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Math Three Day Lesson Sequence

Lesson One
Your name: Caitlyn Patenaude

Math Topic: Subtraction within 20: Subtract by counting back.

Grade: 1st grade

Learning Goal(s)
Students will be able to subtract by counting back.

Students will understand that it is best to use counting back when subtracting only a small number.

Materials & Resources Needed; Plan for Distribution or Virtual Access

-Two Ten frames and 20 counters

-Two ten trains (connecting cubes\

-Counting tape

-White board and marker

-Task sheet

Launch
● Alright friends, for the past week, we have been working on different Linguistic support
ways to add within 20, and you all did a great job with this! Well, today By restating what
we are going to start subtraction within 20! subtraction, fewer
than and minus
● Please remember that as I teach, I would like you all to practice your
means, students will
whole body listening; listening with your brain and your heart! better understand
Number Talk the task. They also
have the opportunity
● We are going to start by finding the missing number to a subtraction
to show what they
sentence. know using
● What does subtraction mean? (To take away) manipulatives.
Likewise, in the
● I will then go over the meaning of fewer than and minus.
guided practice part
● I will write down problem A on the whiteboard. of the lesson, there
is a visual
representation of toy
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cars. This visual

helps the students
see the
mathematical idea,
along with the
words.
● I encourage you to use the manipulatives or whiteboard in front of you
to help show your thinking!
● Students will have out their base ten blocks, ten frames and
whiteboards out prior to the lesson. The students will work on this
problem independently at their desks.
● Once students are finished with the task, we will have a discussion
about the strategies they used to find the missing number and I will
show the students’ thinking by writing their steps down on the
whiteboard or using the manipulatives under the document camera, if
they used manipulatives. Students will use their agree and disagree
signals after their peers speak, throughout the entire lesson.
● Questions I will ask:
○ How did you know that?
○ What strategy did you use to find that answer? Why?
○ Who can add on? Do you agree or disagree?
○ How can you solve this using your ten frame and counters?
● I love that you all took a risk with those subtraction questions! This
week, we are going to learn some new subtraction strategies and when
it is best to use those strategies! Today we are specifically going to
focus on subtracting by counting back.
● Repeat after me, I can subtract by counting back.
Guided Practice
● Next we will transition to guided practice. Here we will engage with a
subtraction story. I will re-type this number story and change the name
to the name of one of the students in the class and display it under the
document camera.
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●
● I will read the number story to the students and then draw a number
bond.
● So if we think about this in the format of a number bond? What does the
17 represent? (The whole). What does the 3 represent? (The part that
is taken away). So what do we need to find? (Right! The part that is
left).
● I will show the students the counting tape under the document camera.
● So when we count back, what number do you think we start with when
counting back? (Yes! The biggest number, 17).
● So then how many do I need to count back? Why? (3, because that is
the amount of toy cars he gives away.)
● I will then model counting back 3 on the counting tape.
● So Anthony has how many toy cars left? (Yes, 14.)
● How can I show this problem with my ten frames and counters?
● I will call on a student to show me how many counters I need to put on
the ten frames and ask the student how many I need to take away. As I
take them away, I will model counting backwards.
● Is there a way I can check my answer? (Counting on).
● What would the number sentence be for this number story?
● I will call on a student to tell me the number sentence and write it down
on the board.

Explore
Academic Support:
● Ok friends, now it’s your turn to practice counting back! You will work To support the
independently at your desk to complete three math questions. I students that are at
a lower level in
encourage you to draw pictures to show your thinking, use your
math, my mentor
counting tape, or ten frames and counters. teacher will work
with three students
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● The students will then work on the three problems below independently who need the most
at their desks. The students will get to use their name in the number support during this
explore time. This
story and choose whatever object they want to count. This way, I am
will give them extra
connecting the students’ real life to a math task. Likewise, students will support while
have the opportunity to solve them using different representations working on the
tasks. Likewise, if
(drawings and numbers in a number sentence). They also may use any
students are done
manipulatives they would like to help them find the answer. early, they will flip
● We have three students in our class that need a lot of extra support with their papers over
and write a few
math. At this time, I will have my mentor teacher take the three students
number sentences
and work with them in a small group to complete the tasks. that use counting on.
This will give the
students who are at
higher math levels a
challenge.

