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Ver. 4.

001 08/22/14

Singing Subtraction
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Grade Level/


Lesson Duration 30 min


Singing Subtraction


Lesson Overview
Briefly summarize your lesson plan in a few sentences.
Children will listen to a take away story, Pete the Cat and his groovy buttons. Then,
they will explore with buttons and a picture of a shirt to come up with several
subtraction equations which they will write. We will wrap up with a think pair share
about the different kinds of take away stories that we see in everyday life.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)

We can show subtraction with manipulatives and written equations and describe what
we are doing.
Essential Question(s)
The big idea of the lesson stated as a question or questions
What are all of the different ways we can show and tell subtraction stories?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills

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K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings
(drawings need not show details, but should show the mathematics in the problem), sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that will
support their learning
The students have had previous experience with working on addition and writing
They also did an activity where they listened to a book (Apples up on top by Dr.Seuss)
and then made a picture based on that book and an equation to go along with it.
The students will be using the knowledge they gained from the story, Pete the Cat and
his Groovy Buttons, and then using their own strategies to create a subtraction
equation in visual form (buttons) and written in the form of an equation. They must be
able to choose a starting number and then choose a number to take away, or subtract.
Then they must figure out how many they have left.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)

Subtraction and minus are new words for the students. I will reinforce these words by
using them in conjunction with take away. Phrases that will be used that the children
are familiar with are: How many were lost/taken away/fell off? How many are still
Other words that the students already understand and are familiar with are equation,
equals, and buttons.
Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
Give detailed, step-by-step instructions on how you will implement the
instructional plan.
Describe exactly what students will do during the lesson.

Ver. 4.001 08/22/14

1. Before (8min)Read and sing along with Pete the Cat and His Groovy Buttons
by Eric Litwin and James Dean (2012). Teacher: Boys and girls, many times in
this book we heard the word minus. Can anyone tell me what that word
means? (confirm that it means to take away).This book was a take away story.
Pete showed subtraction with buttons. (Open book and review with children)
Ok, on this page how many buttons does Pete have on his shirt? And then what
happened? Oh, one fell off! How many are left? How can we show that with an
2. (8min)Teacher: Lets all circle up on the rug. Ok, I have a piece of paper here
with a shirt drawn on it. (show students) Who can raise their hand and give me
a number less than 10? (Student offers a number such as 7, teacher places 7
buttons on shirt.) Ok, who can give me a number smaller than 7? (student calls
out random number such as 3, teacher puts 3 buttons to the side of the shirt but
still on the paper)Ok, now Im going to write an equation on my other paper to
show this take away story. Does anyone know how I should write this?(wait for
response. Prompt them if needed by asking how many did we start with? How
many did we take away? How many are left?) Ok, lets do one more together.
(repeat process).
3. During (10 min) Teacher: Each of you is going to get a sheet like this, a handful
of buttons and an equation sheet. I want you to use your buttons and come up
with as many equations as you can, just like we just did. So, youll need to pick
a number to start with, put that amount of buttons on your sheet with the shirt
on it, and write that number on your equation sheet. Then, youll pick a number
of buttons to take off, and write that on your equation sheet after the take away
sign. Then, you will count how many are left and write that after the equal sign.
Then continue making new equations. Any questions? (children will go to desks
to work independently). I will go around the room and observe as they make
equations with buttons and then write down their equations. I will ask questions
such as: How many did you start with? How many did you take away? How
many are left? How did you figure that out? Could you have done it another
4. After (4 min)Teacher: Were going to come back to the rug and wrap up. This
was a take away story about buttons. Could we make take away stories about
other things? (Wait for response. if needed prompt by giving an example of
sharing crayons) Think inside your head for just a moment. Were going to do a
pair, share now. Id like you to pair up in 5,4,3,2,1. And share. (allow a couple of
minutes for sharing) And were back to center in 5,4,3,2,1. Ok, who would like
to share their ideas? (write their answers on the board). Very good! So, it looks
like take away stories are all around us every day!

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The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)

Name Can show subtraction scenario with manipulatives

Can verbally
communicate subtraction scenario
Can write subtraction equation Other

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Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)

ELL and struggling students will benefit from the before stage of the lesson as we read
the book and have a visual representation. They will also benefit from the hands on
activity with the manipulatives.
Accelerated students will be encouraged to come up with even more equations or
equations using larger numbers.





List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
These students will benefit from the before stage of the lesson
as we read the book and have a visual representation. They
will also benefit from the hands on activity with the
manipulatives. If needed, I will prompt them by asking them to
choose a number to start with and place those buttons on
their sheet. Then, to write that number on the equation sheet.
Then, I will ask them how many theyd like to take away and
then take that number of buttons off of the shirt and write it on
the equation sheet. Then I will ask them to count how many
are left. I will re-iterate where on the equation sheet the left
over number goes.
These students should benefit from the same supports as
listed above. I will also be available to offer support as needed
and prompt them through the process with questions such as:
how many do you want to start with? How many do you want
to take away? How many are left?
These students will be encouraged to come up with even
more equations or equations using larger numbers.

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Others (describe)

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.

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Pete the Cat and His Groovy Buttons by Eric Litwin and James Dean (2012)
Sheet with image of shirt (see below)
Sheet for equations to be written on (see below)

You could also have the students draw or paste on paper buttons to represent an
equation. They could even draw the shirt. Or they could draw a subtraction scenario of
their choice. We may do this in a follow up lesson.

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Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.
What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.

Ver. 4.001 08/22/14

One student reaction that I hadnt anticipated was when I was modeling putting the
buttons on the shirt and writing the equation. I asked for a volunteer to give me a
number but instead of stating it she came and physically put the buttons on the shirt.
During this time maybe I could have talked to the other students to keep them
engaged while we were waiting. We did a couple as a group and I asked them to raise
their hand if they were ready to work on their own, or if we needed to do another one
together. Almost everyone was ready to move on.
Once they were back at their desks I had one student who was adding instead of
subtracting. But once I went back over it with her, she understood that she should be
taking them away instead.
Another student reaction that I hadnt anticipated was that a few students wanted to
color their shirt. I think next time I will have them draw on their buttons and decorate
the shirt as they like. This time I really wanted them to have the experience playing
with the manipulatives and having the opportunity to create many different equations.
Several students filled out the whole sheet with subtraction equations much quicker
than I had anticipated. One advanced student was done after only a few minutes. So, I
gave him more buttons and asked him to make equations with larger numbers. I also
had him write out equations on a blank sheet instead of filling in the boxes. This was a
bit of a struggle for him. At first he only put in the numbers and not the symbols. Then,
once we reviewed the symbols, he got it, but it took him much longer to write them out.
Another student did not understand the concept of taking away zero. When asked
what would happen if he took away zero he kept trying to make the answer zero
instead. Based on this, I see that this can be a tough concept that we should address
at a later lesson.
During the think pair share, I asked students to name some other subtraction stories
that we encounter in everyday life. They were a little lost. When we came back to
center I discussed and drew on the board several examples, such as cookies or
crayons that we share with our friends. We start out with 3 cookies and give Johnny
one and then how many do we have left? We went over several of these as a whole
group and then they had better understanding. I see now that I should have done a
couple examples with them before the pair share. They did just start working on
subtraction this week, so I should have prepared them more for the pair share.
Overall, I think it was a pretty successful lesson. The introduction of listening to and
singing a subtraction story (Pete the Cat) helped to get them excited about creating
their own subtraction stories.