Chapter 15

CHAPT E R
15
Planner
Separate to Subtract
The Skills Trace

BIG Idea Vertical Alignment
Much like the previous chapter on joining to add, in this chapter, students use
concrete objects to model and understand the concept of separating to subtract.
Previous Grade
It is essential for students to have extensive experience modeling subtraction
before they enter first grade. In this chapter, students learn to subtract from In the previous grade, students learned to:
numbers up to ten. Phrases such as “separating,” “take away,” and “how many • Use story mats in problems involving subtraction.
are left” will become common place within the classroom. • Begin to take away from numbers up to 10.
Targeted Standards
GLE 0006.2.4 Understand addition as “putting together” and subtraction as This Grade
“breaking apart.” During this chapter, students learn to:
GLE 0006.1.1 Use mathematical language, symbols, and definitions while • Model separating and taking away sets to find what is
developing mathematical reasoning. left over.
• Use concrete objects to solve separating problems.
• Use concrete objects to show different ways to take away
from numbers up to ten.
Next Grade
In the next grade, students will learn to:
• Model and solve subtraction problems.
• Write subtraction sentences.
• Use strategies and skills to solve problems.
Vertical Alignment and Backmapping

Print and Online Professional Development McGraw-Hill’s Math Connects program was conceived
articles can be found in the Teacher Resource and developed with the final results in mind: student success in
Handbook. These articles on current issues will allow
Algebra 1 and beyond. The authors developed this brand-new
you to implement new mathematical strategies and
series by backmapping from Algebra 1 concepts, and vertically
enhance your classroom performance.
aligning the topics so that they build upon prior skills and
concepts and serve as a foundation for future topics.
Digital Videos The McGraw-Hill
Professional Development Video
Library provides short videos that support
McGraw-Hill’s Math Connects. For
support for this chapter, the following
video is available.
CGI-Separate Difference Unknown-Counting

Other videos, program walkthroughs, online courses, and video
workshops are available at mhpdonline.com.
517A Separate to Subtract

Chapter at a Glance
Lesson Pacing Resources
2 Days Materials and Manipulatives

Multi-Part
Lesson 1 Separating Concepts counters, (optional: dry cereal), pasta, glue, color tiles, dry erase marker,
Activity Flipchart, color tiles, interactive whiteboard, egg carton, pattern blocks,
A Separating Stories GLE 0006.2.4 cup, connecting cubes, buttons, paper, crayons, overhead manipulatives,
B Stories About Separating GLE 0006.2.4 overhead projector, WorkMat 1
Get ConnectED
C Use Objects to Separate GLE 0006.2.4
Leveled Worksheets Daily Transparencies

Explore Worksheet Problem of the Day
Visual Vocabulary Cards Virtual Manipulatives
Lesson Animations

Multi-Part
Lesson 2 Separate Sets string, attribute buttons, stamps, stamp pad, connecting cubes, counters,
classroom objects, Activity Flipchart, scrap paper, crayons, interactive
whiteboard, WorkMat 5, bananas, 0-5 number cube, paper, cups, dried beans,
A Take-Away Stories GLE 0006.2.4
paper clips, color tiles, dry cereal, yarn, drawing paper, crayons, egg cartons,
B Take Away from 4 and 5 GLE 0006.2.4 plastic bags, spinner, construction paper, number cards, board, write-on/write-
off boards, dry erase markers, counting bears
C Take Away from 6 GLE 0006.2.4
Get ConnectED
D Take Away from 7 GLE 0006.2.4
Leveled Worksheets eGames
E Take Away from 8 GLE 0006.2.4
Explore Worksheet Graphic Novel Animation
F Take Away from 9 GLE 0006.2.4 Lesson Animations Math Songs Animations
Daily Transparencies Real-World Problem
G Problem-Solving Strategy: Problem of the Day Solving Reader
Draw a Diagram GLE 0006.1.2 Virtual Manipulatives Hands-On Activity Tools and
Resources
H Take Away from 10 GLE 0006.2.4

Multi-Part
Lesson 3 Subtraction Activity Flipchart, interactive whiteboard, connecting cubes, paper, crayons or
pencils, pretzels, fish crackers, napkins, number cards, counters, WorkMat 7,
clay, write-on/wipe-off boards, clay, dry erase markers, 0-5 number cubes, color
A Symbol – GLE 0006.1.1 tiles, attribute blocks
B Symbol = GLE 0006.1.1
Get ConnectED
C How Many Are Left? GLE 0006.1.1

Leveled Worksheets Virtual Manipulatives
Visual Vocabulary Cards Math Songs Animations
Lesson Animations Hands-On Activity Tools and
Daily Transparencies Resources
Problem of the Day
Separate to Subtract 517B

CHAPT E R
15
Planner
Vocabulary and Language Connections
Math Vocabulary
Glossary
The following math vocabulary words are listed in the glossary of the Student Edition. Some of the
words are also found in the Alphabet Cards.
Get ConnectEDFind interactive definitions in 13 languages in the eGlossary and review
vocabulary eGames at connectED.mcgraw-hill.com.
are left separate the concept of moving objects

away from a set
take away is
are left
minus sign – subtract the concept of taking away

5–2=3
minus
Activity
• Draw on the chalkboard three rabbits hopping away from four other rabbits in a yard.
• Write the numbers 7 and 4 on the chalkboard with a space in between.
• Have students use cubes to model the rabbit story then tell how many are left in the yard.
• Tell students that the term are left is explaining how many rabbits are still in the yard after
the set of rabbits hopped away.
• Repeat the activity using other examples.
Visual Vocabulary Cards

Use Visual Vocabulary Cards to reinforce the vocabulary in
this chapter in English and Spanish. (The Define/Example/
Ask routine is printed on the back of each card.) ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
Copyright © by The McGraw-Hill
All rights reserved.
Companies, Inc.
517C Separate to Subtract

ELL Support
Multi-Part
Lesson 1 Separating Concepts
Level Activity Modality

AL Beginning Activate Background Knowledge Visual, Linguistic, Auditory
OL Intermediate Identify and Act It Out Social, Spatial, Linguistic
BL Advanced Act It Out Auditory, Kinesthetic, Interpersonal
Extend Bilingual Peer Tutoring On and Beyond Level
Multi-Part
Lesson 2 Separate Sets
AL Beginning Listen and Identify Auditory, Visual, Social
OL Intermediate Scaffold Spatial, Linguistic, Interpersonal
BL Advanced Multiple Meanings Linguistic, Social, Logical
Extend Cooperative Learning Beyond Level
Multi-Part
Lesson 3 Subtraction
AL Beginning Word Meaning Auditory, Visual, Interpersonal
OL Intermediate Speak and Pass Spatial, Linguistic, Kinesthetic
BL Advanced Multiple Meanings Linguistic, Social, Logical
Extend Multilingual Cooperative Learning Beyond Level
Get ConnectED Find other English Language Learner strategies.
ELL Resources
The Professional Development articles listed below can be found in print
and online in the Teacher Resource Handbook.
• “English Learners and Mathematics: • Multilingual eGlossary
Best Practices for Effective Instruction” • Visual Vocabulary Cards
by Kathryn Heinze (pp.TR32–TR33)
• Language Alerts (pp. 521, 533, 555)
• “Engaging English Language Learners
• ELL Guide (pp. 92–97, 100–101)
in Your Classroom” by Gladis Kersaint
(pp. TR34–TR35)
Separate to Subtract 517D

CHAPT E R
15
Planner
Learning Stations
SPATIAL
individual
Making Patterns
Materials:
• Start with a row of nine squares. Take away 8 squares
by coloring 8 blue. • paper
• Color the rest green. • crayons
• In the next row, take away 7 squares by coloring 7 blue. • counters
• Use green to color how many are left.
• Repeat until you have filled nine rows.
Teacher Note: Provide each student with a piece of paper that has nine rows of nine connected squares; squares should be large
enough for students to color. Each new row should have one less square colored with the first color, and one more square
71 colored with the second color. Have students use counters to show each separation. Have students discuss patterns they see.
KINESTHETIC
small group
Let’s Go Shopping
Materials:
• Use nine counters to shop.
• classroom objects
• Choose an object to buy. Pay for it with counters.
• tags
• How many counters do you have left?
• pencils
Teacher Note: Prepare objects with price tags up to 9. If students are not ready for
• counters
9, have them shop with five counters. Make sure each student gets a receipt for
their purchase. On their receipt, they can write how many counters they have left. • index cards (for receipts)
72
KINESTHETIC
small group
Healthful Meals
Materials:
• Take some cards out of the bag. Write how many.
• index cards
• Choose a partner. Give your partner some cards.
• pictures of different
Write how many.
foods
• Count how many cards are left?
• bags
• Place the cards back in the bag and play again.
• pencils
Teacher Note: Prepare cards with food pictures. Put seven cards in each
• paper
bag. Tell students that seven food pictures are in each bag. Allow
students to discuss which foods are healthful food choices.
73
517E Separate to Subtract

LOGICAL
pair
Take Away Story Book

Materials:
• Fold a sheet of paper in half width wise.
• paper
• On the first page, write a “?.”
• crayons
• On the second page, draw a group of nine animals or fewer.
Write the number to show how many animals you drew.
• On the third page, draw a group of animals fewer than the animals on
the second page. Show them “walking away.”
฀ ฀ ฀฀ ฀
• On the last page, draw how many animals are left. Write the number.
Teacher Note: Help students describe their separating problems by asking what happens next in the pictures.
74 Assist students in folding paper or ordering their drawings on the pages as needed.
SPATIAL
individual
Seashell Stories
Materials:
• Roll a number cube.
• bowls
• Take that many seashells out of your bowl.
• seashells
• Tell a separating story about the seashells.
• 0–5 number cube
• Draw your separating story.
• pencils
Teacher Note: Tell students that there are six seashells in each bowl.
• paper
Give each student a bowl. Have students work in pairs. One partner
tells the story and the other partner draws the story. Have partners
switch roles and repeat the activity.
75
IWB You may wish to use the virtual calendar

for this Calendar Time activity.
How Many Days Are Left?

Ask students the following questions. Count to find each answer with November
the class. Add questions or adapt questions to fit your class. SUN MON TUES WED THUR FRI SAT
• How many more days are left until (student)’s birthday? 4

• How many days are left until (a holiday marked on the calendar)?
• How many days are left in the week? month?
4
Teacher Note: Encourage students to come up with their own calendar questions
for the class. 4
For additional calendar activities, see Math Routines on the Go cards.
Separate to Subtract 517F

CHAPTER
15 CHAPTE R
Introduce the Chapter 15 Separate to Subtract

E Essential Question
The
• What is one way to separate objects to find how many Key Vocabulary
from a set are left? Sample answer: I can move some
BIG Idea English Español
How do I subtract by separate separar
connecting cubes away from a set and count to find how
separating? are left quedan
many are left.
• Tell a separating story. How many are left? Sample
answer: I was using three markers. A friend borrowed one Kate, Seth, and Nikki in
K 1, 2, 3 dandelions.
of my markers. How many markers are left? two markers Flying Seeds
F
Key Vocabulary
Introduce the key vocabulary in the chapter using the routine
below.
Define: To separate is to move some objects in a set away from
the set of objects.
Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Example: Separate two crackers from the nine crackers in
the bag.
Ask: What are some ways to separate objects in your classroom? Well, we
Ah–CHOO! still have 2.
• Student Glossary
• Graphic Organizer
Flying Seeds
Read and discuss the story together. You may wish to use the
blank Graphic Novels provided in Hands-On Activity Tools and
Resources to help develop writing and speech skills.
• What is happening? Sample answer: Kate, Seth, and Nikki five hundred seventeen 517
are picking dandelions.
• How many dandelions do they have? 3 dandelions
Animated Graphic Novel
• What happened to Nikki’s dandelion? Nikki sneezed and
Visit connectED.mcgraw-hill.com to view
blew all the seeds away.
“Flying Seeds.”
For additional reading and language arts activities, including
support for reading a graphic novel, see Reading and Language
Arts Support in the Grade K Math Connects Program
Overview.
✔0006.1.9 Use age-appropriate books, stories, and videos to

convey ideas of mathematics.
517 Separate to Subtract

Chapter Connections
Real World: How Many Are Left? Chapter Project
On a plate, there are five carrot sticks. You eat two of them. How many
are left? three carrots Illustrate Subtraction Number Stories
• Have students model the problem by holding up five fingers on • Throughout the chapter, have students write or tell separating stories
a hand. using numbers, words, drawings, pictures from magazines,
manipulatives, and food items.
• Have students pretend to eat two carrots by holding two fingers down.
• Have students use drawings, magazine clippings, or small food items
• As a class, count the three fingers that they are still holding up.
(cereal, noodles, fish crackers) and manipulatives that can be glued
on construction paper to illustrate the separating story (taking away)
E WRITE MATH and the number of items that are left.
• Have students write the words take away at the top of a page in their • Ask students to share the stories with the class.
Math Journals.
• Ask students to draw a group of eight marbles. Have them write the Reading and Language Arts Support
number eight below the marbles. For activities to connect reading and language arts to this chapter’s math
• Ask students to place an X on some of the marbles as if the marbles concepts, see Reading and Language Arts Support in the Grade K Math
had rolled away. Connects Program Overview.
• Have students write the number of Xs they drew. Have students tell
how many marbles are left and write that number.
• Allow students to share their separating problems.
Dinah Zike’s
Foldables®
When to Use It Lessons 1B, 1C, 2B–2F, and 2H.
(Additional Instructions for using the Foldable with these
Guide students to create a Bound Book Foldable graphic organizer to make a giant lessons are found in the Mid-Chapter Check and
take away journal. Chapter Review/Test.)
Fold two sheets of paper like a Mark both folds 1 inch from the On the second folded sheet, Take the cut sheet from step
hamburger. Place the papers outer edges. On one of the start at one of the marked 3 and fold it like a burrito.
on top of each other, leaving folded sheets, cut from the top spots and cut the fold Place the burrito through the
_1
inch between the and bottom edge to the marked between the two marks. slit in the other sheet, then
16
“mountain tops.” spot on both sides. open the burrito. Fold the
bound pages in half to form
an eight-page book.
Journal
C12 Separate to Subtract 517G

2
Diagnostic Assessment
1 ASSESS
You have two options for checking Prerequisite Skills for this chapter.
Text Option
“Are You Ready for the Chapter?” Name
SE Student Edition
O
Online Option
Take
k the
h Online Readiness Quiz.
7 5
6 4

5 4
Directions:
1–2. Count the objects in each set. Write the number. Mark an X on the set that
has fewer objects.
3. Draw five triangles. Write the number.
4. Draw four circles. Write the number.
Online Option Take the Online Readiness Quiz.
518 five hundred eighteen This page checks skills needed for the chapter.

