Lesson Plan Format:

Teacher___Miss Fruchtman_______
I.

Grade Level___1st____

Content and Standards:

CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within
20
CC.2.2.1.A.2 Understand and apply properties of operations and the relationships
between addition and subtraction

II.

Prerequisites:
Count from 0 to 10
Form addition sentences from addition stories and creating a number bond to match
How to subtract by taking away
How to subtract by counting on

III.

Essential Questions (provide a framework)

How can a number bond be used to show a subtraction story?
Why does the HIGHEST number go in the whole in a number bond?
How do we use a number bond to show a subtraction sentence?

IV.

Instructional Objective: Students will be able to listen to subtraction stories and

create subtraction number bonds.

I.

Instructional Procedures:
Before: Calendar Math:
Children should sit with math partners****
Calendar Song, followed by calendar student reading calendar, then class repeats as
a whole. Student does a tricky question, followed by one from the teacher.
Number Builder: Telling Math stories-with subtraction, model one.
Do 1 other example and include students in response when determining subtraction
sentence.
Turn and Talk: Have students tell math stories using subtraction. Partner A tells
partner B a subtraction story. Partner B answers back with a subtraction sentence.
Then they switch roles.

Clock: Add one more tick to the clock and talk about the minute hands. How many
minutes did our clock show when it was halfway full? 30 minutes. How many minutes
does our clock show today? How do you know?
Say, Today we are going to be working with subtraction stories to create number
bonds, similarly how we created number bonds from addition stories (Domain
3:Instructional Delivery)
Lay 3 hula hoops out in the formation of a number bond. Use 2 rulers to show the
arms of the number bond. Have students see how 4 students standing in one hula
hoop.. or the part, and 3 students standing in the other part =7 in the whole (move
them to come together to show that it goes into the whole). Then introduce
subtraction sentences to match by modeling and writing it on the board while they are
still in the whole. Keep 7 students in the whole, write 7 on the board. Move 4 students
to a part since we are subtracting 4. JUST SHOW FIRST. Say watch what happens.
Move 4 (write 7-4 on board). Then ask what is left? 3 is left. Move 3 to the part. And
show 7-4=3 on the board. Do a few more examples of this. Then call students back to
the desks, by saying When I call you, I want you to grab number bond boards and
counters before returning to your desk (Domain 3: Instructional Delivery)
During:
Show a number bond on the board and use your magnetic counters to do it with
them. Give an addition story. Then make sure you are asking, What goes in the
whole? Why are we putting that number there? (Domain 3: Instructional
Delivery: questions and discussions require students to think on a higher level) Turn
and talk to your neighbor and lets explain what we put in the whole and why
(Domain 3: Instructional Delivery: promote active discussion amongst
students)The higher number always goes in the whole, whether it is subtraction or
addition. Be sure to say this. And ask What are you taking away? In the addition
story what are we taking away? Have them say the number and make your number
bond match the story. Say Make your number bond match mine as you go through
and MODEL the first problem. Once you model, as an I-do approach, begin the we
do approach by providing guidance as you go through other problems. Go through
and do a bunch of these subtraction stories to match. There were 4 bunnies in the
whole, 2 hopped away, how many are left? When you are modeling, show that 4
goes in the whole, 2 hoped away, so move 2 counters and the other two are left. Be
sure you are reiterating that the HIGHER number still goes in the whole. (Domain 3:

Instructional Delivery: Oral and written communication is clear and expressive and
antixipates possible student questions)
Stories to use:
There were 9 apples, I ate 3 apples. How many are left? What are we starting with?
What is in our whole? The higher number. How many are we eating? 3! So move 3
counters on your board to the part to show 3 left. Make your number bond match
mine on the board. What is left? 6! Move 6 counters to your other part to show that
6 are left wait for students to do so. What are the two parts? 6 and 3. What is the
whole? 9. How do we know that 6 and 3 are our parts? How do we know that 9 is
our whole? (Domain 3: Instructional Delivery: require students to think on a
higher level) Show the number bond to match this subtraction sentence on the board
next to your number bond with counters. This way, they will relate their counters to
your numbers on the board. Do another subtraction story just like this, but now, have
them move the counters without you moving them first. Then, have them write the
number bond to match on their dry erase boards. Make sure you are reiterating from
previous lessons that we start with the HIGHEST number when we subtract.
Challenge some students by saying, What is our subtraction sentence to match?
Use the language: 1 less than 4 equals 3. Those who need an extra challenge,
challenge them by having them create their own subtraction story to themselves and
as your walking around have them verbally explain it to you, and show you their
number bond to match (Domain 3: Instructional Delivery)
After a few practice, give them time to communicate. Turn and talk to your partner,
figure out who has the LOWER number. Whoever has the lower number is going to
go first. That student will give their partner a subtraction story, the other partner will
have to draw the number bond to match match (Domain 3: Instructional Delivery:
all students work to engage each other in discussions and learning experiences and
have opportunity to reflect on their thinking)
Walk around the room and listen and watch some students, provide guidance as
needed. Then give out worksheet. (Domain 3: Instructional Delivery Asessments
are used throughout both formal and informal)

In order to determine which student to call on, use Popsicle sticks with students
names on it to be sure you are calling on a variety of students.
After:

Complete worksheet. Have students use manipulatives if needed to solve problems

on the worksheet. Students who need extra reinforcement can use manipulatives or
have their number bond already drawn for them. They can also have a section of the
number bond filled in for them. For those who are advanced, they can begin to make
up their own subtraction sentences and show the number bond to support that.
V.

Materials and Equipment:

Counters
Number bond boards
Dry erase board
Magnetic counters for teachers use
3 hoola hoops
2 connecting legs

VI.

Assessment/Evaluation: : Formative Assessment: I will be assessing my students

by checking my students understanding throughout the lesson through questioning.
My questions will be connected to the content, so that the following learning activities
actually answer the question. They also will fit my students age, ability and
experiences while provoking both thought and curiosity. These questions will allow
me to assess my students needs and abilities to modify my future lessons. I will also
be checking any formal product, such as their horizontal and vertical problems on this
worksheet. I can check for understanding through observing during our in class
practice as well as walking around throughout the lesson. (Domain 3: Instructional
Delivery assessments measure if students can meet learning objectives)
VII. Differentiation:
For students who need a challenge, as they begin their own work, check for
understanding and then challenge them by having them create their own subtraction
story and their own number bond to match. As you walk around have them verbally
tell you their story and show you the number bond to match. If you need further
advanced problems, have them make up the subtraction story, draw the number
bond to match, and draw the subtraction sentence to match.For the worksheet, I
added more challenging math problems if they show understanding of this concept by
extending the numbers to 15. If they complete this early, they may continue to create
their own subtraction stories, with match subtraction sentences and number bonds to
match.

VII.

For students who need extra reinforcement: continued use of manipulatives such as
snap cubes, counters, etc, throughout all stages of learning. These students also
have the option to have a section of their number bond already filled in for them, to
guide them in their thinking.

Accomodations:
2 Hard of hearing students: One student will be accommodated by wearing a special
microphone around my neck that flows directly into hearing aid of the student. I will
check in with this student throughout the lesson with a symbol thumbs up for being
able to hear me clearly (previously discussed with student). For my other hard of
hearing student, we use a classroom microphone that I will be wearing as well

VIII. Technology: N/A.

IX.

Self-Assessment : In order to collect information that will be useful for planning

lesson I will analyze the difference between what I wanted to occur versus what was
attained. I will check their worksheet for understanding. I will also be sure that I walk
around during all parts of my lesson and check in with students for understanding
and clarification if necessary. I will be collecting their timelines with their completed
subtraction sentences. I will also take note throughout the lesson on those students
who may need extra help so that I can plan for further instruction. Once I implement
the lesson I will be able to truly understand how I can analyze the difference between
what I wanted and what was attained.