Name: Kendra French Date:

Subject: Math Topic: Subtraction

Grade: Kindergarten Length of Lesson: 45 min

The Big Idea: Can you show subtraction as taking from?

Strand:
Computation and Estimation

Standard: K.6 The student will model and solve single-step story and picture problems with
sums to 10 and differences within 10, using concrete objects.

Specific Objective:
The student will demonstrate mastery of the lesson’s standard by being able to subtract with
75% accuracy as measured by the unit test.

Method(s):
Whole group, explicit instruction, technology, hands on, modeling.

Materials/Equipment/Technology/Community Resources:
Pencil, math workbook, projector, Elmo, scrap paper, marker.
Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:
The teacher will use page 377 to model take away. The teacher will read the subtraction sentence
and put X marks on the objects we are taking away. The teacher will then model writing the
number you start with and the number you take away.

Guided Practice:
The teacher will complete page 378-379.

The teacher will make up a subtraction story and model the story, “If I have 5 pencils and
Isabella takes 2 away, how many pencils do I have left?”

The teacher will then have the students point to the box with the caterpillar and call on a student
to make up a story like the teachers. The teacher is looking for the student to say words related to
subtraction. The teacher will then have the students point to the second box and ask the
following questions.
“What do you see in the box?”
“What do the counters represent?”
“Why did Marta move one counter to the side?”

The teacher will then ask the students to point to the third box and will ask these guiding
questions.
“What does the subtraction sentence tell?”
“How many caterpillars are left?”
“Is the number of caterpillars greater than or less then the number we started with? Why is it
less?”

The teacher will then model number one by telling a subtraction story about the bumblebees and
asking the same guided questions from box three.
The teacher will call students to the board to answer 2-6. The teacher will ask the students the
same guided questions from box three.

Independent Practice:
The students will complete page 380. The students will try the problems solo and then the
teacher will call students to the board to answer the questions.

Differentiation:(You need to address in your differentiation of the lesson how you will meet
the needs of the 3 Tiers. Be specific!)

Tier 1 Learners:
These students will likely not need extra help and will understand all information from
the lesson. They will likely work ahead on the guided practice and not have any
questions.

Tier 2 Learners:
These students will need extra help with the guided practice, they will be paired with
students from tier one. These students will benefit from extra help during learning centers
to master concepts and skills.

Tier 3 Learners:
These students will require the most help from the teacher. These students will benefit
from one-on-one assistance during the lesson and learning centers. These students will be
recommended for some type of remediation like after school tutoring.

Evaluation/Assessment:
Summative: Question of the day.
Formative: During guided questioning.

Wrap-Up(Lesson Closure) /Concluding Activity:

The teacher will have a question of the day and all students will answer the question. The teacher
will display a picture of 4 robots, 2 robots will be crossed out. The teacher will tell a subtraction
story.
Name: Kendra French Date:
Subject: Math Topic: Subtraction
Grade: Kindergarten Length of Lesson: 45 min

The Big Idea: Can you show subtraction as taking from?

Strand:
Computation and Estimation

Standard: K.6 The student will model and solve single-step story and picture problems with
sums to 10 and differences within 10, using concrete objects.

Specific Objective:
The student will demonstrate mastery of the lesson’s standard by being able to subtract with
75% accuracy as measured by the unit test.

Method(s):
Whole group, explicit instruction, technology, hands on, modeling.

Materials/Equipment/Technology/Community Resources:
Pencil, math workbook, projector, Elmo, boomcards, cubes, scrap paper, marker.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will model the takeaway method with cubes and answer the “another look” problem
on page 381.
Guided Practice:
The teacher will complete page 381-382 with the students.

The teacher will use cubes to model taking away. The teacher will ask the following guided
questions for each problem.

“What does the subtraction sentence tell?”

“How many objects do we have in all?”
“How many objects do we take away?”
“How many objects are left?”
“Is the number of objects greater than or less then the number we started with? Why is it less?”
Independent Practice:
Subtraction Boomcards (https://wow.boomlearning.com)

Differentiation:(You need to address in your differentiation of the lesson how you will meet
the needs of the 3 Tiers. Be specific!)