2 DIAGNOSE AND PRESCRIBE 3 REASSESS
RtI (Response to Intervention) Administer the Diagnostic Test.
Based on the results of the Diagnostic Assessment, use the charts below to Diagnostic Test
address individual needs before beginning the chapter.
Name __________________
______ ________________________
_____________
Diagnostic Test
TIER Are You Ready for the
Chapter?
1 On Level OL
Name ________________
________ ________________________
_____________
iles/C15_101825
5
If students miss one in Exercises 1-4, Practice

5
3
Then choose a resource: 4

2
TE Learning Stations (pp. 521E–521F)
Copyright © Macmillan/M
8
Companies, Inc.
6
Are You Ready? Practice 7
-Hill, a division of The McGraw-Hill

5
cGraw-Hill, a division
See students’ work.
Copyright © Macmillan/McGraw
of The McGraw-Hill Companies,

8
3 7
Count the objects in each
set. Write the numbers.
2
Draw 8 squares. Write Circle the set that has
fewer.
the number. Count the objects in each
Inc.
Draw 3 circles. Write the set. Write the numbers
number. . Circle the set that has
Grade K • Separate Draw 7 squares. Write fewer.
to Subtract the number.
TIER Strategic Intervention

1
4
Draw 2 circles. Write the
number.
2
Grade K • Separate to
AL
Subtr t
approaching grade level Name ________________

________ ________________________
_____________
If students miss two in Exercises 1-4, Review
2 3 4
Then choose a resource: 2 3 4
Are You Ready? Review 4 5 6

4 5 6
Copyright © Macmillan/McGra
Get ConnectED Lesson Animations See students’ work.
w-Hill, a division of The

7
4
McGraw-Hill Companies,
Look at the monkeys.
Count the monkeys in
many monkeys in the the first
first set. Count the monkeys set. Circle the number that tells how
tells how many monkeys in the second set. Circle
in the the number that
Which set has more monkeys? second set.
fewer monkeys. Which set has fewer monkeys?
Circle the set with
Count the suns in each
Inc.
set. Circle the numbers.
Circle the set that has
Draw 7 squares. Write fewer suns.
the number.
Draw 4 circles. Write the
number.
2
Grade K • Separate
to Subtract
TIER
Intensive Intervention
3 2 or more years below grade level
If students miss three in Exercises 1-4,
use Math Triumphs, an intensive math

Then
intervention program from McGraw-Hill
Chapter 4: Introduction to Subtraction
Beyond Level BL
Name ________________
________ ________________________
_____________
If students miss none in Exercises 1-4, Apply
Then choose a resource:

4
8
TE Chapter Project (p. 521G)

Companies, Inc.
Are You Ready? Apply

-Hill, a division of The McGraw-Hill

eGames: Critter Junction-

Copyright © Macmillan/McGraw
Get ConnectED
Subtract from 10 6
Count the objects in each

set. Write the numbers.
Draw 6 squares. Write Circle the set that has
fewer.
the number.
Draw fewer than 6 squares.
Write the number.
Grade K • Separate
to Subtract
Separate to Subtract 518A

Dear Family,
Today my class started the chapter, Separate to Subtract. In
this chapter, I will use objects to help me subtract. We will call
Before you begin the Chapter: this separating. Here are my vocabulary words, an activity we can
• Read the Math at Home letter with the class and have each do, and a list of books we can look for in our local library.
student sign it.
• Practice the activity so that students are familiar with it before Love,
trying it with their parents or guardians. Key Vocabulary
Activity
• Send home copies of the Math at Home letter with separate There were 6 bunnies in all. One
goes
g awayy or separates.
p
r
each student. arkers, o
ayons, m
Place 5 cr u r ch ild .
front of yo
• Use the Spanish letter for Spanish-speaking parents or spoons in yo u r ch ild to tell
. Ask the 2
guardians who do not read English fluently. Remove 2 . Replace
y are left mount
how man n o th er a
m s a n d choose a . Again
ite to remove subtract 5 take away 3 is 2. 2 are left.
For more information about parent involvement, read the article, yo u r ch ild to
ask
w m a ny are
“The Role of Parents and Guardians in Young Children Learning tell ho
left.
Mathematics” by Paul Giganti, Jr. See the Teacher Resource Online Option See the multilingual eGlossary link at
Handbook pp. TR44–TR45. connectED.mcgraw-hill.com to find out more about these words.
There are 13 languages.

Monster Musical Chairs
by Stuart J. Murphy
Books to Read HarperCollins Children’s
Elevator Magic Books
by Stuart J. Murphy
HarperCollins Children’s Books
All for Pie, Pie for All

by David Martin
Candlewick Press
five hundred nineteen 519

Estimada familia:
Hoy mi clase comenzó el capítulo, Separa para restar. En este Check with your school library or your local
capítulo, aprenderé a usar objetos para facilitar la resta. public library for these titles.
A esto le diremos “separar”. A continuación están mis palabras
Multi-Part Lesson 1
del vocabulario, una actividad que podemos hacer y una lista de
Five Little Ducks
libros que se encuentran en nuestra biblioteca local.
Raffi
Cariños,
Five Little Monkeys Jumping on the
Vocabulario clave Bed
d
Activida so
separar Habia 6 conejitos en total. Uno se va Eileen Christelow
arcadore o se separa.
ayones, m
l que 5 cr
Colo n iñ o . Quite 2.
frente a su ntos
cucharas diga cuá
iñ o que le
Pida a su n
colocar lo s Multi-Part Lesson 2
Vuelva a ad
quedan. a otra cantid
a rt ícu lo sy el ij
Pi a su
d a Roll Over! A Counting Song
2 a retirar.
o tr a vez que restar La resta de 5 menos 3 es 2. Quedan 2. Merle Peek
niño
cu ántos
le diga Monster Musical Chairs
q u ed a n .
Stuart J. Murphy
Opción en línea Visiten el eGlosario políglota en
connectED.mcgraw-hill.com para aprender más acerca de estas
palabras. Hay 13 idiomas.
Multi-Part Lesson 3

Ten Tiny Monsters
Sheila White Shannon
Libros recomendados
dados Rooster’s Off to See the World
Apaguen las luces Restar
Rest
R e t ar
Eric Carle
de Lucille Recht Penner de Ellen
Elleen Catala
Topeka Bindery Red
R
Re d Brick
Brick
Additional Books
Ten Seeds
Ruth Brown
Ten, Nine, Eight
Molly Bang
✔0006.1.9 Use age-appropriate books,

stories, and videos to convey ideas of
520 five hundred twenty
mathematics.
Real-World Problem Solving Library

Math and Science: Pets Find a Home
Use these leveled books to reinforce and extend
problem-solving skills and strategies.
4
Leveled for:
5
AL Approaching Level
Res
uelv
OL On Level
e pro
ble
lem
1C?Matem as co
J 6 ática n
MPJB s y creto
/PM cienc s
BL Beyond Level 1C? @JC ias

J 6 ,?RF? K2MJT
MPJB LB2
/PM AGC GLE
1C? @JCKLAC
J 6 ,?RF 2
MPJB ??LB MJTGL
R F
SP Spanish /PM 2
,?
2
@JCAK
RF ?
GGC
CLA
L B 2
C
2M
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JTGL
A GC E
LAC
For additional support, see the Real-World Núm

ero
sy
-SK ope
Problem Solving Readers Teacher Guide. @CP
-SK
Q?
rac
LB.
ion
NCP
es
@CP ?RGM
Q?
?LB LQ
-SK .
.NC
✔0006.1.9 Use age-appropriate books, @CP
Q?
LB.
P?RG
NCP
RGM
MLQ
?RGM
8/ 6/0
8/1
LQ
stories, and videos to convey ideas of
mathematics.
Leveled Reader Database
Get ConnectED connectED.mcgraw-hill.com
Search by
• Content Area • Lexile Score
• Guided Reading Level • Benchmark Level
Separate to Subtract 520

Multi-Part
Planner
PART A PART B
PART
Title / Objective Stories About Separating
Separating Stories
A Separating Stories (pp. 521–522)
(pp. 523–526)
B Stories About Separating Use concrete objects to model Model separating sets.
separating stories.
C Use Objects to Separate GLE 0006.2.4 GLE 0006.2.4
Standards
Vocabulary separate
p
are left
Listen to this story: Jack saw seven ducks in Visual Vocabulary Card 53
the pond. Five ducks flew away. How many Materials/ (option: dry cereal), pasta, glue dry erase marker, Activity Flipchart,
ducks are left? Can you solve this story without Manipulatives interactive whiteboard, egg carton, cup
counters, color tiles
using paper and pencil? Explain your answer. counters, color tiles, connecting cubes,
Sample answer: Yes; I can think in pictures and pattern blocks
imagine objects being taken away.
Focus on Math Background

Just as in the previous chapter, which taught
the concept of joining to add, students will
Resources Get ConnecttED Get ConnecttED
incorporate a direct modeling strategy during ✔ 0006.1.9
this lesson. They will use concrete objects to Explore Worksheet Leveled Worksheets
represent situations involving subtraction. The Lesson Animations VVisual Vocabulary Cards
students will learn how to apply their informal
VVirtual Manipulatives Lesson Animations
understanding of subtraction by solving word
Daily Transparencies
problems involving the separation of one set
from a larger quantity. Unlike static situations Problem of the Day
where students are comparing two quantities VVirtual Manipulatives
in order to find a difference, the action
involved in separating quantities is easy for
young children to model with sets of
concrete objects.
Blended Approach IMPACT Mathematics: Unit D-2 IMPACT Mathematics: Unit D-2
Refer to the Blending Math Their Way, pp. 193–194
Math Connects and
IMPACT Mathematics
guide for detailed
lesson plans.
Suggested Pacing (15 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C A B C D E F G H A B C
Days 1 1 1 1 1 1 1 1 1 1 1 1 1 2
521a Separate to Subtract

Separating Concepts
PART C Notes
Use Objects to Separate Title / Objective
(pp. 527–528)
Use concrete objects to solve separating

stories.
GLE 0006.2.4
Standards
subtract Vocabulary
Visual Vocabulary Card 61

buttons, paper, crayons, Activity Flipchart, Materials/
dry erase markers, paper, interactive Manipulatives
whiteboard, WorkMat 1
connecting cubes, color tiles,
overhead manipulatives, overhead
projector, counters
Get ConnecttED Resources

✔ 0006.1.9
Leveled Worksheets
VVisual Vocabulary Cards
Lesson Animations
Problem of the Day
VVirtual Manipulatives
IMPACT Mathematics: Unit D-2 Blended Approach

Math Their Way, p. 205
Mid-Chapter
Mid Chapter Check (p
(p. 529)
Game Time (p. 530)
Separate to Subtract 521b

Differentiated Instruction
Approaching Level AL On Level OL
Option 1 Use with 1C Option 1 Use with 1B

Hands-On Activity Hands-On Activity
Materials: 0–5 number cube, connecting cubes, markers, Materials: attribute buttons, string
drawing paper • Have students string seven attribute
• Give students five connecting cubes. Have them draw the buttons, then remove some.
cubes, count them, and write the total number.
• Have them tell the separating story.
• Model separating by having them toss a number cube and
• Repeat the activity having students use attribute
remove that many connecting cubes, cross out that many on
buttons to create other separating stories about
their paper, and write the number they took away.
real classroom situations.
• Have them write how many connecting cubes are left. Repeat.
• Direct students to justify their thinking by drawing a picture of
their separating story and explaining it to a classmate.
Option 2 Use with 1C

5 Hands-On Activity
Materials: paper, crayons, two-color counters
• Demonstrate how to draw an ice cream cone by first drawing
an empty ice cream cone in the shape of a triangle on a sheet
of paper.
Option 2 Use with 1B • Place 7 counters in a column above the ice cream cone to
Hands-On Activity represent scoops of frozen yogurt.
Materials: block in the shape of a rectangular prism, five-frame, • Have students follow the example to create their own 7 scoop
counting bears frozen yogurt cone.
• Show students the block and have them pretend that the • Allow one student to tell a separating story about the frozen
block is a bed. yogurt such as: I had 7 scoops of frozen yogurt. I ate
• Place three bears in a row on the block (bed). 3 scoops. How many are left? 4
• Tell students that these three bears were jumping on a bed. • Direct the other students to act out the story by removing the
correct number of scoops eaten and count the remaining
• Count the bears with the students.
scoops to tell their answer.
• Explain that one bear jumped off the bed as you act out the
• Have other students take a turn telling stories using amounts
bear jumping off the bed. Have students count the bear.
of counters up to 10, while the remaining students act it out.
• How many bears are left on the bed? two Count them.
• Again have one bear jump off the bead. How many bears Other Options
are left on the bed? one Count the one bear. Repeat the TE Learning Station Card 75
scenario discussing zero left on the bed. Get ConnectED Lesson Animations
• As students are ready, repeat the bed story beginning with
five or more bears.
521c Separate to Subtract

Beyond Level BL English Language Learners ELL
Option 1 Use with 1B This strategy helps English Learners learn the language of
separating concepts.
Hands-On Activity
Materials: counters, 1–5 spinner Find Core Vocabulary and Common Use Verbs in the online
• Give each small group five counters. EL strategies to help students grasp the math skills; use
Language Alerts at point of use in the Teacher Edition.
• Model a separating story by having one student spin a 1–5
spinner and remove that number of counters. Have the others AL Beginning
say how many are left. Repeat using numbers up to 10.
Activate Background Knowledge Understand the vocabulary
of separating parts to subtract.
• Show a pie cut into 8 pieces.
Say, “(name) eats 1 piece of
pie and (name) eats 1 piece
of pie. How many pieces of
pie are left?” Say, “Eight take
away 2 is 6.” Stress the term
“take away,” and have
students repeat the
sentence. Act out the story
Option 2 Use with 1C
with other numbers.
Hands-On Activity • Continue demonstrating separating parts to subtract with
Materials: attribute buttons, strings, paper, crayons, number other common objects, like oranges.
cards: 1, 2, 3, and 4 per student from Hands-On Activity Tools
and Resouces p. 93 OL Intermediate
• Have students string 5 necklace strands of 5 buttons each. Identify and Act It Out Use target separating terms.
• Have students choose a number card and say the number. • Show a set of ten or fewer different colored manipulatives.
Have students sort them into two sets by color.
• Tell students to make up a separating story and act it out
using that number and the buttons on one necklace. For • Discuss the model, prompting students to use available
example: I have a necklace with 5 buttons. One fell off. language to describe taking away all of one color of
(Student removes one button.) There are 4 left. manipulatives. Restate language as necessary.
• Have students set this necklace aside and repeat this procedure BL Advanced
choosing another card and another 5 button necklace. Act It Out Expand the understanding of number stories and the
• When all number cards have been used for stories, direct the use of past tense in separating stories.
students to study the 5 necklaces that now have a different • Display 9 cars. Using a puppet, act out 2 cars driving away.
amount of buttons on each. Do you see a number pattern? Say, “There were 9 cars. The puppet took away 2 cars. How
Explain. Yes, I see a growing pattern of 1, 2, 3, and 4 buttons many are left?” Stress past tense verbs.
on the necklaces. • Write the separating story in equation form. Have students
create and present their own separating stories using puppets
and other toys as other students listen.
Extend
Tell a separating story. Have students show the story using
manipulatives. Have students get in pairs and use native
Other Options languages to describe their model. Tell partners to work together
TE Learning Station Card 72 using their second languages and check for math accuracy.
Separating Concepts 521d

Multi-Part
PART A B C
PART Preparation for

A Separating Sets
Provide students with 10 counters
Separating Stories to act out separating stories.
(Another option would be to use
Objective pieces of cereal instead of
Use concrete objects to model separating stories. counters.) Tell students that we are
going to be acting out separating
Listening Vocabulary stories. Explain that separating is
separate moving away some objects from a
are left set and determining how many are
left in the set.
Resources
Materials: (option: dry cereal), pasta, glue
Manipulatives: counters, color tiles
Explore Worksheet
Separating Sets
Get ConnectED
Have students act out the following
separating story using counters on
their Student Edition page. There
GLE 0006.2.4 Understand addition as “putting together” were 10 pieces of food in the
and subtraction as “breaking apart.”
bowl. A dog ate one piece of food.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.16
How many pieces were left in
Concept Development the bowl? nine pieces of food
Repeat activity several times using
Students will separate sets of counters.
different numbers.
ELL
Activate Prior Knowledge: English Names

Students may need clarification on the English
names for cereal, food, bones, bowl, dog, piece and
eat/ate. Label items as you teach, stressing
pronunciation. Have EL’s repeat terms chorally. Creating Separating Stories
Have students work in pairs. Have a student tell a separating
story to their partner. Tell their partner to show the
separating story using counters and say how many there
are left. Have students switch roles and repeat activity.

