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TCNJ Lesson Plan

Bowling through Subtraction


Student Name: Katie King
Grade Level: Kindergarten

School Name: Hopewell Elementary


Host Teachers Name: Ms. Bradshaw

Guiding and/or Essential Questions:


What does it mean to subtract?
What does take away mean?
How can we subtract with numbers between 0-10?
What are ways in which we can represent subtraction problems?
How can ten frames be used in subtraction?
How do you write a number sentence?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students are in the beginning stages of learning subtraction. This is a follow up lesson to
a previous lesson about subtracting. The previous lesson covered subtraction with numbers
between 0-5. At the end of the lesson, children seemed ready to move on to subtraction with
higher numbers. They even practiced that toward the end of the lesson with a number line, which
they have also used in addition and subtraction problems. Possible misconceptions still include
confusing addition concepts with subtraction concepts, as they have really been focusing on
addition in the prior months. Students knowledge will also be assessed in the beginning of the
lesson with a review activity, starting with numbers lower than 5 and moving to higher numbers.
In the past, we have used a number line game to close the lesson and the children seem to
really enjoy the games and expressing their understanding of the concept in a more laid back
setting. Therefore, we will have a subtraction game, Let Spring Roll In! to close the lesson.
Standards:
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.

Learning Objectives and Assessments:


Learning Objectives
Students will use ten frame to represent a
subtraction number sentence using numbers
between 0-10.

Students will roll dice and subtract the number


on the dice from the remaining number in the
Let Spring Roll In game.

Students will answer subtraction problems on


white boards.

Assessment
Teacher will assess that the students use the ten
frames to represent the subtraction sentence by
accurately marking the number of frames that
are knocked down by putting on X in the
boxes. Teacher will also assess that students
correctly write a number sentence using the ten
frames.
Teacher will assess that students accurately
subtract the number on the dice from the
remaining number between 0 and 10. The
teacher will also assess that students verbally
state the correct number sentence after each
roll.
Teacher will assess that students write the
correct answer to the subtraction sentence on
their individual white boards.

Materials/Resources: (List materials, include any online or book references and resources)
20 Subtraction Bowling worksheets for multiple rounds
10 Bowling Pins- Cups
5 Let Spring Roll In Worksheet
5 dice
4 white boards and markers
Blank index cards
Flashcards with number sentences
Resources:
- http://whattheteacherwants.blogspot.com/2012/11/subtraction-bowling_5.html
- http://firstgradewow.blogspot.com/search?updated-max=2013-01-08T20:34:0008:00&max-results=10&start=6&by-date=false
Plan for set-up/distribution/cleanup of materials:
White boards and pens will be set out on the carpet for children to sit by. Bowling pins
will also be set on the carpet before the lesson. Children will have white boards to write on top
of. They will be asked to bring a pencil to the carpet. Materials for the dice game will be given
out at the end of the lesson.

Step by Step plan (numbered):


1. Lesson beginning: To start the lesson students will be sitting on the carpet. Each of them
will have white boards and a white board marker. I will begin the lesson by asking the
students to remind one another what subtraction is and what it means to take away
from a number. Then I will ask the students to review with me. I will hold up a
subtraction sentence on a flashcard and ask the students to write the answer on their white
board. Struggling students will be reminded to use their fingers, draw a picture, or use the
number line that I will provide if they need extra assistance. We will start with number
sentences using numbers between 0-5 and then finish with numbers between 0-10.
2. After this review activity is finished, I will tell the students that they are ready to use
what they know in a real life experience activity. I will explain to the students that I want
them to be bowlers today. I will say, There are ten bowling pins. You are going to get a
worksheet that has ten boxes on it. Each one of you will get a chance to be the bowler.
Each time we bowl, I want you to make an X in a box for every pin that was knocked
down. For example, if I roll the ball into the pins and 3 fall down, I will mark 3 boxes
with an X. Then, we will write the number sentence together. I will model this for the
students, showing them how to make the X and how to appropriately roll the ball at the
pins.
3. Then, each student will bowl. Everyone will fill out a worksheet, even if it is not their
turn. Therefore, each student will have 4-5 sheets.
4. The first time we bowl, we will write the number sentence together as a group. For
example, if we knock down 3, I will say to the students, If we started with 10 and we
knocked down 3, what do you think our number sentence should be? We will write the
number sentences on the bottom of the worksheet. If students are struggling, we will
continue to make the number sentences together or I will work with struggling students
individually.
5. When everyone has had a turn to bowl at least once, I will tell the students that I have a
closing game for them to play. This is when we will play the Let Spring Roll In game.
In this game, the students will each get a worksheet that has numbers 0-10 in boxes. They
will also each be given a dice. They will be told to roll the dice and then subtract the
number that is rolled on the dice. I will model this for the children saying, If I roll 3 on
my first roll, I will subtract 3 from 10 to get 7. Then, I will roll again, but this time
whatever number I get I will subtract from 7. I will keep doing this until I get to 0. I will
provide the students with index cards to cover up the numbers to remind themselves of
what number they are on. The students will be told to put their hands on their head when
they get to 0. Early finishers will be told to start over and play the game again!
6. Closure. At the end of the lesson, I will ask the students to explain what they learned
today. I will look for students to use the appropriate vocabulary and explain the
subtraction ideas that we went over. After they answer a subtraction problem, Students
will be dismissed to move into reading activities.

