Introducing Take Away

Lesson #1:
Part 1: Classroom Information

Grade: Kindergarten Content Area: Mathematics Group Size: 24 students Length: 25 minutes
Part 1: Planning for the Lesson

A: Standards
i. Key Content Standard:
a. K.OA.1- Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
b. K.OA.2- Solve addition and subtraction word problems, and add and subtract
within 10, e.g., by using objects or drawings to represent the problem.
B. Objectives
i. Learning Objective/Goal:
a. Students will use visuals to solve a series of contextualized problems to learn
that when you start with a certain amount of things and then take some away,
you are left with less than you started with.
ii. Language Objective:
a. The students will identify that taking away means that there are less objects.
C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning
Teacher will observe whole class and
partnered student participation to gain
Observation
insight to their understanding and
strategies they used.
Teacher will use a combination of hand-
raising and popsicle sticks to call on
students for participation. Teacher will ask
questions like “how did you know” and
“what did you do?” to elicit student
thinking and gain an understanding for
Discussion
students’ conceptual understanding and
mathematical reasoning.
Thumbs up/ down if you agree/disagree

that we end with less than we started with
and explain thinking (closure)
ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
a. Students will fill out a worksheet (see attached) during the lesson with the
teacher and then will try a few problems on their own toward the end of the
lesson. Their written work paired with the discussions with the students will
provide evidence of problem solving strategies and conceptual understanding.
D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,

special supplies) Attach copies of any student handouts or worksheets:
● 24 ‘Snacks’ worksheets (see attached)
● 24 clipboards
● Snack visuals (10 of each- cookies, candies, apples)
● Mini pocket chart
● 24 pencils/erasers
● Chart paper with the same table as the students have on their worksheet
● Colored markers for teacher to fill in the chart
Part 2: Instructional Sequence - Engaging Students in the Learning Process

Introduction (5 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a “hook”, AND 2) let students know what the objective of the lesson
is.
● Pull sticks to call 5 students to the front of the room
● Ask how many students are standing (5 students)
● Ask 1 student to sit down
● Ask, is this more or less than before? What happened? (less, we took one away)
● Tell all students to sit down
● Discuss that when we take away, we have less than when we started
● *accommodation of direct modeling and TPR for some students to conceptually understand
that we are taking away students and having them sit down. ELL students: written and visual
together for students to conceptually understand.
Body of the Lesson (15 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.
● Pass out clipboards with worksheets on them, pencil and eraser for each student
● Ask students to raise their hands if they enjoy eating snacks.
● Call on students to share what their favorite snack is.
● Ask if it is possible to only eat some of your snacks, and save the rest for later.
● Ask the class if they like cookies.
● Model a word problem on the whiteboard and then fill out the chart
○ If I start with 2 cookies and I take away 1 cookie, how many do I have left?
● Explain the chart (Have students echo repeat- “start with”, “take away”, “have left”)
● Instruct students to fill out their chart in the same way, putting a 2 in the ‘starts with’ column, a
1 in the ‘take away’ column, and a 1 in the ‘has left’ column.
○ *accommodation: write each column in a different color to make it easier for students to
differentiate between the different columns
○ *accommodation: model each problem with the paper cutouts of each snack to directly
model the takeaway problem for students
● Ask students to count as a whole class for each problem
● After some questions, ask students to show if they agree (thumbs up) or disagree (thumbs
down) or if they aren’t sure (one thumb up and one thumb down)
● *use student names in the word problem to keep them engaged
○ 3 cookies, __ ate 2 cookies, so I am going to take them away. How many does _ have
left? (__ has 1 cookie left)
○ 6 apples, __ shares 5 apples, so I am going to take them away. How many does _
have left? (__ has 1 apple left)
○ 8 candies, __ ate 2 candies, so I am going to take them away. How many does _ have
left? (__ has 6 candies left)
● Pull sticks and ask students to help dictate the questions.
● Ask them to tell you how many we have total (less than 10).
● Ask another student to say how many we take away
● Ask students to write how many are left .
● Assessment: Tell students that ___ has 5 apples and he eats 3 of them. How many does he
have left.
○ Model by putting 5 apples on the pocket chart, but do not take any away.
○ Ask students to fill in the chart according to the problem
○ Write and model the problem when all students have tried it on their own
● **Accommodations: Check in with 3 IEP students often to check for understanding and provide
them with opportunities to use paper/pencil and/or manipulatives to show their thinking when
necessary. ELL students: written and visual together to develop conceptual understanding,
echo repeat to gain language fluency, direct modeling
Closure ( 5 minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
● Once all the problems have been recorded, begin a discussion that encourages students to
explore the relationships among the numbers on the chart
○ Does anyone notice anything special about the numbers on this chart?
■ Possible answers: ‘start with’ is always greater, the two number
○ Were there any 'take away' numbers that were greater than our 'start with' number?
○ Why not?
○ When we take things away from a group, do we have more than we started with? Or
less than we started with? (students say ‘we have less’)
● Thumbs up if you agree/ thumbs down if you disagree
Part 3: Incorporating Academic Language

