Subtraction: Take From CC.K.OA.

1
Teacher: Deniece White
I.
II.

Grade Level: Kindergarten

Days: 4

Week: 11/3/2014

Content and Standards: CC.K.OA.1 Understand addition as putting

together and adding to, and understand subtraction as taking apart or taking
from.
Prerequisites: State the understanding and knowledge that is necessary for
this lesson.

III.

Essential Questions: How can you show subtraction as taking from?

IV.

Instructional Objective: Use expressions to represent subtraction within 5.

Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds (e.g., claps), and acting out situations, verbal explanations,
expressions, or equations.

Instructional Procedures: Before: In whole group the student will be

engaged with reading a book on number sense watching a Brain pop video on
Introduction to Subtraction. With guided practice the students will work to
solve (e.g., There are 4 penguins on the ice. One penguin jumps in the water.
How many penguins are on the ice now? Questions:
How many penguins were on the ice? 4
How many penguins jumped off the ice? 1
How Many penguins are left on the ice? 3 Draw them (repeat
scenario). Count them.
Display a green cube with six cubes. Show the child a cube with two yellow
cubes.
How many green cubes do you see? Place a six beside the cubes.
6
How many yellow cubes do you see? Place a two card beside the
cubes. 2
Which number is less? 2
During: DAY One: The children will represent subtraction within 5 with
numbers and words such as 5 take away 1. They will learn that subtraction is
taking away a number from the number in all. Children will begin to find the
number that is left but do not write the subtraction sentence. At the end of the
lesson, children represent subtraction with an expression, 2-1, for the first

time. Although children do not learn the name for the minus symbol, they
trace the symbol and learn that it means the same as take away. This
prepares them for writing subtraction sentences later on in the chapter. The
children will learn to determine the number in all, how many are taken away,
and how many are left. Day Two: Green Teacher Table - Subtraction
Worksheet, Blue Table Picture Subtraction, Orange Table - Subtraction
Sentence . Day Three: Green Teacher Table O Fish-Ally Great, Blue
Table: Up, Up, and Away, Orange Table: Its Raining Math. Day Four
Green Teacher Table: Subtraction Assessment, Blue Table: Under the
Seal, Orange Table: Its raining Math. After: The student will with guided
assistance practice taking apart and taking away subtraction problems. The
student will practice tracing the minus sign.
V.

Materials and Equipment:

Math Board

Two Color counters

Brain Pop Jr. Subtraction video

Promethean Board

Cheese Balls

Subtraction Worksheets

VI.

Assessment/Evaluation: The student will be observed in whole group, small

group, and with a partner for his or her ability to understand subtraction as
taking apart or taking from. The student will further understand for any
number 1 9, how to take from 10.

VII.

Differentiation: Individualized Activities:

a. Extension: As students develop proficiency with solving each type of
subtraction structure, then they will be encouraged to display their ability
to write problems for others to solve.
b. Intervention: Students will be allowed to work with smaller numbers as
needed so that they can practice using efficient strategies to solve the
problems

VIII. Technology: The promethean Bard will be used to show a Brain pop Jr.
Video on basic subtraction.

IX.

Self-Assessment: A reflection on the students understanding and ability to

find 5 from a given number and record the answer during whole group, small
group and/or individual expression will be used to make changes ongoing as
well as design future lessons incorporating data gathered from the students
response to the lesson.