● To keep students engaged, I will be walking around and asking probing

questions. These might include:
○ What number did you start at to count back?
○ How would you check your answer?
○ How would you show this using your ten frame and counters?
● If a student doesn’t understand the task, I will help guide them using
their ten frames and counters and model for them counting back.
● If a student finishes early, I will encourage them to check their answers
by counting on or flip their papers over and write a few number
sentences on their own that they could solve using counting on.
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Discuss
● I am so proud of you all for being brave today and taking a risk with this Social Support
way of subtracting! I noticed many of you doing _________ or Throughout the
_________. entire lesson, I will
● We will then discuss the answers to the tasks they just worked on. I will focus on having a
call on students and ask them their steps and write them down as they growth mindset with
tell me. I will ask why they did what they did at each step. the students. My MT
● What are some similarities you noticed about these questions you just and I emphasize the
worked on? importance of being
● What do you notice about the number that is being subtracted? brave and taking a
● Why do you think it is best to use counting back for smaller numbers? risk with any task
● Students will use their agree and disagree signals after their peers talk. our students are
● By asking these questions, I want to guide students to understand that engaging. Likewise,
counting back works best with small numbers, numbers no greater than students use their
3. agree and disagree
● Tomorrow we will learn another strategy! signals for
accountable talk.
Also, having a
discussion lets the
students hear from
their peers and build
off of each other.
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Lesson Two
Your name: Caitlyn Patenaude

Math Topic: Subtraction within 20: Subtract by grouping into a ten and ones

Grade: 1st

Learning Goal(s)
Students will be able to subtract by grouping into a ten and ones.

Students will understand that it is best to use grouping into a ten and ones when subtracting a big number.

Materials & Resources Needed; Plan for Distribution or Virtual Access

-Two Ten frames and 20 counters

-Two ten trains (connecting cubes)

-Counting tape

-White board and marker

-Task sheet

Launch
● Alright friends, who remembers what strategy we worked on yesterday for Linguistic support
subtraction? Students will have
● How do you know when to use counting on? the opportunity to
show what they
● Please remember that as I teach, I would like you all to practice your whole
know using
body listening; listening with your brain and your heart! manipulatives. The
Number Talk manipulatives (ten
frame, base ten
● We are going to start by finding the answer to these subtraction questions.
blocks and
● I will write these questions on the board. counting tape)
○ 18 - 3 = _______ offer a way for
students to
○ 19 - 7 = _______
physically show
● I encourage you to use the manipulatives or whiteboard in front of you to help their thinking
show your thinking! instead of verbally.
Likewise, in the
● Students will have out their base ten blocks, ten frames, counting tape and
guided practice
whiteboards out prior to the lesson. The students will work on this problem part of the lesson,
independently at their desks. there is a visual
● The purpose of this is to see if the students will use counting on for the first representation of
stars. This visual
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question and to see what strategies they use to solve the question with the helps the students
larger subtrahend. see the
mathematical idea,
● Once students are finished with the task, we will have a discussion about the
along with the
strategies they used to find the answers and I will show the students’ thinking words
by writing their steps down on the whiteboard or using the manipulatives
under the document camera, if they used manipulatives. Students will use
their agree and disagree signals after their peers speak, throughout the entire
lesson.
● Questions I will ask:
○ How did you know that?
○ What strategy did you use to find that answer? Why?
○ Who can add on? Do you agree or disagree?
○ How can you solve this using your ten frame and counters?
● I love that you all took a risk with these subtraction questions ! Today we are
going to learn another strategy for subtraction that we call subtracting by
grouping into a ten and ones.
● Repeat after me, I can subtract by grouping into a ten and ones.
Guided Practice
● Next we will transition to guided practice. Here we will engage with a
subtraction story using a number bond. I will re-type this number story and
change the names to the names of two students in the class and project it
onto the board.