Reflect and Clarify
• What are separating stories? Sample answer: They are stories about a set of people or
objects that change amounts when a smaller set is moved away from the larger set.
• How can you solve a separating story? Sample answer: I can act out the separating
story using connecting cubes to find how many are left.
E WRITE MATH Have students show a separating story in their Math Journals using dry
pasta. Have students glue pasta on the paper. Have students show pasta being taken away by
placing a box around the pasta that is being taken away. Ask students to tell their separating
story to a classmate. Have the classmate say how many pieces of pasta are left.
Multi-Part Lesson 1
PART A B C 1–4. See students’ work.
Name
Separating Stories 2

5

9
Directions: First use this page as a workmat. Then make up your own separating Directions:
story. Use counters to model the separating story. Trace the counters to model the 1–4. Listen to the story. Use color tiles to model the story.
story. Tell your story to a classmate. Write the number that shows how many are left.
GLE 0006.2.4 Understand addition as “putting together” and
subtraction as “breaking apart.”
Separate to Subtract five hundred twenty-one 521 522 five hundred twenty-two Separate to Subtract
Using the Student Page

• Use the Explore workmat. Have students act out separating stories • Use the next. Have students act out separating stories using color tiles.
using counters to find out how many are left. Tell these stories to Tell students to put an X on the pieces of food that have been removed.
the class: Have student write the number of pieces of food that are left. Tell these
1. There were six pieces of food in the bowl. Three pieces were stories to the class: 1. Five pieces of food are in the bowl. Three
eaten. How many pieces are left? three pieces of food pieces are removed. How many are left? two pieces of food
2. Three pieces of food are in the bowl. Two pieces are removed.
2. There were nine pieces of food in the bowl. Three pieces were
How many are left? one piece of food 3. Seven pieces of food are
eaten. How many pieces are left? six pieces of food
in the bowl. Two pieces are removed. How many are left? five
Have students make up their own separating stories and model them pieces are food 4. Ten pieces of food are in the bowl. One piece is
using counters. Have students trace the counters to show the story. Ask removed. How many are left? nine pieces of food
students to tell their stories to a classmate.

Multi-Part
Lesson 1 Separating Concepts Activity Choice 2: Activity Flipchart
PART A B C Materials: dry erase marker, Activity Flipchart, counters
• Turn to page 30 in the Activity Flipchart.
PART Stories About • Draw stick figures on stage to create a separating story. Place an X on
B Separating each of the stick figures that are taken away.
• Have students copy the separating story at their seats using counters.
Objective • How many stick figures are left? three stick figures
Model separating sets.
• Repeat activity several times.
Vocabulary
separate
are left 2 TEACH
Direct students to the top of the page.
Resources
Materials: dry erase marker, Activity Flipchart, interactive • Identify the conveyor belt and discuss the grocery store check out process.
whiteboard, egg carton, cup • Tell separating stories using the scene. For example, Four boxes of cereal
Manipulatives: counters, color tiles, connecting cubes, are on the belt. One box is put in a bag. How many boxes are left on
pattern blocks the belt? three boxes
• Have students use concrete objects such as color tiles to model the story.
Leveled Worksheets
• Observe students’ understanding of the concept of separating from two
Get ConnectED known sets to get an unknown result. For example: I had two apples. I ate
one apple. How many apples are left? one apple
GLE 0006.2.4 Understand addition as “putting together”

1 INTRODUCE ! COMMON ERROR!

Students may have difficulty relating stories to math operations.
Help them associate words with operations. Have students use
ircle Time manipulatives to act out the separating story. Ask students to tell
what the manipulatives are representing before working through
Activity Choice 1: Hands-On the problem.
• Have five, six, or seven students

line up in front of the class.
• Tap three students on the shoulder and
tell them to “walk away.” Have the class say
how many students are left.
• Repeat the activity so that every student is allowed Visual Vocabulary Cards
to walk away.
Use Vocabulary Cards to reinforce the
• Have students justify their answers by showing the vocabulary introduced in this lesson in
separating story with connecting cubes and saying the English and Spanish. (The Define/
numbers used. Example/ Ask routine is printed on the
ISBN: 978-0-02-101638-9 Copyright © by The McGraw-Hill
back of each card.)

MHID: 0-02-101638-0 Companies, Inc.
MM12_VV

Multi-Part Lesson 1
PART A B C
Name See students’ work.
Stories About Separating

Vocabulary
separate See students’ work.
are left

See students’ work. Directions:

Directions: 2. Listen to the story. Use connecting cubes to model the separating story.
1. Listen to the stories. Use color tiles to model the separating stories. Tell how many Tell how many are left.
are left. GLE 0006.2.4 Understand addition as “putting together” and
Separate to Subtract five hundred twenty-three 523 524 five hundred twenty-four Separate to Subtract
AL Alternate Teaching Strategy

If students have trouble with separating stories . . .
Then use one of these reteach options:
1 AL Reteach Worksheet
2 IWB Virtual Manipulatives Use the virtual attribute buttons to reteach
the concept of separating stories.
3 Use an Egg Carton Remove two spaces from an egg carton.
• Put one pattern block in each of the ten remaining spaces.
• Put ten same colored cubes in a cup.
• Shake and roll out some cubes. Remove one block from the egg
carton for each cube that rolled from the cup. Have students say the
number story for how many pattern blocks are left in the egg carton.
Have a volunteer record the number.
• Repeat the procedure.

3 PRACTICE Name
Guided Practice See students’ work.
• Direct students to Exercise 1. Model using color tiles to solve
the separating stories.
• Use color tiles to model stories such as: Three cans of corn
are on the shelf. I put two cans in my cart. How many cans
are left on the shelf? one can
Independent Practice
• Have students turn to the next page, look at the picture, and
discuss how vegetables grow in a garden.
• Invite students to use cubes as you tell this separating story:
• Six carrots were growing in the garden. A rabbit ate three
of the carrots. How many carrots are left? three carrots
• Rephrase the story saying: Six (carrots) take away three
(carrots) is three (carrots). Tell more separating stories.
• Have students use the scenes on the remaining pages to tell
separating stories.

• Have students use connecting cubes to model the separating
stories. Ask students to trace the cubes that were used. Have
students tell their stories to a classmate.
Homework Practice Worksheet
Have two students stand. Have one

student step aside. Have the student that was separated
line up, and the other student line up saying “2 take away Directions:
3. Create a separating story. Model it using cubes. Trace the cubes used.
1 is 1.” Repeat with other separating stories until all Tell your story to a classmate.
students are in line.

Separate to Subtract five hundred twenty-five 525

4 ASSESS
Formative Assessment
• Tell the following separating story.
• Six mice are eating corn. Two mice leave. How many
mice are left? four mice
Are students still struggling with

separating stories?
During Small Group Instruction
If Yes AL Daily Transparencies

AL Differentiated Instruction: Option 2 (p. 521c)
If No OL Differentiated Instruction: Option 1 (p. 521c)

BL Differentiated Instruction: Option 1 (p. 521d)
OL Skills Practice Worksheet
BL Enrich Worksheet

Directions: Math at Home Activity: Tell your child the
4. Create a separating story. Model it using cubes. following separating story. Four raisins are on a plate.
Trace the cubes used. Tell your story to a classmate. Two are eaten. How many are left? Have your child use
raisins to model the story. Tell other separating stories.
526 five hundred twenty-six Separate to Subtract

Multi-Part
Lesson 1 Separating Concepts Activity Choice 2: Activity Flipchart
PART A B C Materials: Activity Flipchart, dry erase markers, connecting cubes
PART Use Objects to • Have students discuss the objects in the picture.
C Separate • Ask a volunteer to draw nine stick people in a set in the same area of the
water park.
Objective
• Have students act out each separating story using connecting cubes.
Use concrete objects to solve separating stories.
• Tell a volunteer to take away some of the people. Draw an X over them.
Vocabulary • How many students are left? Sample answer: five students
subtract • Have students count the number of people left in the set. Ask a volunteer to
write the number on page 42. Repeat the activity several times.
Resources
Materials: buttons, paper, crayons, Activity Flipchart, dry
erase markers, paper, interactive whiteboard, WorkMat 1
Manipulatives: connecting cubes, color tiles, overhead 2 TEACH
manipulatives, overhead projector, counters
Leveled Worksheets • Distribute color tiles. Then tell this story: Three penguins stood on an
iceberg waiting for a friend. One penguin got tired and went away.
Get ConnectED
How many penguins are left? two penguins
• Observe students’ use of color tiles and separating. Guide them in writing
the number two. Repeat the activity using different numbers.
If students have trouble sorting three-dimensional objects
1 INTRODUCE by their attributes . . .
ircle Time
2 IWB Virtual Manipulatives Use the virtual two-color counters to
Activity Choice 1: Hands-On reteach the concept using objects to separate sets.
Materials: buttons, paper, crayons
3 Use Manipulatives Model separating stories with overhead
• Count nine buttons. Have
manipulatives and WorkMat 1.
students write the number nine.
• Have students follow along with manipulatives on a WorkMat 1.
• Explain to students that when you take
away objects it is called subtracting. • Have students record the numbers that are modeled.
• Tell students to subtract, or take away, some • Begin with lower number separating stories and increase numbers as
buttons counting: one, two, three, and so on. students are ready.
Have students record the number you take away.
• Ask volunteers how many buttons are left and to
explain the separating story.
• Repeat, always starting with the larger amount (fewer
than 10) of objects and taking away different numbers. ! COMMON ERROR!
Students may confuse separating and joining stories. Remind them that
separating stories take sets away and joining stories put sets together.
Have nine students line up. Ask how many

should sit so seven students are left. Repeat, changing the
number of people who sit down and the number of people who
are left.

Multi-Part Lesson 1
A B C
PART
3–5. See students’ work.
Name
Use Objects to Separate

Vocabulary
subtract
3 are left.
2 are left.

4 are left.
1 is left.

5 are left.
2 are left.
Directions: Math at Home Activity: Have your child tell you a

Directions: 3–5. Listen to the story. Use color tiles to separate the short separating story and use buttons or dry cereal to
1–2. Listen to the story. Use color tiles to separate the set of set of objects. Write the number that shows how model the story.
objects. Write the number that shows how many are left. many are left.
Separate to Subtract five hundred twenty-seven 527 528 five hundred twenty-eight Separate to Subtract
3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
Use color tiles as you tell these stories for Exercises 1 and 2: Have students use counters to model this separating story: Six swans
1. Six snowflakes fell from the sky. Five melted. How many were in the pond. Two flew away. How many are left? four swans
snowflakes are left? one snowflake
2. Three snowballs are stacked to make a snowperson. One Are students still struggling with
snowball fell off. How many are left? two snowballs separating sets of objects?
Independent Practice During Small Group Instruction

Check as students use color tiles to model stories for Exercises 3, 4, and 5.
3. Five penguins are at the pond. Two walk away. How many AL Differentiated Instruction: Option 1 (p. 521c)
penguins are left at the pond? three penguins
If No OL Differentiated Instruction: Option 2 (p.521c)
4. Seven penguins are in an igloo. Three penguins went out to play. BL Differentiated Instruction: Option 2 (p. 521d)
How many penguins are left? four penguins OL Skills Practice Worksheet
5. A penguin had six mittens. She lost one. How many mittens does BL Enrich Worksheet
she have left? five mittens
Multi-Part Lesson 1 How can you solve a separating story?

Sample answer: Model the separating story using color tiles.

Mid-Chapter Check Mid-Chapter
Check
Name
Formative Assessment See students’ work.

Use the Mid-Chapter Check to assess students’ progress in the first
half of the chapter. Read the following stories.
1. There were five books on the shelf. A child took three
books off the shelf. How many books are left on the shelf?
two books
2. There are 4 frogs on a log. 2 frogs hop off. How many
frogs are left? two frogs
3. There were seven toys in the wagon. A child took four toys
out of the wagon. How many toys are left in the wagon? See students’ work.
three toys
Customize and create multiple versions of

your Mid-Chapter Check and the test answer keys. 2 are left.
Dinah Zike’s Foldables®
Use these lesson suggestions for incorporating the Foldable See students’ work.
during the chapter.
Lesson 1B On the first page of the separating journal, use
pictures to model separating stories.
Lesson 1C Use large paper clips to form and solve separating
problems and then tape them onto the second page of
3 are left.
the journal.
Directions:
1. Listen to the story. Use color tiles to model the separating story.
2–3. Listen to the story. Use color tiles to model the separating story.
Write the number that shows how many are left.
Separate to Subtract five hundred twenty-nine 529
Data-Driven Decision Making

Based on the results of the Mid-Chapter Check, use the following resources to review concepts
that continue to give students problems.
Tennessee
Exercises What’s the Math? Error Analysis Resources for Review
Standards
1 GLE 0006.2.4 Understand simple separating Does not listen accurately. Chooses incorrect
Chapter Resource Masters
problems. Use concrete objects to number of tiles for story.
model separating stories. Get ConnectED
Lesson Animations
2–3 GLE 0006.2.4 Use concrete objects to model Does not listen well and writes incorrect
separating problems. Writes the numbers. Does not use correct number of
number that are left on the line. tiles for separating problems.

How Many Are Left?
Separating
Play with
Pl ith a partner.
t T
Take
k tturns.
Roll the 51 . How Many Are Left?
2
Move your that number of
You Will Need spaces. Separating
Use the animals shown to create a
5
2
1
separation story.
Use to model the separating story. Manipulatives: 0–5 number cube, connecting cubes, thirty
Keep the that are left.
30 two-color counters
When both players reach finish,
count to see who has more .
Introduce the game to students to play as a class, in small groups,
or at a learning station to review concepts introduced in this
chapter. You may wish to use the available Game Board to play
the game.
Instructions
• Assign each student a connecting cube as a game piece.
• Have players take turns rolling a number cube.