Tier 1 Learners:
These students will likely not need extra help and will understand all information from
the lesson. They will likely work ahead on the guided practice and not have any
questions.

Tier 2 Learners:
These students will need extra help with the guided practice, they will be paired with
students from tier one. These students will benefit from extra help during learning centers
to master concepts and skills.

Tier 3 Learners:
These students will require the most help from the teacher. These students will benefit
from one-on-one assistance during the lesson and learning centers. These students will be
recommended for some type of remediation like after school tutoring.

Evaluation/Assessment:
Summative: Question of the day.
Formative: During guided questioning.

Wrap-Up(Lesson Closure) /Concluding Activity:

The teacher will have a question of the day and all students will answer the question. The teacher
will display a picture of 7 stars, 5 will be crossed out. The teacher will tell a subtraction story.
Name: Kendra French Date:
Subject: Math Topic: Subtraction
Grade: Kindergarten Length of Lesson: 45 min

The Big Idea: Can you solve subtraction using the minus sign?
Strand:
Computation and Estimation

Standard: K.6 The student will model and solve single-step story and picture problems with
sums to 10 and differences within 10, using concrete objects.

Specific Objective:
The student will demonstrate mastery of the lesson’s standard by being able to subtract with
75% accuracy as measured by the unit test.

Method(s):
Whole group, explicit instruction, technology, hands on, modeling.

Materials/Equipment/Technology/Community Resources:
Pencil, math workbook, projector, Elmo, scrap paper, marker.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will use page 383 to model the takeaway. The teacher will read the problem. Then
the teacher will draw how many counters there are in all. Then the teacher will put X marks on
the counters we are taking away.

Guided Practice:
The teacher will complete pages 384-385 in the math workbook with the students.

The teacher will have the students point to the box with the birds and ask the following
questions.
“What kind of birds do you see?”
“How many parrots are there in all?”

The students will then point to the box with the counters and the teacher will ask the following
questions.
“What is Marta using to show a story about the parrots?”
“How many counters would you start with?”
“How can you show that 2 of the parrots flew away?”

The teacher will have the students point to the third box and ask the following questions.
“What does 5 take away 2 tell about the parrots?”
“What sign can we use to show take away?”
“What does the subtraction sentence say?”

The teacher will use the same guided questions listed above to complete pages 384-385.
Independent Practice:
The students will complete page 386. The teacher will call students up to the board to solve the
problems with guided questioning.

Differentiation:(You need to address in your differentiation of the lesson how you will meet
the needs of the 3 Tiers. Be specific!)

Tier 1 Learners:
These students will likely not need extra help and will understand all information from
the lesson. They will likely work ahead on the guided practice and not have any
questions.

Tier 2 Learners:
These students will need extra help with the guided practice, they will be paired with
students from tier one. These students will benefit from extra help during learning centers
to master concepts and skills.

Tier 3 Learners:
These students will require the most help from the teacher. These students will benefit
from one-on-one assistance during the lesson and learning centers. These students will be
recommended for some type of remediation like after school tutoring.

Evaluation/Assessment:
Summative: Question of the day.
Formative: During guided questioning.

Wrap-Up(Lesson Closure) /Concluding Activity:

The teacher will have a question of the day and all students will answer the question. The teacher
will display a picture of 4 rainbows, 3 will be crossed out. The teacher will tell a subtraction
story.
Name: Kendra French Date:
Subject: Math Topic: Subtraction
Grade: Kindergarten Length of Lesson: 45 min

The Big Idea: Can you solve subtraction using the minus sign?
Strand:
Computation and Estimation

Standard: K.6 The student will model and solve single-step story and picture problems with
sums to 10 and differences within 10, using concrete objects.

Specific Objective:
The student will demonstrate mastery of the lesson’s standard by being able to subtract with
75% accuracy as measured by the unit test.

Method(s):
Whole group, explicit instruction, technology, hands on, modeling.

