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# Lesson Plan

## Subtraction strategies - Counting on to 10

### First (1) - Math ### LEARNING TARGET

• Students will be able to understand the concept of subtraction.
• Students will be able to use number lines to solve subtraction sentences by counting back with numbers up to 10.
• Students will be able to apply the concept of counting back to solve subtraction problems. ### LEARNING PROGRESSION

###### PREREQUISITE SKILL
• Students will be able to use the subtraction strategy of counting back on a number line to solve subtraction sentences with 20.
• Students will be able to identify the correct direction to count back on a number line.
• Students will be able to solve subtraction problems involving numbers up to 20.
•
###### EXTENSION SKILL
• Students will be able to understand the concept of subtraction.
• Students will be able to use number lines to solve subtraction sentences by counting on with numbers up to 20.
• Students will be able to apply the concept of counting on to solve subtraction problems.

45 minutes

###### MATERIALS
• Whiteboard and markers
• Number line chart (up to 10)
• Manipulatives (such as counters or cubes)
• Subtraction worksheet pack
###### VOCABULARY
• Subtract
• Take away
• Difference
• Number line
• Counting on ### TEACHING RESOURCES No Centers or Task Cards Available

###### IEP GOAL WORKBOOKS ###### WORKSHEET PACK No Worksheet Packs Available

###### 5 AND 1 INTERVENTIONS No Interventions Available

###### GAMES ###### ACTIVITIES No Activities Available ### LESSON INSTRUCTION

###### INTRODUCTION
1. Begin the lesson by asking students what they know about subtraction and its symbol, the minus sign (-).
2. Review the concept of subtraction and explain that they will be learning how to use number lines to solve subtraction sentences.
3. Display the number line chart and explain that they will be using this to help them count back to solve subtraction problems.
###### INSTRUCTION
1. Demonstrate to the students how to use a number line to solve a subtraction sentence. Start with a problem like 8 - 3 = __.
2. Show how to start at the number 3 on the number line and count on 5 spaces to the right, landing on the number 8. Write the subtraction sentence 8 - 3 = 5 on the board.
3. Explain to students that they can use this method to solve any subtraction sentence with numbers up to 10.
4. Introduce the concept of counting on to solve subtraction problems by demonstrating that they can start with the number being subtracted and count on the number of spaces they need to get to the number being subtracted from. For example, for the problem 9 - 4, they can start with the number 4 and count on 5 spaces to get to the number 9.
5. Provide additional examples and have students practice using number lines to solve subtraction sentences by counting on.
###### GUIDED PRACTICE
1. Provide students with a subtraction worksheet containing problems that use numbers up to 10.
2. Work through the problems together as a class, demonstrating how to use a number line to count on and solve the problems.
3. Encourage students to write the subtraction sentences for each problem on their worksheet.

###### INDEPENDENT PRACTICE
1. Provide students with another subtraction worksheet to complete independently.
2. Encourage students to use number lines to help them solve the problems.
3. Circulate around the room to provide individual support and guidance as needed.

###### HOMEWORK
1. Provide students with a few subtraction problems to solve using number lines as homework.

###### EXIT TICKET
1. To assess students' understanding of using number lines to solve subtraction problems, provide each student with an exit ticket that contains four subtraction sentences and four corresponding number lines.
2. Instruct students to solve each subtraction sentence and draw a corresponding model on the number line provided.
3. Collect the exit tickets to quickly assess students' understanding of the concept and identify any areas that may require further instruction or support.

###### ASSESSMENT
1. To assess students' understanding of using number lines to solve subtraction problems, provide each student with an assessment sheet that contains several subtraction sentences and blank number lines.
2. Instruct students to solve each subtraction sentence and draw a corresponding model on the number line provided.
3. Collect the assessment sheets to evaluate students' understanding of the concept and identify any areas that may require further instruction or support.

###### CLOSURE
1. Recap with the class what they learned in the lesson about using number lines to solve subtraction problems by counting on with numbers up to 10.
2. Encourage students to reflect on how they can apply these strategies in future math lessons and in everyday situations.
3. Provide positive reinforcement to the class for their hard work and progress throughout the lesson.

###### EXTENSION
1. For students who have mastered subtracting numbers up to 10, provide them with more challenging subtraction problems that involve regrouping or borrowing.
2. Students can practice subtracting three or more numbers using number lines and counting on.
3. Students can create their own subtraction problems using number lines and exchange them with a partner to solve.
###### INTERVENTION
1. For students who struggle with fine motor skills or have difficulty manipulating the manipulatives, provide them with larger or easier-to-grasp manipulatives.
2. For students who need extra support, provide them with additional practice problems and one-on-one guidance during independent practice.
3. For students who need additional reinforcement, provide them with visual aids, such as posters or anchor charts, that illustrate the concept of counting on and using number lines to solve subtraction problems.
###### VIDEOS

No Video Available ### TEACHING TIPS

• Provide visual aids, such as posters or anchor charts, to help students understand the concept of counting on and using number lines to solve subtraction problems.
• Use manipulatives to help students build a concrete understanding of the concept.
• Use real-world examples to make the lesson more engaging and relevant to students' lives. ### STUDENT MISCONCEPTIONS

• Students may initially think that subtraction always involves taking away from a larger number.
• Students may struggle with counting on from the smaller number to find the difference.
• Students may have difficulty grasping the concept of using a number line to count on and solve subtraction problems. ### STANDARD

##### Common Core Standard:

1.OA.C.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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