1. Describe the rich learning task(s) related to the content learning objective.
With prompting and support, students are exploring the relationship between numbers when we
take away objects from a group in order to identify that there are less when we subtract.
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Identify
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary: start with, take away, have left, less than, more than, take away, equals
Syntax1: There are less left when we take some away.
Discourse2: n/a
4. Language Objective: What is/are the language objective(s) for your lesson
The students will identify that taking away means that there are less objects.
5. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent
practice?
Instruction Guided Practice Independent Practice
1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2
Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
Verbal repetition (modeling the Visual table with numbers Visual table with numbers
language) written written
Snacks models Snacks models Snacks models
Echo repeat Rephrase student answers
Echo repeat
Lesson #2:

*This lesson will be done in small groups, there are 4 rotations for 14 minutes each. Each group has a
maximum of 6 students depending on absences.

A: Standards
ii. Key Content Standard:
b. K.OA.2- Solve addition and subtraction word problems, and add and subtract
within 10, e.g., by using objects or drawings to represent the problem.
B. Objectives
iii. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
a. The students will identify number sentences using unifix cubes to learn how to
represent and solve subtraction problems.
iv. Language Objective (transfer this from "Incorporating Academic Language"):
a. The students will identify subtraction number sentences based on unifix cubes.
C. Assessments:
iii. Informal assessment strategies you will use during class (What informal assessment
note it?)
Teacher will observe each group’s
Observation participation and individual work to gain
insight to their understanding.
Teacher will ask questions like “How did
  you know that?” and “Why did you do
Discussion that?” to each individual student to elicit
student thinking.
Students will fill out a worksheet with the
Worksheet number sentence frame 10-__=__
according to the unifix cubes.
iv. Written assessment you will use to determine, for each individual student, to what extent
a. Students will complete an ‘exit ticket’ of a drawing of one of their number
sentences on the back of their worksheet. Their written work paired with the
discussions with the students will provide evidence of problem solving
strategies and conceptual understanding.