• Players move their game piece the number of spaces they roll.
• Have students use the animal picture they land on to create a
separation story.
• Have players use counters to model the separating story and
then keep the counters that are left.
• When both players reach finish, have them count all of
their counters.
• The student who has more counters wins.
530 five hundred thirty Separate to Subtract Extend the Game BL
• After modeling the separating story shown, have students

create another story with the same difference.
Differentiated Practice
• Have students write numbers for each square on a piece of
Use these leveling suggestions to differentiate the game for all learners.
paper.
Level Assignment • For another game focusing on the same mathematical concept,
see Game Time.
AL Approaching Level Pair students with an older student or parent
volunteer to guide in separating stories.
OL On Level Have students play the game with the rules
as written.

Multi-Part
Planner
PART A PART B
PART
Title / Objective Take Away from 4 and 5
Take-Away Stories
A Take-Away Stories (pp. 531–532)
(pp. 533–536)
B Take Away from 4 and 5 Use objects to model taking away from Use concrete objects and pictures to
a set. show ways to take away from 4 and 5.
C Take Away from 6 GLE 0006.2.4 GLE 0006.2.4
Standards
D Take Away from 7
Vocabulary
E Take Away from 8
Materials/ string, stamps, stamp pads classroom objects, scrap paper,
Manipulatives Activity Flipchart, crayons, interactive
F Take Away from 9 attribute buttons, counters,
connecting cubes whiteboard, WorkMat 5
G Problem-Solving Strategy: connecting cubes, color tiles, counters
Draw a Diagram
H Take Away from 10
E Essential Question Resources Get ConnecttED Get ConnecttED

When an amount of objects are separated ✔ 0006.1.9
from a set of objects will the set have more or Explore Worksheet Leveled Worksheets
fewer objects in it? Explain. Sample answer: Lesson Animations Lesson Animations
The set will have fewer objects because the set VVirtual Manipulatives Daily Transparencies
was not joined with another set, it was taken eGames: Critter Junction- Problem of the Day
away from and now has less objects in it. Take Away from a Group VVirtual Manipulatives
eGames: Critter Junction-
Subtract from 4 and 5
Focus on Math Background
Students will separate a requested set of
objects that is contained within a larger
quantity. Specifically, students will decompose
sums of up to 10 by removing various parts
from a particular whole. For example, when
Blended Approach
working with the number 5, students will
calculate and record what happens when they
remove a set of 4, 3, 2, and 1. By decomposing
wholes into their individual parts, students are
learning the foundational skills necessary for
mastery of and understanding the algebraic
concepts underlying fact families.

Whiteboard ready.
Days 1 1 1 1 1 1 1 1 1 1 1 1 1 2

Separate Sets
PART C PART D PART E

Take Away from 6 (pp. 537–538) Take Away from 7 (pp. 539–540) Take Away from 8 (pp. 541–542) Title / Objective
Use concrete objects and pictures to Use concrete objects and pictures to Use concrete objects and pictures to
show ways to take away from 6. show ways to take away from 7. show ways to take away from 8.
GLE 0006.2.4 GLE 0006.2.4 GLE 0006.2.4
Standards
Vocabulary
a bunch of six bananas, interactive cups, dried beans, paper clips, dry cereal Os, yarn, poem, interactive Materials/
whiteboard, number cubes 0–5 vocabulary graphic organizer, interactive whiteboard, drawing paper, crayons Manipulatives
yellow connecting cubes, counters whiteboard, string counters, color tiles, connecting cubes
counters, color tiles, attribute buttons
Get ConnecttED Get ConnecttED Get ConnecttED Resources

✔ 0006.1.9
Leveled Worksheets Leveled Worksheets Leveled Worksheets
Lesson Animations Lesson Animations Lesson Animations
Daily Transparencies Daily Transparencies Daily Transparencies
Problem of the Day Problem of the Day Problem of the Day
VVirtual Manipulatives VVirtual Manipulatives VVirtual Manipulatives
eGames: Critter Junction- Graphic Novel Animation
Take Away from 6 and 7 Hands-On Activity Tools and Resources
Hands-On Activity Tools and Resources
Math Their Way, pp. 193–194 Blended Approach

PART F PART G PART H
Title / Objective Take Away from 9 (pp. 543–544) Take Away from 10 (pp. 547–550)
Problem-Solving Strategy:
Draw a Diagram (pp. 545–546)
Use concrete objects and pictures to Use pictures to show ways to take Use concrete objects and pictures to
show ways to take away from 9. away. show ways to take away from 10.
GLE 0006.2.4 GLE 0006.1.2 GLE 0006.2.4
Standards
Vocabulary
Materials/ 18-count egg cartons, plastic bag, crayons, crayons, drawing paper, construction paper tree, number
Manipulatives interactive whiteboard interactive whiteboard cards 0–10, Activity Flipchart,
connecting cubes, counters, spinner counters interactive whiteboard, write-on/
wipe-off boards, dry erase markers
connecting cubes, counters, color tiles,
boat, counting bears
Resources Get ConnecttED

D Get ConnecttED
D Get ConnecttED
D
✔ 0006.1.9
Leveled Worksheets Leveled Worksheets Leveled Worksheets
Lesson Animations Lesson Animations Lesson Animations
Daily Transparencies Daily Transparencies Daily Transparencies
Problem of the Day Problem of the Day Problem of the Day
VVirtual Manipulatives VVirtual Manipulatives Virtual
V Manipulatives
eGames: Critter Junction- RWPS: Pets from a Home eGames: Critter Junction-
Subtract from 8 and 9 Subtract from 10
Math Songs Animation: Math Songs Animation:
Jumping to Add and Subtract Ten in the Bed
Hands-On Activity Tools and Resources
Blended Approach Math Their Way, p. 181

Option 1 Use with 2B Option 1 Use with 2E

Materials: play money, pencils, paper Materials: scissors, paper, hole punch, string
• Give five pennies to each pair of students. • Cut out circles. Punch eight holes in each circle for legs. Cut
string into 8-inch lengths.
• Have one student model take away by showing four or five
pennies and telling the other students how many pennies to • Give each student a prepared circle and eight strings. Say that
take away. Have students take away the pennies and say how the circle is a spider and tell students to loop a string through
many are left. each hole to make eight legs.
• Have students draw circles on paper to represent pennies, • Tell students a take-away problem, such as 8 take away 4 is
and cross out circles to solve take-away stories. how many? Have students take four legs off the spider, then
count to see how many are left.
• Have them put all of the legs back on the spider. Repeat the
activity with different take-away-from-eight stories.
Option 2 Use with 2D Option 2 Use with 2F

Materials: pencil, number cubes Materials: drawing paper, counters, pencils, paper
• Have students work in pairs. Each partner will take turns • Draw a tic-tac-toe board on paper. Distribute one to each
drawing seven circles on their paper, while the other partner student. Have them put red and yellow counters in each of
rolls the number cube. the nine spaces.
• The number rolled is the number of circles the student will • Tell them to take away all of the red counters.
cross out on the paper.
• Have them record the take-away story on a separate sheet of
• The students will say the take-away story and tell how many paper, then write the answer.
circles that are left.
• Have students repeat the activity with different
• Have the pairs switch roles and repeat the activity. combinations of red and yellow counters.
Other Options
TE Learning Station Card 71
Other Options TE Learning Station Card 74
TE Learning Station Card 73 Get ConnectED Lesson Animations,
Get ConnectED Lesson Animations, Virtual Manipulatives, Math Songs Animation: Jumping to Add
eGames: Critter Junction-Subtract from
4 and 5
Separate to Subtract 531d

Option 1 Use with 2C This strategy helps English Learners learn and use the language
required to separate sets.
Hands-On Activity
Materials: pattern blocks Find Core Vocabulary and Common Use Verbs in the online
• Have students form pairs. Have the first partner make a EL strategies to help students grasp the math skills; use
design on a table with six pattern blocks, then close his or Language Alerts at point of use in the Teacher Edition.
her eyes.
AL Beginning
• Have the second partner remove some pieces of the design.
Listen and Identify Follow oral
• Tell the first partner to open his or her eyes and tell how separating directions.
many pieces are missing. • Model and say, “Separate 3 shoes
• Ask the pairs of students to write the take-away story. from 4 shoes.” Stress separate and
from. Prompt students to repeat
chorally.
• Have students in groups of 4 or
fewer create and model equations
by counting the number of their
shoes. Tell groups to “separate”
shoes by sitting so that some of the
shoes cannot be seen. Say the separation story the
Option 2 Use with 2H
group modeled.
Hands-On Activity
Materials: connecting cubes, number cubes, paper, pencil OL Intermediate
• Have student pairs make six rows of connecting cube trains Scaffold Vocalize separating a set to match a model.
with ten cubes in each train. • Model separating sets as you vocalize the steps to do so.
• The partners will take turns rolling one number cube each and Restate language when you solve the problem.
taking that number of connecting cubes off of one of the trains. • Have students work in pairs.
The students will write the take-away story telling how many • Write the scaffold, “I separated __ (total) items into a set of
cubes they started with (10) in each row and taking away the __ and a set of __.” Have one student model separating items
number of cubes shown on each number cube rolled. into those sets. Have their partner restate the separating story.
• Have students take turns until they have Tell the partners to switch roles and repeat.
made six different take-away stories.
BL Advanced
Multiple Meanings Clarify the meaning of set.
• Have students draw a real-world example of a set. Let them
use phrases (the parts together are a set, these are a set
0 because they are all alike, etc.) to describe a set.
2
3 • Have students brainstorm and find images of other meanings

of set (TV set, tea set, etc.). Tell students to show their images.
Other Options Have a classmate create a true sentence for using each set.
TE Learning Station Card 74 Extend

Get ConnectED eGames: Critter Junction-Subtract from 10 Give teams 10 manipulatives. The first team divides the 10 into
Math Songs Animation: Ten in the Bed 2 sets and says one of the amounts. The second team uses
manipulatives to find the number of the other set. If correct they
get a cheer. Play continues as time permits.
531e Separate to Subtract

Teaching Tip
ents for As you w
p repares stud ls. ork throu
Separa ti n g se ts
b e rs in fu tu re grade leve chapter u
se virtual
gh the Ex
plores in
g num d to help this
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e whitebo
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The follow parated in to teach rd. This w
e h o w sets are se visually a
s well as ill allow y
stud e n ts se kinestheti ou
texts: counters. cally.
different con st udent with 5 ways of
Get Conn
ectED
Access Vir
d e e a ch
• Provi ferent tual Man
ts model dif ipulatives
Have studen g th e counters.
Then,
a y u si n
taking aw odels. For
ts ca n draw their m
st u d e n ay 4, 5
le 5 co u n ters take aw unters
exam p
a w a y 3 co unters, 5 co
e
counters tak ters, etc.
a y 2 yellow coun exagon
take aw n t o ne yellow h
st u d e attern
• Give each n d 6 g re en triangle p
a r the
pattern block d e n ts how to cove
st u
blocks. Show h the green blocks
wit
yellow block ve st udents take
away
h e n h a block
exactly. T le o ff of the yellow
ia n g
one green tr e yellow
are left on th move
show in
block. Encou
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f g
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Notes
m b e rs o
other nu act from six.
e ye ll o w b lock to subtr
th
Math in Play
Reinforce the concept of separating sets
through play. Model separating sets of toys
while making up stories about the toys and
why they are being separated. When it is time
to put away the toys, have students count
how many toys are already in a given area
and how many toys need to be put away.
Then have students separate the sets by
putting the toys away, and count the total
number of toys that are left.
Multi-Part
PART A B C D E F G H Preparing for Take Away
Tell students that you will be taking
PART away some attribute buttons from a
A set. Explain to students that taking
away means removing objects from a
Take-Away Stories set. Those objects will no longer be
part of the set. Have students count
Objective out and string six attribute buttons.
Use objects to model taking away from a set.
Resources
Materials: string, stamps, stamp pads
Manipulatives: attribute buttons, connecting cubes, counters
Explore Worksheet
Take-Away Stories
Get ConnectED
Tell students this take-away story:
There were six buttons on the
jacket. Three buttons fell off: How
GLE 0006.2.4 Understand addition as “putting together” many buttons are left? three buttons
Have students show the take-away
story with their attribute buttons.
Concept Development Repeat the process several times
telling take-away stories using
Students will take away attribute buttons from a set to find how
different amounts.
many are left.
Telling Take-Away Stories

Have students work in pairs. Ask a student to create a take-
away story using the attribute buttons and a piece of string.
Have their partner tell how many attribute buttons are left.
Ask students to switch roles and repeat the process.

Reflect and Clarify
• What happened to the number of attribute buttons in the set when some were taken
away? Sample answer: There were fewer attribute buttons.
• Can you think of a time when you have taken away objects from a set at school?
Sample answer: When I eat carrots out of a bag at lunch, I am taking away objects from
my bag of carrots.
E WRITE MATH Have students use a stamp pad to show up to 10 items in a set in their
journals. Allow students to create a take-away story by placing an X over some of the stamps.
Have them write how many stamps are left.
Multi-Part Lesson 2
PART A B C D E F G H
Name
Take-Away Stories


Directions: Create a take-away story. Use counters to model the story. Trace the
Directions: Listen to the stories. Use cubes to model the take-away stories. counters. Mark an X on the counters you take away. Tell your take-away story to a
GLE 0006.2.4 Understand addition as “putting together” and classmate.
Separate to Subtract five hundred thirty-one 531 532 five hundred thirty-two Separate to Subtract
Using the Student Page

• Use the Explore workmat. Explain to students that the yellow crayon • Use the next page. Explain to students how to use a Part-Part-Whole
will be used as a ten-frame. Have students use connecting cubes to act Mat to show a take-away story. For example: Tell students to take the
out take-away stories using the ten-frame. Tell these stories to the class: whole amount or all of the counters and place them in the bottom
• There were five cubes. Three cubes were taken away. How section of the box. The counters that are taken away move to the top
many are left? two cubes left box. The counters that are left can move to the top right box.
• There were eight cubes. Five cubes were taken away. How many • Have students create a take-away story. Ask students to use counters
are left? three cubes to model the story. Have students trace their counters. Tell students
to mark an X on the counters you take away. Have students tell their
• There were ten cubes. One cube was taken away. How many
take-away story to a classmate.
are left? nine cubes
Teacher Note: If you choose, allow students to trace the cubes that were
used in the last take-away story. Then have students mark an X on all
cubes that were taken away to reveal how many are left.

Multi-Part
Lesson 2 Separate Sets Activity Choice 2: Activity Flipchart
PART A B C D E F G H Materials: Activity Flipchart, scrap paper, crayons
PART Take Away from • Have students identify the objects on the page. Ask students if they have
B 4 and 5 ever been camping.
• Tell students we are going to have a volunteer draw a set of four of the
Objective same objects that you might have seen in the picture.
Use concrete objects and pictures to show ways to take away • Have a volunteer draw the objects.
from 4 and 5.
• Mark an X to take away some of the objects. Ask students to say how many
objects are left.
Resources
Materials: classroom objects, Activity Flipchart, scrap paper, • Repeat activity several times taking away different amounts from four
crayons, interactive whiteboard, WorkMat 5 or five.
Manipulatives: color tiles, counters, connecting cubes
Leveled Worksheets 2 TEACH

Get ConnectED
• Discuss how a dolphin can hold rings on its nose.