● First, I will display only the number story and read it to the students. Then I
will ask a student to tell me the number sentence. Then I will draw a number
bond and put 12 in the whole and draw 12 stars.
● Ok friends, we have practiced before splitting a number into tens and ones.
Who would like to come up to the board and split this number into a ten and
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ones?
● A student will come up and split the number and write it in the number bond.
● Great! So how many stars do I need to circle to show a group of ten and two
ones? (Yes, 10!) Why? (Because we have one group of ten).
● Then, we will discuss how to find the answer. I will ask students many
prompting questions along the way so they are mostly solving the question
instead of me just doing the whole thing. An example of a question I would
ask would be
○ Can we subtract 7 from the group of 2 ones? (No, because 7 is
bigger than two). So where do I take away 7 from?
○ How can you show this with your ten frames and counters?
○ How can you show this with your ten trains?

Explore
Academic Support
● Ok friends, now it’s your turn to try this! You will work independently at your To support the
students that are
desk on two subtraction tasks. I would like you to solve these by grouping
at a lower level in
into a ten and ones to subtract. I encourage you to show your work by math, my mentor
drawing a picture or using your ten frames. I gave you a number bond for the teacher will work
first question but for the second question, you may choose whether you want with the students
who need the
to draw a picture or a number bond or both! extra support
● We have three students in our class that need a lot of extra support with during this explore
math. At this time, I will have my mentor teacher take the three students and time. This will give
them extra support
work with them in a small group to complete the tasks.
while working on
● These tasks come from the Try section of the workbook. I chose only two of the tasks.
them so students have the opportunity and space to solve them using Likewise, if
students are done
different representations (number bond, drawings, and numbers in a number
early, they are
sentence). The students will also have to work through multiple pieces of challenged to write
information. They will need to first know how to split the larger number into a their own problem.
This will give
ten and ones. Then they have to figure out which number to take away from.
students who are
Last, they have to know that they need to add the remaining amounts at higher math
together. levels a challenge.
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● To keep students engaged, I will be walking around and asking probing

questions. These might include:
○ Why did you take away 6 from 10 and not 3?
○ How did you know you had to add 4 and 3?
○ How would you show this using your ten frame and counters?
● If a student doesn’t understand the task, I will help guide them using their ten
frames and counters and show them how to take away from the group of ten.
● If a student finishes early, I will encourage them to turn their papers over and
write their own problem on the back and solve it.

Discuss
● I am so proud of you all for being brave today and taking a risk with this new Social Support:
way of subtracting! I noticed many of you doing _________ or _________. To socially support
● We will then discuss the answers to the tasks they just worked on. I will call the students,
students will share
on students and ask them their steps and write them down as they tell me. I
their thinking about
will ask why they did what they did at each step. the strategies. This
● So far, you have learned how to subtract by counting back and subtract by allows students in
the class to hear
grouping into a ten and ones.
their peers'
● How do you know when it is best to use subtracting by counting back or thoughts and
subtracting by grouping? Why do you think counting back isn’t efficient when encourage each
other. We
subtracting a larger number?
encourage the use
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● By asking these questions, I want to guide students to understand that of agree, disagree,
counting back works best with small numbers, numbers no greater than 3, connection and
adding on signals
and subtracting by grouping works best with larger numbers.
during these
● Tomorrow we will learn another strategy! discussions to
show support for
whomever is
sharing.

Lesson Three
Your name: Caitlyn Patenaude

Math Topic: Subtraction within 20: Subtract using addition facts.

Grade: 1st grade

Learning Goal(s)
Students will be able to subtract using addition facts.

Students will be able to recognize related addition and subtraction sentences.

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Students will be able to make fact families from number sentences.

Students will understand that it is best to use this strategy when they need to find the missing number in a
subtraction sentence.

Materials & Resources Needed; Plan for Distribution or Virtual Access

-Two ten trains that are different colors (connecting cubes)

-White board and marker

-Smarties

-Task sheet

Launch
● Alright friends, who remembers what strategy we worked on Linguistic Support:
yesterday for subtraction? Again, students will
● How do you know when to use subtracting by grouping into a ten and have the opportunity to
ones? show what they know
● Please remember that as I teach, I would like you all to practice your using manipulatives.
whole body listening; listening with your brain and your heart! The manipulatives (ten
Guided Practice frame and base ten
blocks) offer a way for
students to physically
show their thinking
instead of verbally.