● *Center #1 is the only center related to the central focus
● Center #1: Unifix Subtraction
○ Whiteboard markers for demonstration
○ 10 unifix cubes per group (3 groups at a time)
○ ‘Unifix Subtraction’ worksheet (see attached)
○ 7 pencils/erasers
● Center #2: STEAM legos
○ lego sets
○ 6 placemat boards
● Center #3: 3D foam shapes
○ 6 plastic tubs
○ 3D foam shapes
● Center #4: Puzzles
○ 3 or 4 Puzzles
Introduction (7 min.): Describe how you will 1) make connections to prior knowledge, tap into their
is.
● *whole class
● Teacher will introduce the ‘- ‘sign and explain what it means by demonstrating a problem on
the board (‘If I have 10 cookies, and I eat 2 of them, how many do I have left?” Have students
show 10 fingers, take away 2, how many are left?)
● Write 10 - 2 = 8 on the board and explain that the ‘-’ is called a minus sign and we use it to
show that we are ‘taking away’
● Write 10 - 5 = ___ on the board and ask students to think about what this is asking us to do.
Draw a stick and ask them to explain. Have students show 10, take away 5, what is our
answer? (5)
● Explain that we will be playing a new game with unifix cubes
● Teacher will demonstrate the game.
○ Partner 1 shows a stack of 10 unifix cubes
○ Partner 2 breaks them apart wherever he/she wants
○ Partner 1 must write a number sentence to show how many were taken away and how
many are left (ex: 10 - 3 = 7)
○ Switch roles and demonstrate again
○ Ask students to show thumbs up/thumbs down if they understand
● Explain the other centers (3D foam shapes, puzzles on the carpet, STEAM legos)
● **Accommodations: Check in with 3 IEP students often to check for understanding
Body of the Lesson ( 10 minutes): Describe step-by-step what the teacher and the students will be
● Center #1: take away practice with unifix cubes
○ Students will be put into groups of 2, each student has their own worksheet and 1 set
of 10 unifix cubes to share
○ Ask whole group how many unifix cubes each group has (10)
○ Guide students through the process a few times
○ Student 1 will break apart the cubes at whatever spot they want
○ Student 2 must write a number sentence to match how many were broken off
■ example: if student 1 breaks off 3 cubes, then student 2 should write 10 - 3 = 7
○ Guide students to count how many were taken away (then write it) and then count how
many are left (and write it)
○ Teach them where to write each number for the number sentences
○ Students will take turns breaking apart the unifix cubes and writing number sentences
on their worksheets
○ While students work, teacher will check in with each group and ask questions to
individual students to check for understanding
■ “How did you know that?” and/or “Why did you do that?”
● Center #2 (volunteer 1): foam shapes building
● Center #3 (volunteer 2): puzzles
● Center #4 (volunteer 3): STEAM legos
● Instruct students to choose one number sentence to represent as a drawing
● Instruct students to write the number sentence on the back of their worksheet
● Instruct students to show the meaning of the number sentence by drawing what happened
with the unifix cubes (e.g. 10-3=7 could look like 10 cubes, 3 crossed out and 7 left OR a stack
of 7 cubes and a stack of 3 cubes taken away or crossed out, etc.)
● Teacher will ask students if our friends were adding cubes or taking them away (taking them
away)
● Students will clean up the area and line up for the next center

In partnered groups, students are breaking apart unifix cubes to identify a number sentence to
match what happened with the unifix cubes.
Identify
Vocabulary: subtract, minus, take away, equals, is the same as
Syntax3: ___ - ___ = ___, __ take away ___ is the same as ___
Discourse4: n/a
Note: be sure to copy and paste this into the top of the lesson planner.
The students will identify subtraction number sentences based on unifix cubes.
practice?

Verbal repetition (modeling the 10 - ___ = ___ ___ - ___ = ___
language) unifix cubes unifix cubes
echo repeat echo repeat
4
Lesson #3:
*This lesson will be done in small groups, there are 4 rotations for 13 minutes each. Each group has a
maximum of 6 students depending on absences.
A: Standards
iii. Key Content Standard:
B. Objectives
v. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
a. The students will identify number sentences using bowling pins to learn how to
represent and solve subtraction problems.
vi. Language Objective (transfer this from "Incorporating Academic Language"):
a. The students will identify that taking away means that there are less objects.
C. Assessments:
v. Informal assessment strategies you will use during class (What informal assessment
note it?)
Teacher will observe individual/group

Observation participation and work to gain insight to
their understanding.
Teacher will model number sentences
and discuss ‘take away’ with students.
Discussion Teacher will listen to student participation
and answers to gain insight to their
thinking.
Each student will fill out a worksheet with
subtraction number sentences to
worksheet represent the pins that were knocked
down, which will show their developing
procedural fluency.
vi. Written assessment you will use to determine, for each individual student, to what extent
a. Assess students one-on-one with a verbal word problem. Students may use
manipulatives/representations to determine the answer. Students will explain
their thinking verbally and write a number sentence that corresponds with the
word problem (see video assessment).