• Act out this separating story using color tiles: There were four rings at the
and subtraction as “breaking apart.” Also addresses GLE 0006.2.5. bottom of the ocean. The dolphin took two of the rings. How many
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.15 rings are left? two rings
• Tell students to trace the number 4 on the line. Explain that this number tells
1 INTRODUCE how many rings there are.
• Have them put an X on each ring that is taken away.
ircle Time • Then have them trace the answer on the line.
• Repeat for the number five.
Activity Choice 1: Hands-On

Materials: classroom objects ELL
• Send student pairs on a classroom Extend Vocabulary: Phrasal Verbs Students may
scavenger hunt for four of the same items, need clarification on the meaning of the phrasal verb
such as crayons, lunch boxes, paper clips, to take away from. Act out take and away (distance
and manipulatives. and a path or direction) and take away from to help
• Model telling a take-away story using four items. students understand the separate meanings.
Ask students to model your example with their items.
• Ask students to tell a take-away story using their own
four items.
• Share stories that help students discover the combinations
of one, two, and three that were used to take away from
four. Discuss the remaining items that are left in each
story. Show all ways possible to take away from four.
! COMMON ERROR!
Students may join rather than separate when using manipulatives.
• Model four and zero as a way to take away from four if Have students check to make sure the number that they begin with is
the class is ready. a larger number than the number that has been taken away.
• Repeat the above with the number five using number
cards and hunting for five items.
• When finished, make a class chart on the board to show
all of the ways to take away from four and five.

Multi-Part Lesson 2
PART A B C D E F G H 4–7. See students’ work.
Name
Take Away from 4 and 5

4 take away 4 is 0 .
4 take away 2 is 2 5 . take away 2 is 3

3 .
4 take away is .
1–3. See
students’ work.
4 take away is .

4 take away is .
take away is .
Directions:
Directions: 4. Use color tiles to model. Mark an X on each ring that you take away. Write the
1–2. Use color tiles to model. Mark an X on each ring that you take away. numbers.
Write the numbers. 5–7. Create your own take-away-from-4 story. Use color tiles to model your story
3. Create your own take-away story. Use color tiles to model your story and write the numbers. and write the numbers.
subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
Separate to Subtract five hundred thirty-three 533 534 five hundred thirty-four Separate to Subtract
AL
Alternate Teaching Strategy
If students have trouble with taking away from 4 or 5 . . .
2 IWB Virtual Manipulatives Use the virtual attribute blocks to reteach
the concept of ways to take away from 4 and 5.
3 WorkMat Take-Away
• Tell students that we are going to be taking away counters on a
ten-frame.
• Explain to students that taking away is removing objects from a set.
• Have students place four counters on WorkMat 5.
• Have students take away three counters. How many counters are
left? one counter
• Repeat with other take-away stories for numbers from 4 and 5.

3 PRACTICE Name
Guided Practice 8–11. See students’ work.
• Direct students to Exercise 1.
• Have students act out the separating story in Exercise 1 using
color tiles.
• Have students write the number of total rings on the first line.
• Have them put an X on each ring that is taken away and write
the number of rings that are left on the last line.

• Repeat the activity for Exercise 2.
• Have students create their own take-away stories in Exercise 3.
Tell students to model the story and write the numbers.
Have students turn to the remaining pages and work in pairs on

Exercises 4–13. Have students tell take-away stories and act them
out using color tiles.
• Have students discuss the animals in the photo in Exercise 14.
Tell students this separating story: Four dolphins are playing.
Three dolphins swim away. Ask students how many are left.
Tell students to write the number on the line.
Have five students line up. Create a

new line by taking away students from the first line by
Directions:
two, three, or four. Repeat until all students are in line. 8–11. Use color tiles to model. Mark an X on each ring that you
take away. Write the numbers.
Separate to Subtract five hundred thirty-five 535

12–13. See students’ work. 4 ASSESS
Formative Assessment
• Five fish are in a pond. Two fish swim away. How many
fish are left? 3 fish
• Have students solve the separating story by modeling with
connecting cubes. Have students write how many fish are left.
Are students still struggling to take away

5 take away is . from 4 and 5?

AL Differentiated Instruction: Option 1 (p. 531d)
Dolphins live in the ocean.. If No OL Skills Practice Worksheet
BL Enrich Worksheet
Directions: Math at Home Activity: Show 4 or 5 spoons.spoons Ask

12. Use color tiles to model. Mark an X on each ring you your child to write the number of spoons you have.
take away. Write the numbers. Remove some spoons. Help your child write the words
13. Create your own take-away story. Mark X’s take away to show that you took spoons away. Ask your
as you take-away rings. Write the numbers. child to write the number of spoons you took away. Tell
14. 4 dolphins are playing. 3 swim away. How many are your child to write how many are left.
left? Write the number.
536 five hundred thirty-six Separate to Subtract
Fun Facts
F
• There are between 30 to 40 different kinds of dolphins.
• Each dolphin has its own unique whistle.
• Have you ever seen a dolphin? Where? Sample answer:
Yes; at the zoo, at the aquarium

Multi-Part
2 TEACH
PART • Discuss how a seal can balance balls on its nose. Tell a take-away story
C Take Away from 6 about the seal and the balls. Have students act out the separating story
using counters.
Objective • Tell students to trace the total number of beach balls on the first line.
Use concrete objects and pictures to show ways to take away • Have students mark Xs as they take away three balls.
from 6.
• Tell them to trace the number of balls that are left on the last line.
Resources
Materials: a bunch of six bananas, interactive whiteboard
Manipulatives: yellow connecting cubes, counters, If students have trouble with taking away from six . . .
0–5 number cube
Leveled Worksheets
Get ConnectED
2 IWB Virtual Manipulatives Use the virtual counting bears to reteach
the concept of ways to take away from 6.
GLE 0006.2.4 Understand addition as “putting together” 3 Use Number Cubes Give each student six counters.
and subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
• Roll a 0–5 number cube. Have students say the number and take away
that many counters.
• Have students draw six counters on paper and put an X on how many
1 INTRODUCE they are taking away.
• Have students count and record the answer.
• Repeat the activity with other rolls of the number cube.
ircle Time
Materials: a bunch of six bananas,
yellow connecting cubes
! COMMON ERROR!
Students may not understand that putting an X on a picture represents
• Give each student six yellow
taking away. Have students model taking away with manipulatives,
connecting cubes.
then putting an X on pictures until they are familiar with the process.
• Hold up six bananas. Ask students to represent a
bunch of six bananas using six connecting cubes.
• Have a volunteer be a monkey and take away one
banana. Tell the volunteer to take one banana off the
bunch and put it behind you.
• Have students model the banana being taken away by
removing one cube.
• Discuss how you know that six take away one is five
because you have five bananas left.
• Repeat the activity by taking away a different number
of bananas.
Activity Choice 2: Learning Stations:

Science, Card 75
• Read the directions aloud. Have students gather
necessary materials.
• Have students complete the activity.

Multi-Part Lesson 2
Name
Take Away from 6
6
6 take away 3 is 3
3 .
1–3. See
students’ work.
6 4

take away 2 is .
6 take away is .
Directions:
4–6. Use counters to model. Mark an X on each beach
ball you take away. Write the numbers.
7. Create your own take-away-from-6 story. Use counters
Math at Home Activity: Find 6 kitchen utensils.
Have your child use these items to create take-away-
from-6 stories.
Directions:
1–3. Use counters to model. Mark an X on each to model your story and write the numbers.
beach ball that you take away. Write the numbers.
five hundred thirty-seven 537 538 five hundred thirty-eight Separate to Subtract
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • There are six blocks in a tower. Four are removed. How many
• Have students tell a take-away story and use counters to model the are left? 2 blocks
take-away story in Exercise 1. • Have students model the take-away story using connecting cubes.
• Have students write the total number of beach balls on the first line.
• Tell them to mark Xs as they take away beach balls. Have them write
the number of beach balls that are left on the last line.
• Repeat the activity for Exercises 2 and 3.
Have students turn the page over and work in pairs on Exercises 4–7.
Have students tell take-away stories and act them out using counters.
Are students still struggling to
take away from six?
Tell students take-away-from-six number During Small Group Instruction
stories. Have students hold up fingers to show the answer. When
students answer correctly tell them to line up. Repeat until all If Yes AL Daily Transparencies
students are in line.
If No BL Differentiated Instruction: Option 1 (p. 531e)
BL Enrich Worksheet

Multi-Part
2 TEACH
PART • Discuss the picture. Tell a take-away story about the picture. Have students
D Take Away from 7 act out the story using counters.
• Have students trace the number 7, the total number of stools on the
Objective first line.
Use concrete objects and pictures to show ways to take away • Have students mark Xs as they take away 3 stools.
from 7. • Have students trace the number 4, the number of stools that are left on the
last line.
Resources
Materials: cups, dried beans, paper clips, vocabulary
graphic organizer from Hands-On Activity Tools and
Resources p. 24, interactive whiteboard, string If students have trouble with taking away from 7 . . .
Manipulatives: counters, attribute buttons, color tiles
Leveled Worksheets
Get ConnectED
2 IWB Virtual Manipulatives Use the virtual coins to reteach the concept
of ways to take away from 7.
GLE 0006.2.4 Understand addition as “putting together” 3 Use Attribute Buttons Have students string seven attribute
and subtraction as “breaking apart.” Also addresses GLE 0006.2.5. buttons together.
• Tell students how many buttons to take off the string.
• What is the separating story? How many are left? Sample
1 INTRODUCE answers: There are seven buttons on a string. Three fell off. How many
buttons are left on the string? 4
ircle Time • Repeat the activity several times.

Materials: cups, dried beans
• Have each student put seven beans in
a cup.
! COMMON ERROR!
Students may struggle to keep track of the answer when separating
• Call out a number between zero and seven. objects into two sets. Have them move the objects that are being taken
• Have students remove that many beans from away out of sight before they count to find how many are left.
their cups.
• Have them count how many beans are left.
• Is the number of beans left in the cup more or fewer
than the number you removed? Sample answer: fewer
• Repeat the activity two or three times calling out
different numbers.
• Have student tell a take-away story using the numbers
called out and the seven beans in the cup.
Activity Choice 2: Math Vocabulary

• Illustrate to students that take away involves removing
items from a group. Demonstrate using seven different
paper clips or pieces of string.
• Display the graphic organizer vocabulary. Write “take
away” in the center of the chart. Prompt students to make
suggestions as you fill out the rest of the chart.

Multi-Part Lesson 2
Name
Take Away from 7
See students’ work. 7 take away 1 is 6 .
7
7 take away 3 is 4
4 .
1–3. See
students’ work.
7 5

take away 2 is .
Directions:
Math at Home Activity: Find 7 markers or
Directions: 4–7. Use counters to model. Mark X’s as crayons. Have your child use the crayons or markers
1–3. Use counters to model. Mark X’s as you take away stools. Write the numbers. you take away stools. Write the numbers. to create take-away-from-7 stories.
Separate to Subtract five hundred thirty-nine 539 540 five hundred forty Separate to Subtract
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • Have students model the following take-away story using color tiles.
• Have students use counters to create a take-away story for Exercise 1. • Seven flowers are in a vase. Four flowers are taken away. How
Remind them that 0 is a number. many are left? 3 flowers
• What is the total number of stools? 7 stools How many stools
are taken away? 0 stools What is the number of stools that are
left? 7 stools Ask students to write the numbers.
Have students tell take-away stories and act them out using counters
Are students still struggling to take away
from 7?
Have students form sets of seven. Tell three
students from each set to line up. Ask how many are left in During Small Group Instruction
each set. If Yes AL Daily Transparencies
AL Differentiated Instruction: Option 2 (p. 531d)
If No OL Skills Practice Worksheet

BL Enrich Worksheet

Multi-Part
2 TEACH
PART • Discuss how goggles allow you to see underwater. Tell a take-away story
E Take Away from 8 about the eight pairs of goggles.
• Have students trace the number on the first line.
Objective • Have students mark Xs as they take away goggles.
Use concrete objects and pictures to show ways to take away • Direct students to trace the number of goggles that are left on the last line.
from 8.
• Repeat with the snorkels.
Resources
Materials: dry cereal Os, yarn, poem from Hands-On AL Alternate Teaching Strategy
Activity Tools and Resources p. 50, drawing paper, crayons,
If students have trouble with taking away from 8 . . .
interactive whiteboard
Manipulatives: counters, color tiles, connecting cubes Then use one of these reteach options:
Leveled Worksheets 1 AL Reteach Worksheet

Get ConnectED 2 IWB Virtual Manipulatives Use the virtual attribute blocks to reteach
the concept of ways to take away from 8.
3 Use Color Tiles Have students make up their own “take-away-from-
eight” stories.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.15 • Have students draw their stories on a piece of drawing paper.
• On the back, have them show how to model their problem with color
1 INTRODUCE tiles. Then have them trace the color tiles to show what they did.
ircle Time
! COMMON ERROR!
Students may struggle with problems that do not say “take away.”
Activity Choice 1: Hands-On Review ways that things can be taken away, such as a fish can swim
Materials: dry cereal Os, string away or a grape can be eaten.
• Have students make a bracelet by

stringing eight pieces of cereal on a string.
Animated Graphic Novel
• Tell students to take away three.
Rewatch “Flying Seeds.”
• How many are left? 5
• Have students refill their bracelets with eight pieces
of cereal.
• Repeat the activity taking away different numbers.
Activity Choice 2: Poem

Materials: counters
• Copy the poem, “Ten Little Rabbits,” on to chart paper.
• Read the poem to the class.
• Provide students with counters to act out sections of the
poem that include numbers up to and not greater than the
number 8.
• Begin with eight little rabbits. Have each student show a set
of eight counters. Read the next line and have students take
away two counters from their set. • Seth, Kate, and Nikki collected 3 dandelions.
• Ask students to count how many counters they have left in • Nikki sneezed on one of them. How many are left? 2 dandelions
their set. • If there were 7 dandelions and each person sneezed on one how
• Continue the activity for the rest of the poem. many would be left? 4 dandelions
Multi-Part Lesson 2
Name
Take Away from 8
8
8 take away 4 is 4
4 . 8
8 take away 5 is 3
3 .
8 take away 3 is 5 1–3.

. See
students’ work.

