Submitted by: Brittany Bruney ​CWID:​ 50080056 

Grade Level: 1st Mentor Teacher: Heather Summers 
Subject/Topic: Math/Subtraction

Basic Subtraction Exploration

Rationale​:   Materials/Equipment: 
Students will explore basic subtraction concepts within the  Dry erase Marker 
number 20, through visual, music, game, and coloring  Promethean Board 
activities.   Pencils 
  Crayons 
Number Lines 
Counters 
 
Subtraction Game: 
http://www.abcya.com/subtraction_game.htm 
 
Youtube video: 
https://www.youtube.com/watch?v=QkPa9V2wtZs 
 
Subtraction Coloring Activity: 
https://www.turtlediary.com/worksheet/subtract-numbers-a
nd-color-picture.html 
 
Candy Corn Puzzle Activity: 
http://www.123homeschool4me.com/2015/10/candy-corn-ad
dition-subtraction-puzzles.html?utm_medium=social&utm_so
urce=pinterest&utm_campaign=tailwind_tribes&utm_content
=tribes&m=1 
 
TEKS Achieved:   Accommodations:
111.3(b)(3)(b): Use objects and pictorial models  1. Students who need handwriting modeled will have 
111.3(b)(3)(F): ​Generate and solve problems when  the handwriting modeled to them. 
given a subtraction sentence of numbers within 20.  

Bloom’s Taxonomy:  Differentiated  Classroom Strategies:  Curriculum 

Knowledge/Remember  Learning:  Hands-On   Integration: 
Application  Auditory  Technology      Math    
Analysis  Visual/Spatial  Independent Activities    
Create / Synthesis  Kinesthetic  Problem Solving 
Logical/Math  Whole-group 
Verbal/Linguistic   Pairing 
Musical 
Intrapersonal 
Interpersonal

 
 
 
Objectives: 
• TSW construct subtraction problems using manipulatives and numbers.
• TSW solve subtraction problems by using manipulatives.
• TSW illustrate the difference in a subtraction sentence using a coloring activity as support​. 
Lesson Plan:
• Introduction (Anticipatory Set/Focus/Motivation): (5 minutes)
Students will be seated on the rug to watch a short video on subtraction. While the video is playing I
will pause throughout the video so that the students can figure out the difference in the subtraction
problems. HOT: How can we figure out this subtraction sentence? What number do we start with? How
do we know how much to take away? What is our difference?

• Information Giving (5 minutes)

Students will be told that they are going to be working on subtraction for the day.
An anchor chart will be made with the students to show them the different parts of subtraction problems:
-Give me a thumbs up in the air if you remember learning subtraction from kindergarten?
-Can someone tell me what subtraction means?
-How do we subtract?
-How can we show subtraction? What can we use to help us subtract?

After we are done discussing as a group about subtraction we will begin our anchor chart for the day.
Concepts on the anchor chart:
Minuend and Subtrahend:​ The two numbers that are being subtracted in a subtraction problem. The big
number goes first then the small number is taken away.
Minus (-):​ The symbol used to show that we are “taking away” numbers in a subtraction problem.
Difference:​ The number at the end of a subtraction sentence.

Example Subtraction sentence:

10-4=6

Check for Understanding

Students will be told to turn to someone sitting next to them and they will tell each other the parts of a
subtraction problem. The turn and talk strategy will be used to assess the students understanding of
constructing a subtraction problem and the different parts of a subtraction problem.

• Guided Practice: (10-15 minutes​):

We are going to play a whole group subtraction game on the Promethean board.

Check for Mastery

While students are answering the subtraction problems, the teacher will be able to tell that they
understood the concepts of taking away from another number. The students will be able to demonstrate in
the game that they know how many manipulatives need to be removed to correctly solve the difference.

• Independent Practice: (10 minutes)

Students will go back to their seats and take out their crayons. The students will be given a coloring
activity sheet to practice subtraction. They also are able to use any manipulatives that they like to use:
counters, drawing pictures, number lines.

 
 
• Assessment/Evaluation:
​Students will construct the subtraction problems given to them using manipulatives of their choosing
to help them on their independent activity.
​Using the manipulatives the students will solve the subtraction problems on their sheets to get their
difference.
​Students will then illustrate the difference of the subtraction problems by coloring on their
independent sheet correctly.

The teacher will use the independent activity sheet that the students turned in by looking over the sheets
to analyze and look for the correct difference that the students have illustrated.

• Closure / Culminating Activity:

Students will be told to put their supplies away and turn in their papers to the gray bin.

• ​Enrichment/Extension:
Students will work on the candy corn math puzzle. This extension explores addition (previously taught) in
relation to subtraction.

• Reteach:
Students will have more practice and another lesson on subtraction the next day.

• Modifications​:
The students will restate their answers to me and for those who need the handwriting modeled I will work
to model it with them.