● *Center #1 is the only center related to the central focus
● Center #1: Subtraction Bowling
○ 10 blocks
○ one ‘bowling’ ball
○ 6 mini clipboards
○ 1 mini white board
○ 24 ‘Subtraction Bowling’ worksheets
● Center #2: iPads
○ 6 iPads
○ 6 headphones
● Center #3: domino addition
○ 6 bowls
○ 90 dominoes
○ 24 domino addition worksheets
● Center #4: building CVC words
○ 6 plastic trays
○ 24 CVC/picture worksheets
○ 24 Easter eggs with a CVC word in letters inside each/ a picture of the CVC word
Introduction ( 5 min.): Describe how you will 1) make connections to prior knowledge, tap into their
is.
● *whole class
● Refresh students’ memories about the take away game we did the day before
● Do a series of take away problems
○ “Show me 10, take away 5 is 5”
○ etc.
○ Have students hold up their fingers while they do the problems and repeat the saying
○ Write take away number sentences as we go
● Ask students if we have more of less when we take away (less)
● Explain that we are going to play a new game during centers today so students must be ready
to listen to instruction
● Explain the centers (subtraction bowling, iPads, domino addition, CVC word building)
● **Accommodations: Check in with 3 IEP students often to check for understanding
Body of the Lesson ( 12 minutes): Describe step-by-step what the teacher and the students will be
● Center #1:
○ Students will sit down around the perimeter of the carpet
○ Teacher and students will count how many pins are standing up (10)
○ Point out student worksheet starts with “10 take away __”
○ Demonstrate how we roll the ball
■ Underhand
■ Not too soft, and not too hard
■ Straight down the middle, aiming for the pins
○ Roll the ball and walk to the pins
○ Teacher and students will count how many pins were knocked down
○ Model how to write the number sentence and discuss what it means
○ Explain rules of the center
■ No cheering loudly (we silent cheer with our hands)
■ Only students sitting criss-cross applesauce will be chosen
■ We go one at a time
■ Students who are not bowling are watching and counting
■ Everyone writes a number sentence for each bowl
○ Call students one at a time to bowl
○ One student will roll the ball while the rest watch
○ Everyone will count how many fell down
○ Everyone will count how many are still standing
○ Write a number sentence on the drawing board and display it for students (as the
activity progresses, rely on students to dictate the number sentence)
○ Reinforce “10 take away ___ equals ____.” from each student throughout the activity
○ Ask students, ‘how do you know’ (most will say they counted)
○ Each student will roll the ball at least once
● Center #2 (volunteer 1): iPads
● Center #3 (volunteer 2): domino addition
● Center #4 (volunteer 3): CVC word building
● Ask students if we were adding pins or taking them away (taking them away)
● Ask students ‘how did you know’ to hear answers
● Students will clean up the area and line up for the next center
● Assessment: Pull students one-on-one to assess them (see Task 1 Part D)

○ Students will be assessed one on one to solve and write a number sentence for a
subtraction problem that is verbally dictated to them

Students are using manipulatives to identify that there are less when we subtract.
Identify
Vocabulary: subtract, minus, take away, less than, more than, equals, the same as, less than,
more than
Syntax5: There are less left when we take some away.
Discourse6: n/a
Note: be sure to copy and paste this into the top of the lesson planner.
The students will identify that taking away means that there are less objects.
practice?
6
Verbal repetitions (modeling 10 - ___ = ____ Hippo counters to show the
the language) group discussions amount
echo repeat bowling pins (manipulatives)
echo repeat

Introducing Take Away

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Introducing Take Away

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Lesson #1:

Part 1: Classroom Information

Part 1: Planning for the Lesson

Thumbs up/ down if you agree/disagree

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Part 3: Incorporating Academic Language

Instruction Guided Practice Independent Practice

Part 1: Classroom Information

Part 1: Planning for the Lesson

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,

Part 3: Incorporating Academic Language

Instruction Guided Practice Independent Practice

Teacher will observe individual/group

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,

Part 2: Instructional Sequence - Engaging Students in the Learning Process

● Assessment: Pull students one-on-one to assess them (see Task 1 Part D)

Part 3: Incorporating Academic Language

Instruction Guided Practice Independent Practice

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