Key Questions:

What does it mean to take away?


What does the minus sign mean?
Which number do we take away from? How do you know?
Which number comes first in the number sentence?
If you knock down ___, how many are you taking away?
Logistics:
Timing: 25 minutes
Opening: 5 minutes
Bowling: 10 minutes
Let Spring Roll In and Closing: 10 minutes
.
Transitions: Students will begin on the carpet. Materials will be given to the students
when each activity is completed. To transition from the opening review activity to the bowling
activity, I will tell the children that I want them to use the subtraction skills that they just showed
me to be bowlers now. The students will be told to hand me their marker, but the keep the white
board to write on. They will be given the bowling worksheet and their pencil at this time. To
transfer from bowling to the final game, the students will be told to hand in their bowling
worksheets and to spread out on the carpet with their white boards. I will tell the children that I
have a challenge game for them to finish the lesson. When students are finished, I will ask them
to put their hands on their head. If there is time, they will play the game again. At the end,
children will answer a subtraction problem and then be dismissed to the next activity.
Classroom Management: The activity will be completed with a total of four students in
the resource room. They will not rotate. The will spend the full 25 minutes at this center. The
four students know what is expected at the math center. The lesson begins with white boards,
which the children also have used in the past. I will give the students 30 seconds to play with the
white boards before they begin. Then the children will be reminded that play is now over and it is
time to use the white boards like responsible learners. Because the students will be on the carpet,
they will be reminded to sit still and to sit up straight. A brain break will be given if they are
fidgeting. Students who struggle with attention will be reminded of their task and drawn back
into the activity with reminders and attention grabbing phrases, which are used frequently in the
classroom. During the bowling activity, all children should be paying attention, even if it is not
their turn, because each child is filling out the worksheet every time. I will decide the order that
the children will bowl in and I will designate that person to also clean up the pins in order to
avoid having all the children jumping to clean up the pins. Children will be reminded to be
respectful of their friends while they are bowling. During the game at the end of the activity, the
children will be spread out to allow them to roll their di in their own space and to also limit
competition, as the children will work at their own pace.
Differentiation
Four kindergarten children in the resource room will participate in this math center. As
mentioned each activity will be modeled for the children so they know what is expected of them.
For children who struggle with math concepts, a teacher will offer assistance and guide them
through the worksheets individually. However, in order to challenge some students who are on

the verge of being able to work independently, some students will be asked to work on their own
and then have the teacher check their work. This applies especially during the review in the
beginning as well as the bowling worksheet. These students will be reminded to use their fingers,
number lines, and drawings to help them figure out the solution to the subtraction problem.
During the bowling activity, they should use the visual of the bowling pins. For students who
struggle with attention, they will be reminded of the task and the directions. Attention grabbing
phrases and reminders will be used. Students who are advanced, depending on how they do with
the bowling activity, they may be able to try the final game with numbers between 0 and 15.
Early finishers will be reminded to check their work during the bowling activity and may be
asked to help clean up the pins. During the game, early finishers should try the game again and
see if they get a different result or speed compared to the first time they did the game.

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