction problems using sentences TIME LENGTH: 30-45 minutes

LEARNING OUTCOMES: Children will make connections between models, equations, and fact strategies as well practice subtraction families through 10. In addition, children will translate and complete subtraction equations.





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Subtract 0

2 2

4 4

6 6

Subtract 4

4 0

5 1

6 2

Subtract 1

10 9

8 7

6 5

Subtract 5

5 0

6 1

7 2

Subtract 1

6 5

4 3

2 1

Subtract 2

8 6

7 5

10 8

Subtract 2

7 5

5 3

3 1


2.2.1. A: Apply concepts of addition and subtraction to solve problems up to ten. 2.2.1. B: Demonstrate strategies for addition and subtraction in order to solve single- and

double-digit addition and subtraction problems. 2.2.1. D: Estimate values, sums, and differences of quantities and conclude the

reasonableness of those estimates.

ANTICIPATORY SET: Given a subtraction sentence, the teacher will work with the students to change a subtraction sentence into a subtraction problem on the board.

LESSON OBJECTIVES:

1. After learning subtraction sentences for 7, 8, 9, 10, vertical and horizontal subtraction, students will be able use the rule to solve the problem i.e. count backwards, vertical and horizontal subtraction.

2. At the conclusion of this lesson, students will be able to demonstrate subtraction problems through reading and writing subtraction sentences.

MATERIALS: Whiteboard, paper, recorder, worksheet, counters, work mats.

TECHNOLOGY: Projector

PROCEDURES:

1. Problem of the Day (Transparency) 2 + ___ = 5 + 2 Answer- 5 4 + ___ = 7 - 0 Answer- 3

Quick Review1.2. 10 - 4 = 63. 4 + 5 = 9

4. 10 - 5 = 55. 5 + 4 = 9

2. The teacher will have five sentences on the board.a. The teacher will read each sentence aloud.b. Ask the class if they see a number or remember a number that may give a clue or

hint from the sentence. c. Call on a student and ask them to write the number on the board in the first box.d. Ask the class to find the next number and have the student come up to the board

and put the number in the second box.e. Then ask them to subtract the two numbers.

3. The teacher will then place each student into a group of three.

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f. The teacher will then have the students work together to solve the rest of the problem on the board.

g. The teacher will walk around to check each student’s progress.h. Answer questions when they arise. Question: ask the students what caused them

the most problems with subtraction sentences?

Guided InstructionUnderstand: Ask, How can you tell whether this is addition or subtraction?Answer: the last two sentences in the ExercisePlan: Have children describe a way to solve the problem. Answer: Reread the problem. Start with 10 apples. Then subtract the number given away, 4. Solve: Have children describe a way to solve the problem. Answer: I will write a number sentence to subtract 4 from 10. Check: Ask, How do you know when you need to add or subtract? Answer: When I need to find out how many are in two groups, I add. When part of the group is taken away, I subtract.

PracticeWrite About It: Make up an addition story or a subtraction story. Write a number sentence to tell about your story. Draw a picture to check your answer. Display the children’s pictures in the room or compile a number storybook for them to read.

4. Conclusion/Closure To listen to, record, and solve addition and subtraction story problems For each child counters for the teacher audiotape, tape, and recorder. Record 3 or 4 simple story problems on an audiotape. Leave enough tape after

each problem for children to record their responses. Teach children to use the tape recorder. Ask children to use counters to model the problems as they listen to them

ASSESSMENT:Journal: Discus and Write: Tell and show how writing a number sentence helps you solve problems. It helps me think of the number that I will use to solve the problem.

Mixed Review and Test Prep1. 10 - 8 = 22. 8 + 2 = 10

3. 10 - 2 = 84. 2 + 8 = 10

REFLECTION/DIFFERENTIATE INSTRUCTION:

This lesson would probably be the most difficult to teach because it challenges the student so think about subtraction using words. Sometimes students struggle to make that connection. I purposely allowed more time in between each activity to re-teach to some students that may not grasp the concept. This particular lesson could probably be extended another day or so depending on the comfort of each student. Overall, I thought that the activities chosen really

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fostered individual growth and motivation through changes in pace to allow optimum understanding of subtraction using sentence.