Materials/Equipment/Technology/Community Resources:
Pencil, math workbook, projector, Elmo, fruit loops, fruit loops activity worksheet, scrap paper,
marker.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will model the takeaway method with counters and answer the “another look”
problem on page 387.

Guided Practice:
The teacher will complete pages 387-388 with the students. The teacher will ask the following
guided questions when completing. The teacher will allow students to come to the board for
problems 6 and 7.
“How many objects are there in all?”
“How many objects do you take away?”
“How many objects do you have left?”

Independent Practice:
Fruit Loop subtraction activity

Differentiation:(You need to address in your differentiation of the lesson how you will meet
the needs of the 3 Tiers. Be specific!)

Tier 1 Learners:
These students will likely not need extra help and will understand all information from
the lesson. They will likely work ahead on the guided practice and not have any
questions.

Tier 2 Learners:
These students will need extra help with the guided practice, they will be paired with
students from tier one. These students will benefit from extra help during learning centers
to master concepts and skills.

Tier 3 Learners:
These students will require the most help from the teacher. These students will benefit
from one-on-one assistance during the lesson and learning centers. These students will be
recommended for some type of remediation like after school tutoring.

Evaluation/Assessment:
Summative: Question of the day.
Formative: During guided questioning.

Wrap-Up(Lesson Closure) /Concluding Activity:

The teacher will have a question of the day and all students will answer the question. The teacher
will display the subtraction problem 8-4. The teacher will display a picture of 8 queens, 4 will be
crossed out. The teacher will tell a subtraction story.
Name: Kendra French Date:
Subject: Math Topic: Subtraction
Grade: Kindergarten Length of Lesson: 45 min

The Big Idea: Can you solve subtraction equations?

Strand:
Computation and Estimation

Standard: K.6 The student will model and solve single-step story and picture problems with
sums to 10 and differences within 10, using concrete objects.

Specific Objective:
The student will demonstrate mastery of the lesson’s standard by being able to subtract with
75% accuracy as measured by the unit test.

Method(s):
Whole group, explicit instruction, technology, hands on, modeling.

Materials/Equipment/Technology/Community Resources:
Pencil, math workbook, projector, Elmo, scrap paper, marker.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will use counters to model a subtraction problem. The teacher will also model how
to write a subtraction sentence.

Guided Practice:
The teacher will complete pages 390-391 in the math workbook with the students.

The students will put their finger on the first box and the teacher will ask the following
questions.
“What kind of hats do you see in the picture?”
“How many hats are there in all?”

The students will point to the second box and the teacher will ask the following questions.
“What do the counters show?”
“How can you show that some hats are taken away?”
“How many hats are left?”
“How do you know?”

The students will point to the third box and the teacher will ask the following questions.
“Does the equation mean the same thing as 6 take away 3 is 3?”
“What is different about writing the equation this way?”

Independent Practice:
Students will complete page 392 in their workbook.

The teacher will go over these and have students come to the board to answer. The teacher will
ask the questions from the guided practice to check for understanding.

Differentiation:(You need to address in your differentiation of the lesson how you will meet
the needs of the 3 Tiers. Be specific!)

Tier 1 Learners:
These students will likely not need extra help and will understand all information from
the lesson. They will likely work ahead on the guided practice and not have any
questions.

Tier 2 Learners:
These students will need extra help with the guided practice, they will be paired with
students from tier one. These students will benefit from extra help during learning centers
to master concepts and skills.

Tier 3 Learners:
These students will require the most help from the teacher. These students will benefit
from one-on-one assistance during the lesson and learning centers. These students will be
recommended for some type of remediation like after school tutoring.

Evaluation/Assessment:
Summative: Question of the day.
Formative: During guided questioning.

Wrap-Up(Lesson Closure) /Concluding Activity:

The teacher will have a question of the day and all students will answer the question. The teacher
will display the subtraction problem 9-2. The teacher will display a picture of 9 moons, 2 will be
crossed out. The teacher will tell a subtraction story.