8 7 1
take away is .
Directions:
4–6. Use cubes to model. Mark X’s as you take away
snorkels. Write the numbers.
7. Use cubes to model. Write the answer on the line.
Math at Home Activity: Give your child 8
pennies. Ask him or her to take
ake away 2 pennies
and tell how many are left. Replace
eplace the 2 pennies.
Repeat by taking away 4, 6, orr 7 pennies.
Directions:
1–3. Use cubes to model. Mark an X on each goggle that you take
away. Write the numbers.
Separate to Subtract five hundred forty-one 541 542 five hundred forty-two Separate to Subtract
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • There are eight birds on the beach. Six of them fly away.
• Have students tell a take-away story and use cubes to model the How many are left? 2 birds
story in Exercise 1. Tell students to write the total number of goggles • Have students model the separating story using cubes.
on the first line.
• Tell them to mark Xs as they take away goggles. Have them write the
number of goggles that are left.
Have students turn the page over. Have students work in pairs on
Exercises 4–7. Have students tell take-away stories and act them out
using cubes.
Homework Practice Worksheet Are students still struggling to take away
from eight?
Have students take away their age from During Small Group Instruction
eight. Then call out possible answers. If it matches their answer, If Yes AL Daily Transparencies
have them line up. Continue until all students are in line.
If No OL Differentiated Instruction: Option 1 (p. 531d)
BL Enrich Worksheet

Multi-Part
Lesson 2 Separate Sets Activity Choice 2: Music
PART A B C D E F G H • Play Math Songs Animation: Jumping to Add and Subtract with students.
• Allow students to stand up and jump along with the song.
PART
• Discuss how to show take-away problems by jumping.
F Take Away from 9 • Tell students to jump nine times and place that number of counters on
their desk.
Objective
• Ask students to jump four times to show 9 take away 4 is 5. Have students
Use concrete objects and pictures to show ways to take away
from 9. take away four counters from their set. How many counters are left?
5 counters
Resources • Repeat the activity creating other jumping take-away-from-nine stories.
Materials: 18-count egg cartons, plastic bag, crayons,
interactive whiteboard
Manipulatives: connecting cubes, counters, spinner
2 TEACH
Leveled Worksheets Direct students to the top of the page.
Get ConnectED • Talk about what might be in a treasure chest and where treasure chests
might be found. Tell a take-away story about the treasure chests. Act out the
story using connecting cubes.
GLE 0006.2.4 Understand addition as “putting together” • Tell students to trace 9, the number of chests in the set.
• Discuss how many are being taken away. Have students draw Xs on the
chests that are being taken away.
1 INTRODUCE • Tell them to trace 5, the number of chests that are left.
• Repeat the activity with the coins, having students trace the total number of
coins and the number of coins that are left.
ircle Time
Activity Choice 1: Hands-On If students have trouble with taking away from 9 . . .
Materials: 18-count egg cartons, Then use one of these reteach options:
connecting cubes
• Cut 18-count egg cartons in half so that
each half has nine spaces. 2 IWB Virtual Manipulatives Use the virtual color tiles to reteach the
• Distribute an egg carton and nine cubes to concept of ways to take away from 9.
each student. 3. Use Crayons Have each student put nine crayons in a plastic bag.
• Tell them to put a cube in each space. • Spin a 0–9 spinner. Tell students to take away that number of
• Model and tell students to take away 9 cubes. crayons from their bags.
• How many are left? Sample answer: zero cubes • Have students tell a take-away story about the crayons.
• Tell students to place the nine cubes in the egg carton. • Repeat the activity several times.
• Ask students to take away one cube. How many are left?
eight cubes
• Repeat the activity having students show all
take-away-from-nine combinations.
! COMMON ERROR!
Students may join rather than separate when using manipulatives.
Limit the number of manipulatives they start with and gradually
provide more.

Multi-Part Lesson 2
Name
Take Away from 9

9
9 take away 4 is 5 9
5 9 . take away 2 is 7
7 .
1–3. See
students’ work. 9 take away 6 is 3 .

9 take away
y 0 is 9 .
9 7 2
Directions:
9 take away 8 is 1 . Directions:
take away
4–8. Use cubes to model. Mark X’s as you take away

coins. Write the numbers.
is .
Math at Home Activity: Give your child 9 blocks. Take
4 away and ask how many are left. Have your child create
his or her own take-away-from-9 stories using blocks.
1–3. Use cubes to model. Mark X’s as you take away chests. Write the numbers.
Separate to Subtract five hundred forty-three 543 544 five hundred forty-four Separate to Subtract
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • There are nine coins in a bowl. Three are given away. How many
• Have students tell the take-away story and use cubes to model the coins are left? 6 coins
story for Exercise 1. • Have students model separating using counters.
• Have students count the number of chests and write the number on
the first line.
• Have students mark Xs as they take away chests.
• Ask students to write the number of chests that are left on the
last line.
Have students tell take-away stories and act them out using cubes. Are students still struggling to take away
Homework Practice Worksheet from 9?
Have nine students line up. Ask how many If Yes AL Daily Transparencies
students need to sit back down to show only seven students in If No OL Differentiated Instruction: Option 2 (p. 531d)
line. Repeat with different numbers until all students are in line. OL Skills Practice Worksheet
BL Enrich Worksheet

Multi-Part
Lesson 2 Separate Sets • Turn to page 3. Have students count the cats. Tell students that two cats
found a home. Cover two of the cats. How many cats are there now?
zero cats
PART • Allow the students to draw one cat’s face for each cat shown. Have them
G Problem-Solving Strategy: place an X on the cats that had gone to a new home. Repeat for the rabbits
on page 7.
Draw a Diagram • Have students explain how drawing a diagram can help to solve problems.
Objective
Use pictures to show ways to take away.
2 TEACH
Resources Direct students to the top of the page.
Materials: crayons, drawing paper, interactive whiteboard
Understand Read the following separating story to students. There
Leveled Worksheets were seven suitcases on the truck. Three suitcases were moved to the
ground. How many suitcases are left on the truck? Help students identify
Get ConnectED
the problem. How many suitcases are left on the truck?
GLE 0006.1.2 Apply and adapt a variety of appropriate

Plan Discuss travel, the airport, and luggage. Have students count objects in
strategies to problem solving, including estimation, and the picture such as: luggage pieces, plane windows and wheels. Discuss with
reasonableness of the solution. Also addresses GLE 0006.2.4, students the strategy options they could use to solve the problem. Guide
GLE 0006.2.5. students in understanding how drawing a diagram or picture will help them.
1 INTRODUCE Solve Have students draw a picture to carry out their plan. Have them
share their results.
Check Have students look back at the problem to be sure that the answer
ircle Time fits what they already know about the problem.

Materials: crayons, drawing paper If students have trouble drawing a diagram to solve the
problem . . .
• Tell the following take-away story:
• Six friends are eating lunch. Four friends Then use one of these reteach options:
finish their lunches and go home. How many
friends are left? two
• Model the problem by drawing the picture. Have 2 IWB Virtual Manipulatives Use the virtual pen tool to reteach the
volunteers place an X on the friends who went home. concept of drawing a diagram to problem solve.
• Tell another take-away story using other numbers nine or 3. Separate the Pictures Tell students a separating story. Solve together.
fewer. Ask the students to create their own drawings. Have students tell a separating problem and then draw a picture of their
problem. Solve together.
Activity Choice 2: RWPS Reader
• Read the book, Pets Find a Home, to the class.
• Turn to page 2. Have students count the number of puppies.
Tell students that one puppy found a home. Cover one puppy.
• How many puppies are there now? five puppies
• Have students use Os to represent each puppy. Then have
them place an X on one puppy to show that it had gone to
a home. ! COMMON ERROR!
Students may feel inadequate drawing pictures to solve-problems.
Emphasize that drawing diagrams are an important problem-solving
strategy and the drawings do not need to be perfect. Encourage them
to use simple pictures or symbols such as circles, Xs, squares, or
smiley faces to represent real objects.

Multi-Part Lesson 2
Name
Draw a Diagram
0
5

6
2
1–2. See students’ work. Directions: Math at Home Activity: Take advantage of problem-
Directions: 3–4. Listen to the story. Draw a picture to find how solving opportunities when putting toys away. Count the
1–2. Listen to the story. Draw a picture to find how many are left. many are left. Write the number that shows how toys. Put 2 toys away. Ask your child how many toys are left.
Write the number that shows how many are left. many are left.
GLE 0006.1.2 Apply and adapt a variety of appropriate
Separate to Subtract strategies to problem solving, including estimation, and five hundred forty-five 545 546 five hundred forty-six Separate to Subtract
reasonableness of the solution. Also addresses GLE 0006.2.4.
3 PRACTICE 4 ASSESS
Read the following separating stories to students and guide them to Read this story. You have eight counters and three are taken away.
draw a diagram to model the stories in Exercises 1 and 2. Tell students How many are left? five counters
to write how many are left. • Have students draw a picture to solve the problem.
1. Seven pilots got on the plane. Two pilots got off the plane. How
many pilots are left on the plane? five pilots
2. Six suitcases were sitting on the shelf. Four were taken away.
How many are left? two suitcases
Tell students you were holding up nine
fingers. Now, hold up six fingers. Ask how many were taken
away. Have three students line up. Continue using different
Have students turn the page over. Have students draw a picture to find numbers of fingers.
out how many are left. Ask students to write how many are left beside
their picture. Read the following separating stories.
3. My aunt had seven squares to sew on the quilt. She sewed all
seven squares on the quilt. How many squares are left to sew Are students still struggling to draw
on? zero squares diagrams to solve a problem?
4. I had nine buttons on the quilt. Three buttons fell off. How many
buttons are left on the quilt now? six buttons. During Small Group Instruction
If No OL Skills Practice Worksheet
BL Enrich Worksheet

Multi-Part
Lesson 2 Separate Sets Activity Choice 2: Music
PART A B C D E F G H Materials: Math Songs Animation: Ten In The Bed, Activity Flipchart, counters
• Allow students to listen to, Ten In The Bed, as you pass out ten yellow
PART
counters to each student.
H Take Away from 10 • Have students count all of their counters.
• How many counters do you have? ten counters
Objective
• Play the song again and at the end of the first verse stop the music. Show the
Use concrete objects and pictures to show ways to take away
Activity Flipchart on p. 46, and have a volunteer draw an X through one lion.
from 10.
• Tell students to take one yellow counter away from the set. Have students
Resources count the number of counters that are now in their set.
Materials: construction paper tree, number cards 0–10 • Repeat activity until there are zero counters in the students’ sets.
from Hands-On Activity Tools and Resources pp. 93–94, • Replay the song allowing students to chorally sing along.
Activity Flipchart, interactive whiteboard, write-on/wipe-off
board, dry erase markers, overhead projector
Manipulatives: connecting cubes, counters, color tiles, 2 TEACH
counting bears
Leveled Worksheets • Tell students this type of bird often lives in the jungle. Tell a take-away story
about the ten birds. Have students act out the separating story using
Get ConnectED
connecting cubes.
• Have students identify the number of birds and trace that number on the
first line.
and subtraction as “breaking apart.” • Repeat the take-away story.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.15 • Direct students to put an X as they take away birds.
• How many birds are left? 5 birds
1 INTRODUCE • Tell students to trace the number of birds that are left on the last line.
• Repeat activity with bananas, having students trace the total number of
ircle Time bananas and the number of bananas that are left.

Activity Choice 1: Hands-On If students have trouble taking away from 10 . . .
Materials: 10 orange connecting
cubes construction paper tree, number Then use one of the following reteach options:
cards 0–10
• Show students 10 orange connecting cubes on
top of a construction paper tree. 2 IWB Virtual Manipulatives Use the virtual ten-frame mat and virtual
counting bears to reteach the concept of ways to take away from 10.
• Tell the students that they will be picking oranges
from the tree. 3 Take Away from 10
• Have one student draw a number card from the pile. • Have each student write 10 take away _ is _ on their
Direct the student to say the number that they drew and write-on/wipe-off boards.
pick that number of oranges from the tree. • Have students place ten counters on their desks or a table.
• How many oranges are left? Sample answer: There are • Have a volunteer say a number from 0–10.
three oranges left.
• Direct students to take that many counters off their desks.
• Have the separating sentence 10 take away _ is _ written
• How many counters are left? Sample answer: There are six
on the board. Have a volunteer fill in the blanks.
counters left.
• Tell that volunteer to say the separating story to the class.
• Help students fill in the blanks on their boards.
• Repeat process several times.

Multi-Part Lesson 2
Name
Take Away
ay from 10

10 take away 5 is 10
5 10 . take away 9 is 1 .
10 2

10 take away 2 is 8 .1–2. See

students’ work.
take away 8 is .
take away is
.
Directions:
3–5. Use cubes to model. Mark X’s as you take away bananas. Write the
Directions:
numbers.
1–2. Use cubes to model. Mark X’s as you take away birds. Write
the numbers. 6. Create your own take-away-from-10 story. Use cubes to model your story.
GLE 0006.2.4 Understand addition as “putting together” and Write the numbers.
subtraction as “breaking apart.” Also addresses GLE 0006.2.5,
GLE 0006.1.8.
five hundred forty-seven 547 548 five hundred forty-eight Separate to Subtract
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • Ten eagles are on a branch. Nine eagles flew away. How many
• Have students tell a take-away story and use cubes to model the story eagles are left? 1 eagle
for Exercise 1. • Have students model the story using color tiles.
• What is the total number of birds? 10 birds
• Write the number on the first line.
• Have students mark Xs as they take away birds.
Place 10 counting bears on an overhead projector. Tell a take-away
• What is the total number of birds that are left? 8 birds story and remove some of the bears. Have students tell how many
• Write the number on the last line. bears are left. Repeat the activity several times taking away different
• Repeat the activity for Exercises 2. amounts from 10.
Have students turn the page over. Explain the directions. Have students
Are students still struggling with taking
work in pairs on Exercises 3–5. Have students tell take-away stories and
away from 10?
act them out using cubes. In Exercise 6, have students create their own
take-away-from-ten stories. During Small Group Instruction
If No BL Differentiated Instruction: Option 2 (p. 531e)
BL Enrich Worksheet

Practice Name
Getting Started Practice

• For the activities and exercises on the next pages of the lesson
use the Counter Tool in Math Tool Chest. It should be
completed individually.
• As a class, read and work through the information and
instructions on the top of the page shown.
• Guide students as they work through the activity. Click Click Click Click
Using Math Tool Chest

• Have students click the Counter button and Level 1.
• Direct students to go into the Open mat at the top left side of
the screen.
• Have students click on the paint icon.
• Have students look at the right hand side of the screen. Point
out the different stamping buttons. Have students practice
stamping. Show students where they can find the line button.

Point out the delete key and have students delete their
practice. Inform students that when we begin this next activity
each student needs to try to not overlap any of the stamps so
each stamp will be easily counted.
• Tell students that they will be creating their own separating See students’ work. 5
stories on the computer.
• Tell students to choose a stamp and create a set of 10. Have
students count the stamps to verify the number.
• Have students choose a color and click the line button. Directions: Choose a stamp. Create a set of 10. Separate objects by placing an X
over 5 of the objects. Count how many are left. Draw the set of 10 you created. Put
Tell students to separate objects by placing an X over 5 of an X on the objects you separated. Write the number that tells how many are left.
the objects.
Separate to Subtract five hundred forty-nine 549
• Have students count how many are left.
• Ask students to draw the set of ten they created on the page.
Tell students to put an X on the objects they separated.
• Have students write the number that tells how many are left.

Stamping Counter Buttons
The Counter open mat offers particular buttons to perform
specific functions for the Counter tool.
Paint When students click on the , they go to a student
workmat where they can draw circles, squares, lines, paint
illustrations, use multiple stamps and much more to develop and
create many different types of student work.
Text Students use the to create a text box that allows
Click Click Click Click students to type words and information to be placed anywhere on
the page.
Eraser Students use the to remove small sections by
dragging the mouse over the area of the screen they would like
to remove.
Print Students use the to send a screen shot of their work
directly to the printer.
• Ask students to turn to the last page of the lesson. Explain the

directions and have them work independently on the exercise.
Extending the Link BL
See students’ work. 2 • Have students create a group made up of different buttons.
Have students delete some of the objects and type how many
are left.
Directions: Choose a stamp. Create a set of 10. Separate objects by placing an X

over 8 of the objects. Count how many are left. Draw the set of 10 you created. Put
an X on the objects you separated. Write the number that tells how many are left.
550 five hundred fifty Separate to Subtract

Multi-Part Lesson 2 Use cubes to show how you can
take away from seven. Sample answer: I had seven
cubes in a set. I took away four cubes from the set. I had
three cubes that were left.