Problem SolvingChoose the Operation

Name: __________________________

1. Jessie has 10 apples. She gives 4 away. How many apples does she have left?

6 apples

__10___ __4____ ___6___

2. There are 7 pretzels. Children

--

24

=

eat 4 of them. How many areleft?

7 4 3__3__ pretzels

3. There are 3 forks on a table. Ida brings 2 more. How many 3 2 5are there now?

___5___ forks

4. There are 9 carrots. Bunnies Eat 5 of them. How many 9 5 4Carrots are left?

___4___ carrots

Practice

Name: __________________________

25

-- =

Add or Subtract

+

=

Add or Subtract

--

=

Add or Subtract

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Circle add or subtract.Write the number sentence.

1. There are 5 muffins. Zoe brings 2 more. Add SubtractHow many are there now?

5 2 7___7___muffins

2. There are 6 apples. Children eat 2 of them. Add SubtractHow many are left?

6 2 4___4____ apples

3. There are 7 cups. John brings 3 more. Add SubtractJohn brings 3 more. How many areThere now?

7 3 10___10___ cups

4. 8 hot dogs are on a plate. Children eat Add Subtract3 of them. How many hot dogs are left?

8 3 5___5___ hot dogs

Write About It

Make up an addition story or a subtraction story. Write a number sentence to tell about your story. Draw a picture to check your answer.

UNIT: Using Subtraction LESSON: Hide and Show Subtraction DATE: 11-27-2010CONCEPT: Each student will be given a chalkboard, a piece of chalk, and an eraser to do subtraction problems.

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+_ =_

--_ =_

+_ =_

--_ =_

TIME LENGTH: 30-45 minutes

LEARNING OUTCOMES: Children will make connections across the entire unit as it relates to equations, and fact strategies, subtraction sentences as well practice subtraction families through 10. In addition, children will be assessed on the all the strategies taught.






2.2.1. A: Apply concepts of addition and subtraction to solve problems up to ten. 2.2.1. B: Demonstrate strategies for addition and subtraction in order to solve single- and

double-digit addition and subtraction problems. 2.2.1. D: Estimate values, sums, and differences of quantities and conclude the

reasonableness of those estimates.

ANTICIPATORY SET: The teacher will review subtraction sentences with a white board. Once the problem projected onto the screen the students will have 30 seconds to complete it. Then the teacher will give the students problems from Take Apart 7 and 8, Take Apart 9 and 10, vertical and horizontal subtraction as a review.

LESSON OBJECTIVES:

1. Given a review on Practice the Facts, will be able to demonstrate strategies for addition and subtraction in order to solve single and double digit subtraction problems.

2. After reviewing subtraction sentences, vertical and horizontal subtraction, the students use this method to complete problems.

3. Given subtraction problems, the students will be able to solve subtraction problems independently without prompts.

MATERIALS NEEDED: Whiteboards, dry erase marker, and eraser

TECHNOLOGY: None

LESSON OUTLINE: 1. Each child will be given a whiteboard, eraser, and marker. 2. The teacher will explain the rules and guidelines of the game.

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a. The teacher will call out a subtraction problem to put onto the board. The teacher will gesture a sign to the class to begin to solve the problem and put the answer on the whiteboard.

b. When the student has the answer, they will wait until the teacher says “show the answer.” Also, neighbors can assist and help other students if they are having trouble coming up with the answer.

c. Then all the students will turn their whiteboard around and wait for the teacher to check everyone’s answer. (Must hold the whiteboard with two hands)

d. Then I will call on a student to give the answer to the class.3. The teacher will review a couple of problems from each lesson.4. Depending on the informal assessment of each students response will determine if the

method needs to be re-taught.5. Conclusion/Closure

a. Finally, the teacher will distribute a final exam on chapter 8.

HOMEWORK: None

ASSESSMENT: Each student will be assessed with a chapter 8 examine.