● To tap into the students prior knowledge of number bonds and fact
families, their morning work will be creating fact families from number
bonds.
● We are going to use a subtraction sentence to make a fact family.
● I will tell the students to build a number train with 8 cubes in one color
and 5 cubes in a different color.
● A number story about the cubes we could make is, you have 13
cubes altogether. 8 of the cubes are one color. How many are the
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other color?
● So what do we need to find? (Right, how many cubes there are in the
other color).
● What is a subtraction sentence we can write for this? (13 - 8 = 5)
● Draw a number bond on the board.
● What would be the whole for the number bond? Why? (13 because
we have 13 cubes in total)
● What are the parts? Why? (8 because there are 8 _____ cubes and 5
because there are 5____ cubes.)
● Once the number bond is filled in, I will call on students to tell me the
number sentences for the fact family.
● Now that we have our fact family, look at the two number sentences
13 - 5 = 8 and 8 + 5 = 13, how are they related?
● If needed, I will help guide the students to the understanding that the
two number sentences have the same parts. So this addition
sentence is called a related addition fact.
● How could you use the related addition fact to help you solve the
subtraction sentence? (By subtracting a part from a whole to get the
other part.)
● I love that you all took a risk with this task!
● Repeat after me, I can subtract using addition facts.

Explore
● Ok friends, now I have fun activity for you! We are going to use Academic Support:
This math lesson has
smarties as our manipulatives today! We are going to work together
a lot of parts that may
to find the answer to a number story. require extra support
● Below is the task I adapted from one of the questions in the for a lot of students.
workbook. In our class, my MT and I use smarties with the kids. If So I instead made the
task a guided task to
they pass an iReady math lesson they get a “smartie for being a that the class is doing
smartie.” We do this throughout the day with other activities as well. it together and
For my task below, I chose to change the number story and make it discussing every step
up the way so that
about smarties to engage the students and connect to something they
students are
receive in real life. Each student will get one roll of smarties to use academically
throughout the task. The students will use these smarties as their supported.
manipulatives. This will be a guided task, we will do each step
together.
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● I will read the number story to the students. I will ask them what the
problem is asking us to find out.
● They will then work independently to fill out the number bond and
once they are done, I will ask questions about which numbers are the
parts and the whole and how they know.
● They will then independently write their addition sentence and use
that to write the subtraction sentence. We will then discuss how they
used an addition fact to subtract.
● They will then work independently to use the information from the
number bond and the number sentences to make the fact family. As a
whole group, we will then discuss what number sentences are in the
fact family.
● Students will use their agree and disagree signals after their peers
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speak, throughout the entire lesson.

● If a student doesn’t understand the task, I will have them work one on
one with my mentor teacher so they have extra support.
● If we finish early, I will write some addition sentences on the board
and have students subtract using that addition fact. So they would
write a subtraction sentence from the addition sentence.

Discuss
● I am so proud of you all for being brave today and taking a risk with Social Support:
this new way of subtracting! I noticed many of you doing _________ Again, to socially
or _________. support the students,
students will share
● This whole lesson is very discussion based so this part of the
their thinking about the
discussion will be brief. strategies. This allows
● When do you think it is best to subtract using addition facts? students in the class to
hear their peers'
● Students will tell me their thoughts. If need be I will guide them to
thoughts and
understand that this strategy works best if they need to find a missing encourage each other.
part of a subtraction sentence. We encourage the use
of agree, disagree,
● How do you know when it is best to use subtracting by counting back
connection and adding
or subtracting by grouping? on signals during
● We will have a quick discussion about these strategies. Hopefully the these discussions to
show support for
students will remember that counting back works best with small
whomever is sharing.
numbers, numbers no greater than 3, and subtracting by grouping
works best with larger numbers.

**Throughout all of my lessons, I would usually have the students turn and talk with a neighbor or work
with a partner on a task but with Covid-19, I am not able to do that in the classroom.

Works Cited
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Resnick , Susan, and Andy Clark . “Chapter 5: Addition and Subtraction Within 20 .” Math in Focus.

Singapore Math, edited by Kimberly Mickle , by Michelle Choo et al., Marshall Cavendish

Education, 2020, pp. 299–311 .