University of Houston

Teachers Name: Deborah Pelzer

Basic Lesson Components

Grade Level: 1st grade

Time Estimate: 45 min

TEKS: 1.3(F) generate and solve problem situations when given a number sentence involving
addition or subtraction of numbers within 20.

Content Objective(s): The student will solve subtraction problem given a number sentence within
20.

ELPS: ELP 3-Speaking (Beginner Level)

3-D speak using grade-level content area vocabulary in context to internalize new English words and
build academic language proficiency.
3-E share information in cooperative learning interactions

Language Objectives:
The student will count backwards.
The student will share information in cooperative learning interaction.

Vocabulary: Definition: Cognate (T or F):

Subtract to take away one part, or number, from another (F) resta

Minus sign a symbol used to show subtraction (F) menos

Subtraction taking one number from another number (F) resta

Equals The same in number, amount, degree, rank, or (F) iqual

quality

Difference The number left after subtracting one number (F) diferencia
from another

Misconceptions:
Students are confusing subtraction with addition.
Students count on instead of counting backwards.

Materials/Resources/Technology Needs:
Materials: paper, pencil, crayons, white board, unifix cubes, markers, ten frames
Book: If you were a minus sign by Trisha Speed Shaskan

Technology: there are no technology used for this lesson

5E Instructional Procedures
Activity
Engage 1. The students will come to the carpet.
2. The teacher will ask “what does it mean to subtract?”
3. The teacher will read the book If you were a minus sign.
4. The teacher and students will review what a subtraction is.
5. The teacher and students will practice counting backwards out loud.
6. The teacher will ask students what a subtraction problem looks like.
(expectation: number, minus sign, number, equal sign)
7. The teacher will record what the student say.

Explore 1. The teacher and students will create a subtraction problem within 10 and solve
it together.
2. The teacher will show several strategies on how to solve a subtraction problem.
3. The first strategy used will be, by using the students to solve the problem.
4. Then, students will use the following strategies: using cubes, drawing a picture,
using a ten-frame and using a number line.
5. The teacher will solve the same problem with each strategy.
6. The teacher and the students will solve a second problem with each strategy.
7. The students will go back to their seat to work on a problem.
8. Students will have 1 minute to solve the problem on their own by using at least
two strategies.
9. The teacher will give four more problems to solve.

Explain 1. The students will come back to the carpet as a whole group.
2. The students will explain how they solved the problems
3. The teacher will record their answers and add or clarify if needed.

Elaborate 1. The teacher will write a problem and show two different ways of writing it:
vertically and horizontally (examples in the book).
2. The teacher will give a problem using a two digit number within 20 and a one
digit number.
3. The students will think about the problem and solve it. Then, will share what
they found with a partner.
4. The teacher and students will solve the problem together.
5. The students will solve one more subtraction problem within 10, by using all
the strategies.
6. The teacher will record.

Evaluate 1. The teacher and students will review the strategies to solve subtraction
problems.
2. The teacher will give a short assessment as an exit ticket to assess whether the
lesson was understood by the students.
3. The assessment will have two subtraction problems. My special-ed student will
have the same subtraction problems but will have the pictures already drawn
with it to help her solve the problems. My higher students will have two more
problems to solve with 2 digit numbers.
4. The students will need to solve the problems and show one strategy they used
to solve it.