REFLECTION/DIFFERENTIATE INSTRUCTION:

Throughout this unit plan, I provided multiple ways to learn the material. Some of which consisted of engaging anticipatory sets, teacher directed instruction, scaffolding, peer tutoring, question/answer response etc.

I’ve had experience teaching math. Probably the most challenging part of teaching math was allowing students to make mistakes. I think sometimes it’s difficult and challenging to put aside a teacher’s ego (supposedly teaching thoroughly). What I mean is, even though you may think you taught the lesson thoroughly; some students may still need to be re-taught to understand it fully. I know and believe that I am patience which will benefit me when coaching students to be advocates for them self.

I really enjoyed writing this unit and understand I need improvement. I hope and believe that accepted into a district that is willing teach and provide excellent tools to succeed. Even we teach children to be successful, that teaching needs to take place with educators.

SEATING CHART EXPLANATION

I believe exceptional classroom management skills are the foundation for a productive learning environment. When expectations and procedures are clear; consistent learning can take place. I believe in building a sense of community in the classroom and promoting positive relationships among students and teachers. That is why I chose to place each student in their prospective seating arrangement. Students must feel they are safe, treated fairly, and comfortable in their classroom environment. I believe all students are capable of learning. My constant goal as an educator is to ensure every student reaches his or her full academic and social potential. One of my purposes as an educator is to enable students to become successful in their lives and teach children how to be responsible and positive contributors in society. It starts in the classroom. I will continue to further my education through advanced degrees and staying

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informed about current educational reforms. My ultimate goal as a teacher is to educate, motivate, and inspire students to value lifelong learning.

Chapter 8 Test, p. 1

Name: ___________________

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1.

1- 1

A. 0 C. 2 B. 1 D. 3

2.

2- 0

A. 0 C. 2 B. 1 D. 3

3.

3- 1

A. 0 C. 2 B. 1 D. 3

4.

10- 7

A. 0 C. 2 B. 1 D. 3

5.

5- 3

A. 1 C. 3 B. 2 D. 4

6.

What number goes in the circles? 8 - 5 =

A. 3 C. 5 B. 4 D. 6

Chapter 8 Test, p. 2

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7. 9

- 7

A. 1 C. 3 B. 2 D. 4

8. Which fact completes the fact family?

5 + 4 = 94 + 5 = 99 - 5 = 4

A. 9 - 4 = 5B. 8 - 3 = 5C. 10 – 6 = 4D. 8 - 4 = 4

9. Follow the rule.

What number is missing from the table?

Subtract 56 17 28

A. 2 C. 4 B. 3 D. 5

10. Add or subtract.

There are 6 lions sitting and 3 lions standing. How many lions are there?

A. 2 C. 7 B. 3 D. 9

References

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Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2006). The act of teaching (4th Ed.).

Boston: McGraw-Hill.

Fallen, C J. (ed). (2007 December 1). Chalkboard addition and Subtraction for math. Lesson

plans page retrieved on November 9, 2010, from

http://www.lessonplanspage.com/MathChalkboardAdditionSubtractionIdea12.htm

Malestsky, E. M. (2002). Harcourt math teacher’s edition. Orlando Florida: Harcourt, Inc.

Giglio, A.A (ed.). (2005). First grade math. Naperville, IL: Brimax Books Pub.

Henry, W. A., III. (1990, April 9). Making the grade in today's schools. Time, 135, 28-31.

Maletsky, M. M. (ed.). (2005). First grade math. Upper Montclair, NJ: Alfred Pub.

State Board of Education (2007 November 3). Academic standards for math. Academic

Standards: PA Dept. of ed. Retrieved November 3, 2010, from

http://www. pde.state.pa.us/k12/math.doc

Uskaitis, M (2007). How to do subtraction. Retrieved November 5, 2010, from Ceres Unified

School District website: www.maththatcounts.com

Word search: Looking up words for diction. English. Retrieved November 15, 2010, from

http://www.dictionary.com

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http://www.dictionary.com/

http://www.maththatcounts.com/

http://www.lessonplanspage.com/MathChalkboardAdditionSubtractionIdea12.htm

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