Teacher Candidate Supervising Teacher University Supervisor
- Date Initially Submitted to Supervising Teacher:
- Actual Date of Implementation:
- Subject/Grade Level: Mathematics / First Grade
M1N3. Students
will add and subtract numbers less than 100 as well as understand and use the
inverse relationship between addition and subtraction.
c. Compose/decompose numbers up to 10.
d. Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less.
e. Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles, and making tens.
f. Know the single-digit addition facts to 18 and
corresponding subtraction
facts with understanding and fluency. (Use strategies such as relating to facts
already known, applying the commutative property, and grouping facts into
families.)
NCTM Standard:
Algebra – Uses mathematical models to represent and understand quantitative relations … models situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.
- Specific Objectives:
The students in this first grade class will be able to subtract numbers from six (6), with an accuracy of 90%.
- Procedures:
- Motivation/Getting Their Attention: Sing “Five Little Monkeys Swinging from the Tree”
- Tie to previous learning: This lesson will connect to the previous learning of addition.
Teaching Sequence: I will introduce subtraction to the students by explaining to them why it is important and that unlike addition were are taking away when we are subtracting. The class will be shown examples of subtraction problems on the board and I will explain what I am doing in each step of the problem. To help the students to visualize what to do when subtracting I will draw a picture. After the students have seen how to do subtraction I will have them tell me what I need to do to answer a subtraction problem correctly. Then I will have the students come up to the board and do some subtraction problems there. Once the class has had a chance to workout subtraction problems on the board, they will receive a worksheet and a zip-lock bag of cereal and they will return to their desks. Once everyone has gotten back to their desk I will demonstrate to the students what we are going to be doing with the cereal. The cereal will be used as a manipulative to help them with their subtraction problems, for example if the students have the problem 5-3=_, the student will take out five pieces of cereal and they will then eat three pieces of cereal to get the answer to the problem. They will repeat this for every problem that they have to answer.
- Closure: To conclude this lesson I will ask the students what the different symbols of subtraction mean.
- Transition: When the students are done with their assignment they will turn it into the gold basket and quietly take a seat on the blue carpet so we can start Language Arts.
- Lesson Adaptations:
The lesson will be adjusted to accommodate a student’s needs as required by his or her IEP file.
- Technology Integration: not applicable
- Materials:
-Key Terms in Subtraction Poster
-Song: “Five Little Monkeys Swinging from the Tree”
-Subtraction worksheet
-Zip-lock bags of cereal
-Pencil
-Dry Erase Board
-Dry Erase Markers
-Dry Erase Eraser
- Evaluations:
Upon completion of the worksheet, the students will turn them in and I will check them later in the day to see how well the students did on the subtraction problems.
- Connections:
This lesson connects to numbers and counting backwards.
- Reflection:
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