Multi-Part
Planner
PART PART A PART B

Title / Objective SSymbol
ymb
boll – SSymbol
ymb
boll =
A Symbol – (pp. 551–552) (pp. 553–554)
Use the minus symbol (–) to show Use the equal symbol (=) in subtraction
B Symbol =
subtraction. stories.
C How Many Are Left? GLE 0006.1.1 GLE 0006.1.1

Standards
Vocabulary – (minus sign)

g
When all the objects in a set have been taken Materials/ Activity Flipchart, interactive whiteboard, pretzels, fish-shaped crackers, napkins,
Manipulatives paper, crayons or pencils number cards, interactive whiteboard,
away how many objects are left? zero Tell a
connecting cubes WorkMat 7, write-on/wipe-off boards
real-world example of a situation where all
objects might be taken away. Sample answer: connecting cubes, counters
All objects are taken away when the teacher
has a set of connecting cubes and passes
all of them out to the students. There are
zero left.
Resources Get ConnecttED Get ConnecttED

Focus on Math Background ✔ 0006.1.9
Leveled Worksheets Leveled Worksheets
Although they might demonstrate an informal
understanding of the basic concepts involved Lesson Animations Lesson Animations
in subtraction, particularly in situations where Daily Transparencies Daily Transparencies
a number is removed from a larger amount, Problem of the Day Problem of the Day
Kindergarteners will need to learn the more VVirtual Manipulatives VVirtual Manipulatives
formal procedures for using symbolic notation Hands-On Activity Tools and Resources
to represent the separation of sets. Students
will learn that the minus (-) sign denotes the
separating action they apply when they
removed a set of objects from a particular
number. Moreover, students will revisit the
algebraic meaning of the equal (=) sign, Blended Approach Math Their Way, p. 238 IMPACT Mathematics: Unit D-3
which indicates the equivalent relationship of Refer to the Blending
the difference to the numerical expression on Math Connects and
the opposite side of the equation. IMPACT Mathematics
guide for detailed
lesson plans.

Whiteboard ready.
Days 1 1 1 1 1 1 1 1 1 1 1 1 1 2

Subtraction
PART C Notes
How Many Are Left? Title / Objective
(pp. 555–556)
Use concrete objects to show how many

are left.
GLE 0006.1.1
Standards
Vocabulary
clay, write-on/wipe-off boards, dry erase Materials/

markers, Activity Flipchart, interactive Manipulatives
whiteboard, paper
color tiles, attribute blocks, 0–5 number
cube, connecting cubes
Get ConnecttED Resources

✔ 0006.1.9
Leveled Worksheets
Lesson Animations
Problem of the Day
VVirtual Manipulatives
Math Songs Animation:
Take It Away!
IMPACT Mathematics: Unit D-3 Blended Approach
Problem-Solving in Science
(pp. 557–558)
Chapter Review/Test (p. 559)
Spiral Review (p. 560)

Option 1 Use with 3A Option 1 Use with 3A

Materials: modeling clay, spinner, connecting cubes Materials: construction paper, crayons
• Have students work at a table to make a large minus sign with • Have students draw pictures on a sheet of construction paper
modeling clay. to model a subtraction problem.
• Have a student spin a spinner twice. Ask students to make a • Ask students to write the numbers they are subtracting below
train of cubes to show the larger number and lay it down in their picture.
front of the minus symbol. Ask students to make a train to
• Have students share their number story with the class.
show the smaller number and lay it down after the
minus sign.
• Students subtract and make a train to show the answer.
*"'
Option 2 Use with 3B
Hands-On Activity
Materials: toothpicks
• Have students get in pairs. Have the first partner create a
Option 2 Use with 3B design using six toothpicks.
Hands-On Activity • Tell the second partner to take away some toothpicks to
Materials: connecting cubes, rounded toothpicks create another design.
• Have students model subtraction by creating an equal sign
• Ask partners to write the number story they created, showing
and minus sign using toothpicks.
7 – __ = ___.
• Dictate subtraction stories. Have students model the stories
• Tell partners to trade roles and repeat the activity.
using connecting cubes and toothpicks. For example, say
Six cubes minus two cubes equals _____? four cubes
Other Options
Get ConnectED Lesson Animations, Virtual Manipulatives,
Math Songs Animations: Take It Away and Other Options
Ten in the Bed
Get ConnectED Lesson Animations, Virtual Manipulatives

Option 1 Use with 3C This strategy helps English Learners learn and use the language
required for subtraction.
Hands-On Activity
Materials: number cubes 0–5 Find Core Vocabulary and Common Use Verbs in the online
• Give two number cubes to each small group. EL strategies to help students grasp the math skills; use
Language Alerts at point of use in the Teacher Edition.
• Have students each roll the number cubes and decide which
number is larger. Have them take away the smaller number AL Beginning
from the larger number to find how many are left. Allow
Word Meaning Clarify the names of symbols equal sign and
students to use counters.
minus sign.
• Have students write the subtraction story. • Write and model 3 – 2 = 1. Say, “Three minus two equals
• Allow pairs to take turns up to five times. one.” Have students chorally repeat.
• Repeat with other subtraction problems, having one half of
2 1 35 2 the group calling “Minus ___ ,” and the other half responding
with “Equals ___.”
5
Option 2 Use with 3A

Hands-On Activity
Materials: spinners, counters, paper, pencils
• Have students form small groups. Give each group a spinner,
ten counters, paper, and pencils. OL Intermediate
Speak and Pass Internalize terms and names of symbols.
• Have students take turns laying out up to 10 counters, then
drawing circles to represent the counters. • Have students write 2 subtraction problems, 1 without a
minus sign and the other without an equal sign.
• Have others spin the spinner, subtract that many counters,
• Tell students to vocally identify the missing sign, and pass the
cross out that many circles, and write a subtraction story to go
card to the right. Have students speak and pass quickly
with the problem.
without correction to improve fluent conversation.
• Have students trade roles and repeat the activity so all
students get a turn. BL Advanced
Multiple Meanings Extend the meaning of left over and how
many are left?
1 2
• Have students find a real-world example of left over
5 3
4 or subtraction.
• Have students restate each other’s descriptions using left over
or are left in context. Repeat as time permits.
8 - 3 is 5 Extend
Other Options Multilingual teams create models of a subtraction rule (–2 etc.).
Get ConnectED Lesson Animations, Virtual Manipulatives Teams take turns showing an example of the rule. The next team
guesses the rule from seeing the example. The team who
correctly names the rule gets a cheer. Repeat with new rules and
examples as time permits.
Separate to Subtract 551d

Multi-Part
Lesson 3 Subtraction Activity Choice 2: Activity Flipchart
PART A B C • Turn to page 44 in the Activity Flipchart.
• Read the poem and follow the activity at the bottom of the page.
PART
A Symbol −
Objective 2 TEACH
Use the minus symbol (-) to show subtraction. Call students’ attention to the top of the page.
Vocabulary • Have them identify the set of five birds on the page.
minus sign • Help students see that two birds are flying away. Guide them by suggesting
that they subtract the birds that are flying away from the set to find the birds
Resources that are still in the nest.
Materials: Activity Flipchart, interactive whiteboard, paper, • What does the minus sign show? Sample answer: It shows that something
crayons or pencils is being taken away.
Manipulatives: connecting cubes • Have students trace the minus sign and write the numbers.
Leveled Worksheets AL
Alternate Teaching Strategy
Get ConnectED
If students have trouble understanding how to use the minus sign . . .
GLE 0006.1.1 Use mathematical language, symbols, and
definitions while developing mathematical reasoning. Also 1 AL Reteach Worksheet
addresses GLE 0006.2.5.
2 IWB Virtual Manipulatives Use the virtual attribute buttons and pen
tool to reteach the concept of the minus symbol.
1 INTRODUCE
3 Use the Minus Sign Provide each student with a handful of connecting
cubes. Ask students to make a train of six cubes.
ircle Time • Have students model subtraction by taking two cubes away from
the train.
• What is the subtraction story you just showed with two
Activity Choice 1: Hands-On cubes? six minus two
• Invite five students to stand in • How many cubes are left? four cubes
front of the class, and have the • Have students write the numbers they subtracted with the minus sign
seated students count them as you between the numbers on a sheet of paper.
point to each student.
• Continue subtracting with other sets of cubes.
• How many students are in the front of the
class? five students
• Write the number 5 on the chalkboard.
• Tap two students and have them return to their seats.
• How many students are left? three students
! COMMON ERROR!
Some students may have difficulty associating the minus sign with
• Count the students. separating sets. Help them understand the minus sign by saying
• Model the subtraction example again using five students, a subtraction story and model it emphasizing the minus sign.
taking away two students.
• Have students repeat, “Five minus two is three.”
• Explain that the minus symbol is also called a minus sign.
• Write on the chalkboard and say, “Five take away two.” Visual Vocabulary Cards
Erase the words “take away”. Write a minus sign (−). Identify Use Vocabulary Cards to reinforce the
the (−) sign by calling it minus symbol or minus sign. vocabulary introduced in this lesson in
• Tell students that the minus sign shows us to take away English and Spanish. (The Define/
from a set. Example/ Ask routine is printed on the
ISBN: 978-0-02-101638-9
back of each card.)

Copyright © by The McGraw-Hill
MHID: 0-02-101638-0 Companies, Inc.
MM12_VV

Multi-Part Lesson 3
PART A B C
Name
Symbol −
Vocabulary
minus sign
n (–)) 6 – 2 is 4 .
5 – 2 is 3 .
8 – 3 is 5 .
4 – 1 3
6 – 1 5 is .

is .
7 – 3 4 5 – 4 is 1 .
is . Directions: Math at Home Activity: Draw 9 squares on
3–6. Write the number of animals. Trace the minus paper. Have your child write the number of squares.
Directions: sign. Write the number that tells how many Write a minus sign beside the number. Have your
1–2. Write the number of animals. Trace the minus sign. Write the number that tells animals are going away. Put an X on the animals child put an X on 6 squares that are being subtracted
how many animals are going away. Put an X on the animals that are going that are going away. Write the number that tells and write the number. Write an equal sign. Have your
away. Write the number that tells how many are left. how many are left. child write the number that tells how many are left.
GLE 0006.1.1 Use mathematical language, symbols, and definitions while
developing mathematical reasoning. Also addresses GLE 0006.2.4.
Separate to Subtract five hundred fifty-one 551 552 five hundred fifty-two Separate to Subtract
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • What does the minus sign tell you? Sample answer: to subtract
• Work through Exercise 1. Make sure students understand that they numbers or to take away objects from a set
use the minus sign to show taking away. • Tell a subtraction story and use cubes to model it. Have students
• Have students write the total number of animals on the first line. write how many were taken away and how many are left.
• Tell students to trace the minus sign. Have students write the number • Have students use a minus sign to show the subtraction.
of animals that are going away.
• Ask students to mark an X on the animals that are going away.
• Have students write how many animals are left on the last line.
• Repeat the activity for Exercise 2.
Independent Practice Are students still struggling to show a

Have students turn the page over. Explain the directions. Have students minus sign in a number sentence?
work independently on the exercises.
AL Differentiated Instruction: Option 1 (p. 551c)
Have students tell a subtraction number If No OL Differentiated Instruction: Option 1 (p. 551c)
story and line up. Have students tell which symbol would be BL Differentiated Instruction: Option 2 (p. 551d)
used to show the subtraction. OL Skills Practice Worksheet
BL Enrich Worksheet

Multi-Part
Lesson 3 Subtraction Activity Choice 2: Snack Time
PART A B C Materials: stick pretzels, number cards, fish-shaped crackers, napkins
• Provide each student with 3 pretzels and twelve fish-shaped crackers.
PART
• Tell students to use their pretzels to form a minus and equal sign on a napkin.
B Symbol = • Model how to create a subtraction problem using the snacks. Tell students
to show ten fish-shaped crackers in a set, with a minus sign after the set
Objective
(one pretzel), then show two more fish-shaped crackers, then an equal sign
Use the equal symbol (=) in subtraction stories. (two pretzels).
Resources • Have students solve the problem by showing the corresponding number card.
Materials: pretzels, fish-shaped crackers, napkins, number • Ask students to repeat the process several times creating their own
cards from Hands-On Activity Tools and Resources pp. 93–94, subtraction problems. Have students ask another classmate to solve their
interactive whiteboard, WorkMat 7 from Hands-On Activity problem by showing the corresponding number card.
Tools and Resources p. 86, write-on/wipe-off boards Caution: Check for student allergies before serving this snack. Have students
Manipulatives: connecting cubes, counters wash their hands before handling food items.
Leveled Worksheets
Get ConnectED 2 TEACH
• Have students act out the number story using connecting cubes.
GLE 0006.1.1 Use mathematical language, symbols, and
definitions while developing mathematical reasoning. Also • Have students write the number of toys on the first line. Tell students to
addresses GLE 0006.2.5. trace the minus sign.
• Have students write the number of toys that have been subtracted. Tell
1 INTRODUCE students to trace the equal sign.
• Have students write the number of toys that are left on the last line.
• Explain that the number story is 7 − 5 = 2.
ircle Time
Activity Choice 1: Hands-On If students have trouble understanding the equal sign . . .
Materials: connecting cubes Then use one of the following reteach options:
• Have students work in pairs. Give
each pair ten connecting cubes. Have a 1 AL Reteach Worksheet
partner model a five-cube train. Have the 2 IWB Virtual Manipulatives Use the virtual counting bears and pen tool
other partner model subtraction with a three- to reteach the concept of the equal symbol.
cube train.
3. Model Taking Away Students will use a copy of WorkMat 7 and two-
• Write “5 − 3 is 2“ on the chalkboard. colored counters to model subtraction.
• Have one partner create the two cube train to show • Have students use four yellow counters and two red counters. Tell
the answer. students to place all of the counters in the section labeled Whole.
• Erase the word “is” from the number story and write the Have students count all of the counters. How many counters are
equal sign. there in all? six counters Have students trace the counters.
• Explain that the equal sign can also be called an • Tell students to subtract the yellow counters from the set. Have them place
equal symbol. the counters in the first part section. Have students trace those counters.
• Tell the students that the equal symbol or sign tells us that • Explain that when you know the whole and the part that was taken
the amount on one side of the sign is the same as the away, you can find the part that is left over. Tell students the take-away
amount on the other side. story would be 6 − 4 = __. Have students say the number story.
• Model the number story again using five cubes minus • Have students place the red counters in the other part section. Explain
three cubes equals two cubes. Have students repeat “five that the counters are placed in this section because they are the left over
minus three equals two.” part from the set. How many counters are left? two counters
• Repeat the activity with 3 − 1 = __, 7 − 4 = __, and • Have students trace those counters in that section.
9 − 7 = __.

