Instructor: Miss Allen Lesson Title: Simple Subtraction Curriculum: Math

Grade Level/Cooperating Teacher: 2nd grade/Mrs. Street Date: October 22, 2013 Estimated Time: 20 minutes

Standards Connection: (Alex: Grade 2) 1.) Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2-OA1] - Use subtraction within 10 o Focus 0-3 - Solve subtraction by using objects or drawings to represent the problem o numbers chart Learning Objectives: At the end of this lesson, the student will be able to solve subtraction problems within 10 by using a numbers chart. Evaluation of Learning Objectives: A checklist will be used to determine the following: What strategies is the student using to determine the total?
Does she count mentally? Or use the numbers chart?

Is the student able to complete 4 out of 5 subtraction problems correctly, identifying the total? Engagement: Its math time!! We get to do some more subtraction today!! I cant wait to see how smart youre going to be. Lets take a look at something your number chart. Can you tell me what you would do with this if you are going to subtract? First, when you subtract, you count backwards! So, if you are you using your number chart, you will count backwards. Or like we have said before, you go down. Its the opposite of addition, when you add you go up! So when you subtract you go down! Learning Design: Lets work together on 6 of these subtraction problems!! Its almost Halloween, so we get to do Halloween subtraction today!! Remember, if you listen and work hard you will get a sticker on your chart, if not youll get a sad face!! So work hard Do you see these candy corn? Well, we are going to count them. Under the group of candy corn, I want you to write the number. Like this.. (Teacher shows an example, and write a 1 under the first candy corn and a 1 under the next candy corn.) So, what does this say? (1 1 = ____) What are we going to do? Use our number chart! Place your hand on 1 and go down 1. Whats the answer? ZERO. There are no candy corns left! Now, its your turn. Write how many candy corn are right here? (Student writes the number) Now, how many are here? (Point to the next set, and student writes the number) What does this equation read? (3 minus 2 = ______) What are you going to do to find the

answer? YES!! Use your number chart. Will you go up or down? Down, we are subtracting!! So, find the answer for me. YES!! Its 1!!! GOOD JOB!! Lets complete the next four!! Youre so smart!! After you do this next one, you can put a smiley face next to it if you get it correct (Student completes the next four and can put a smiley face after two if they are correct.) Assessment: Student will complete 6 subtraction problems. They will be similar to the ones completed as practice. She will have no assistance from adults, but can use her number chart and the pictures to help solve the problems. She will be evaluated from a checklist! Content and Resources: Number chart Sticker chart Pencil Subtraction worksheets Color by number sheet (if needed) Cubes (if needed)

Plans for Individual Learners and Differentiation Strategies: H- Complete a subtraction color by number subtracting higher numbers! L- Go back down to using 0-2 subtraction problems. Accommodations: There will be a numbers chart provided, along with cubes, if needed. She will only work with subtracting numbers 0-3 in this lesson. IEP Goals: She will be able to complete 4 out of 5 subtraction problems correctly with numbers ranging from zero to three. Reflection: The student was able to complete the tasks well. She understood to use the numbers chart and completed 4 out of 5 problems correctly. She did a bonus that was using higher numbers than she was used to and she did that with no problem. Subtraction has been slowly introduced to her, and its time to give her more challenging problems. Student A had no real problems with this lesson and did a great job! I would add more problems and definitely add many more challenging problems!