Multi-Part Lesson 3
PART A B C
Name
Symbol =
6 – 3 = 3
7 – 5 = 2
9 – 1 = 8
10 – 4 = 6 7 – 6 = 1

8 – 8 = 0
8 – 7 = 1 Directions:
3–6. Write the number of toys. Trace the minus sign.
Write the number of toys that have been taken
Math at Home Activity: Make up subtraction
sentences such as 4 – 3 = 1. Have your child identify
Directions: the minus symbol. Have your child underline the
1–2. Write the number of toys. Trace the minus sign. Write the number of toys that away. Trace the equal sign. Write how many toys equal symbol. Have him or her use objects such as
have been taken away. Trace the equal sign. Write how many toys are left. are left. cereal or pennies to model the sentence.
GLE 0006.1.1 Use mathematical language, symbols, and definitions while
developing mathematical reasoning. Also addresses GLE 0006.2.4.
Separate to Subtract five hundred fifty-three 553 554 five hundred fifty-four Separate to Subtract
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. Have students use connecting cubes to • Have students show this take-away story using connecting cubes:
show the number story for Exercise 1. 7 − 2 = __.
• Have students write the number of toys. • Have students copy the take-away story on a write-on/wipe-off board.
• Tell students to trace the minus sign. Tell student to write how many are left.
• Have students write the number of toys that have been taken away. • Tell students to identify the minus symbol (−) and to explain what
it means.
• Tell students to trace the equal sign.
• Have students write the number of toys that are left.
• Repeat the process for Exercise 2.
Have students turn the page over. Explain the directions. Have students
work independently on the exercises. Are students having trouble
Homework Practice Worksheet understanding the equal sign?
! COMMON ERROR! If Yes AL Daily Transparencies

Students may have difficulty understanding the equal sign. Have AL Differentiated Instruction: Option 2 (p. 551c)
students act out a number story. Point out the number of people If No OL Differentiated Instruction: Option 2 (p. 551c)
on one side of the equal sign is the same amount as the number of OL Skills Practice Worksheet
people on the other side. BL Enrich Worksheet

Multi-Part
2 TEACH
PART A B C
PART • Have students discuss farms.
C How Many Are Left? • Have students use color tiles to model the number story.
• Have students write the number of cows on the first line.
Objective • Tell students to trace the minus sign.
Use concrete objects to show how many are left.
• Have students identify the cow(s) that are walking away from the group. Tell
Resources students to mark an X on the cow(s) to show how many are taken away.
Have students write the number that are taken away on the line.
Materials: clay, write-on/wipe-off boards, dry erase
markers, Activity Flipchart, interactive whiteboard, paper • Tell students to trace the equal sign.
Manipulatives: connecting cubes, color tiles, 0–5 number • Have students write the number of cows that are left on the last box.
cube, attribute blocks
Leveled Worksheets
Get ConnectED
If students have trouble determining how many there are left . . .
Then use one of the following reteach options:
GLE 0006.1.1 Use mathematical language, symbols, and 1 AL Reteach Worksheet

definitions while developing mathematical reasoning. Also
2 IWB Virtual Manipulatives Use the virtual pen tool to draw objects
addresses GLE 0006.2.5.
and trace symbols to reteach the concept of how many are left.
1 INTRODUCE 3. How Many Dots are Left?

• Hold up a minus sign. What does this symbol tell us? Sample
answer: It is used to take away objects from a set.
ircle Time • Hold up an equal sign. What does this symbol tell us? Sample
answer: that the amount on one side of the sign is the same as the
amount on the other side of the sign.
• Draw 10 dots minus eight dots equals.
Materials: clay, write-on/
• Have students copy the problem on their write-on/wipe-off boards.
wipe-off boards, dry erase markers
Tell students to put an X on the dots that have been taken away.
• Have students roll 9 clay balls.
• Have a volunteer draw how many dots are left.
• Tell students pretend that each ball of
• Write the number story 10 − 8 = 2.
clay is a bug.
• Repeat using different number combinations.
• Tell students to take away four. Have students
take away four by smashing that number of bugs.
• How many are left? five bugs
ELL
• Have students write the number story using their
Understanding Directions: Working with
write-on/wipe-off boards.
Clay Students may need clarification and modeling
• Repeat the activity using other number combinations. of the terms used in the directions for Activity 1,
when they are working with clay. Demonstrate
Activity Choice 2: Game rolling, ball, and smashingg so that students are able
Materials: Activity Flipchart, connecting cubes, 0–5 to participate with the group.
number cube
• Read the directions at the bottom of the page.
• Have students play the game and tell students that the
team with more passengers left on the bus when they pass
the finish wins.
! COMMON ERROR!
Students may have difficulty knowing which order to write the
numbers. Guide students in recording numbers from left to right, with
the left side having the largest number.

Multi-Part Lesson 3
PART A B C
Name
How Many Are Left?

6 – 3 = 3
10 – 5 = 5
5 – 1 = 4
7 – 2 = 5

9 – 2 = 7 8 – 3 = 5
Directions:
Directions: Math at Home Activity: Show 10 crayons. Have
1. Write the number of animals. Trace the minus sign. Write the number that tells
2–5. Write the number of animals. Trace the minus sign. your child write the number 10. Write a minus sign.
how many animals are going away. Put an X on those animals. Trace the equal
Write the number of animals going away. X those Take away 6 crayons. Have your child write that
sign. Write the number that tells how many are left.
GLE 0006.1.1 Use mathematical language, symbols, and definitions while animals. Trace the equal sign. Write how many are left. number. Write an equal sign. Have your child write
developing mathematical reasoning. Also addresses GLE 0006.2.4. the number of crayons that are left.
Separate to Subtract five hundred fifty-five 555 556 five hundred fifty-six Separate to Subtract
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • Have students tell a number story.
• Have them use color tiles to model the number story. • Tell students to model it using attribute blocks. Have students say
• Have students write the number of animals on the first line. how many are left.
• Tell students to trace the minus sign.
Are students having trouble knowing
• Have students write the number that tells how many animals being
how many are left?
taken away. Have students put an X on those animals.
• Have students trace the equal sign. During Small Group Instruction
• Tell students to write the number that tells how many are left on the
last line. If Yes AL Daily Transparencies
If No BL Differentiated Instruction: Option 1 (p. 551d)
Independent Practice OL Skills Practice Worksheet
Have students turn the page over. Explain the directions. Have students BL Enrich Worksheet
work independently on the exercises.
Multi-Part Lesson 3 What is a minus sign? It is a symbol that

is used to show taking away part of a set. What is an equal
sign? It is a symbol which shows that there are the same amount
on both sides of the sign.

D C
There is land on Earth.
FOLD DOWN
Where in the World?
Earth is not the same in all places.
This book belongs to
A B Copyright © Macmillan/McGraw-Hill,
Copyright © of The
division of
Macmillan/McGraw-Hill, aa division Companies,
McGraw-Hill Companies,
The McGraw-Hill anies,
omppani
Comp Inc.
In c.
es, Inc.
c
Activate Prior Knowledge

Lesson Planner Before you turn students’ attention to the pages, discuss the planet Earth.
• What is Earth? Sample answers: where we live; a planet
Objective • Have you ever visited somewhere that is different from where
Use illustrations to solve take-away stories. you live? Sample answer: yes, a desert
• What are postcards? Sample answer: small cards with a picture on
GLE 0006.2.4 Understand addition as “putting together” one side and a short note on the other side
and subtraction as “breaking apart.
• Why do people send postcards? Sample answers: They are on
✔0006.1.9 Use age-appropriate books, stories, and videos to convey vacation and want someone to see what Earth is like where they are;
ideas of mathematics. they want to show what Earth is like where they live.

B A
There is water on Earth. I had 6 pictures of water and land.
I gave 2 away.
How many pictures do I have now?
4 pictures
FOL D D OWN
C D
Fun Facts
F Use the Student Pages
After finishing pages A–C, have students add or count to see how many
• 70 percent of Earth is covered with ocean!
postcards there are.
• A desert is not always hot. A desert is a place that doesn’t get
Page D Encourage students to use the picture to help them solve the
much rain.
problem. Have students act out the problem using index cards or
• The highest mountain in the world is Mt. Everest. It is over real postcards.
29,000 feet at its highest peak.
E WRITE MATH Provide each student with up to but not over five
index cards. Allow each student to create their own post cards. Have
students get in pairs. Have students create take-away stories by giving
their partner some of their postcards. Ask students to tell their take-away
story. Have students repeat the activity several times.
Extend the Lesson BL
Have students create and solve different postcard subtraction stories

taking away from numbers beyond 10.

Chapter Review/Test
The
Chapter Project
BIG Idea
As a class, revisit this chapter’s Big Idea. Illustrate Subtraction Number Stories
How do I subtract by separating? Lead a discussion on the results of the completed chapter project with
Sample answer: You remove or X out the objects that are the class.
being taken away.
Summative Assessment
Use these alternate leveled chapter tests to differentiate assessment for
Dinah Zike’s Foldables® the specific needs of your students.
If students have not completed their Foldable, guide them to create
and fill in the appropriate information using the instructions on the Chapter Tests
Chapter Opener and Mid-Chapter Check pages. You may choose to Level Type Form
use the Foldable to help students review the concepts presented in Multiple choice/free
this chapter and as a tool for studying for the Chapter Reveiw/Test. AL 1A
response
Use these lesson suggestions for incorporating the Foldable during Multiple choice/free
AL 1B
the chapter. Students could journal all of the lessons in this chapter. response
Lessons 2B–2F On pages three through seven of the Book Bound Multiple choice/free
OL 2A
response
Foldable, use pictures that can be taped or glued into the foldable to
show different subtraction problems to illustrate taking away from six, Multiple choice/free
OL 2B
response
seven, eight, and nine.
BL Free response 3A
Lesson 2H On the last page of the journal, use pictures that can
be taped or glued into the journal to show different separating BL Free response 3B
problems to illustrate taking away from ten. Additional Chapter Resource Masters
OL Oral Assessment
OL Listening Assessment
AL = approaching grade level

OL = on grade level
BL = beyond grade level
Data-Driven Decision Making

Based on the results of the Chapter Review/Test Check, use the following to review concepts
that continue to present students with problems.
Tennessee
Exercises What’s the Math? Error Analysis Resources for Review
Standards
1 GLE 0006.2.4 Use concrete objects to determine Separates incorrectly. Writes wrong number.
Chapter Resource Masters
answers to separating problems.
Get ConnectED
2 GLE 0006.2.4 Use concrete objects to take away Uses incorrect digits in number sentence. Puts
Lesson Animations
from 7. wrong number of “X’s.” Puts “X’s” on wrong
part of problem.
3 GLE 0006.2.4 Use concrete objects to take away Uses incorrect digits in number sentence. Puts
from 8. wrong number of “X’s.” Puts “X’s” on wrong
part of problem.
4 GLE 0006.2.4 Use concrete objects to show ways to Cannot create a take-away story. Writes an
take away from numbers up to 10. incorrect take-away story.

Chapter
Review/Test
Name

2 are left.
take away is .
See
7 take away 2 is 5 students’
. work.
See
8 5 3 students’

take away is . work.
Directions:
take away is
1. Listen to the story. Use color tiles to separate a set of objects. Write the
.
7 – 2 = 5
number that tells how many are left. Directions:
2. Use color tiles to model. Mark an X on each bucket you take away. Write 1. Create your own take-away from 10 story. Use cubes to model your story.
the numbers. Write the numbers.
3. Use color tiles to model. Mark an X on each car you take away. Write the numbers. 2. Identify the pattern. Circle what could come next.
4. Create your own take-away story. Use color tiles to model your story. Write 3. Write the number of cars in all. Trace the minus sign. Write the number that tells
the numbers. how many cars are driving away. Put an X on those cars. Trace the equal sign.
Write the number that tells how many are left.
Separate to Subtract five hundred fifty-nine 559 560 five hundred sixty Separate to Subtract
Vocabulary Review
Review chapter vocabulary using one of the following options.
• Visual Vocabulary Cards (53 and 61)
• eGlossary Use the Spiral Review to review and assess mastery of skills
and concepts.
Chapter Test
Get ConnectED Find alternative summative assessment options.
Customize and create multiple versions of your

Chapter test and their answer keys.
Chapter Review/Test
For Exercise 1, read the following story:
There were six ladybugs crawling on a leaf. Four ladybugs flew
away. How many ladybugs are left on the leaf? 2 ladybugs

Photo Credits:
521D Ryan McVay/Getty Images; 521 The McGraw-Hill Companies; 531E (l)Mark Steinmetz, (r)C Squared
Studios/Getty Images; 531The McGraw-Hill Companies
Copyright © 2012 by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted
to reproduce the Chapter Resource Masters material on pages 1–80 on the condition that such
material be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with Tennessee Math Connects. Any other
reproduction, for use or sale, is prohibited without prior written permission of the publisher. No
additional parts of this publication may be reproduced or distributed in any form or by any means,
or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill
Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for
distance learning.
Send all inquiries to:

Macmillan/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-02-103047-7 (Teacher Edition)

MHID: 0-02-103047-2 (Teacher Edition)
ISBN: 978-0-02-103797-1 (Student Edition)
MHID: 0-02-103797-3 (Student Edition) Tennessee Math Connects, Grade K
Printed in the United States of America.
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CHAPT E R

The Skills Trace

Vertical Alignment and Backmapping

CGI-Separate Difference Unknown-Counting

517A Separate to Subtract

2 Days Materials and Manipulatives

Leveled Worksheets Daily Transparencies

8 Days Materials and Manipulatives

3 Days Materials and Manipulatives

C How Many Are Left? GLE 0006.1.1

Separate to Subtract 517B

are left separate the concept of moving objects

minus sign – subtract the concept of taking away

Visual Vocabulary Cards

517C Separate to Subtract

Level Activity Modality

Get ConnectED Find other English Language Learner strategies.

Separate to Subtract 517D

517E Separate to Subtract

Take Away Story Book

IWB You may wish to use the virtual calendar

How Many Days Are Left?

• How many more days are left until (student)’s birthday? 4

Separate to Subtract 517F

Introduce the Chapter 15 Separate to Subtract

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

✔0006.1.9 Use age-appropriate books, stories, and videos to

517 Separate to Subtract

C12 Separate to Subtract 517G

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Online Option Take the Online Readiness Quiz.

518 Separate to Subtract

If students miss one in Exercises 1-4, Practice

Then choose a resource: 4

TE Learning Stations (pp. 521E–521F)

-Hill, a division of The McGraw-Hill

of The McGraw-Hill Companies,

TIER Strategic Intervention

approaching grade level Name ________________

If students miss two in Exercises 1-4, Review

Are You Ready? Review 4 5 6

w-Hill, a division of The

If students miss three in Exercises 1-4,

use Math Triumphs, an intensive math

If students miss none in Exercises 1-4, Apply

Then choose a resource:

TE Chapter Project (p. 521G)

Are You Ready? Apply

See students’ work.

eGames: Critter Junction-

Count the objects in each

Separate to Subtract 518A

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

All for Pie, Pie for All

five hundred nineteen 519

519 Separate to Subtract

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

✔0006.1.9 Use age-appropriate books,

Real-World Problem Solving Library

BL Beyond Level 1C? @JC ias

For additional support, see the Real-World Núm

Separate to Subtract 520

Focus on Math Background