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# Lesson Plan

## Subtraction up to 10 - Taking Away to 10 - Cube Models

### LEARNING TARGET

• Students will be able to represent subtraction sentences up to 10 using connecting cube models.
• Students will be able to complete subtraction sentences using connecting cube models.
• Students will be able to demonstrate understanding of the concept of subtraction.

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EXTENSION SKILL

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### DURATION

• Introduction (5 minutes)
• Instruction (15 minutes)
• Guided Practice (15 minutes)
• Independent Practice (15 minutes)
• Exit Card Formative Assessment (5 minutes)
• Closure (5 minutes)

### MATERIALS

• Connecting cubes (at least 100)
• Containers to hold the connecting cubes
• Whiteboard and markers
• Subtraction sentence cards
• Exit cards
• Homework sheets

### VOCABULARY

• Connecting cubes
• Subtraction
• Take away
• Difference
• Sentence

### TEACHING RESOURCES

No Centers or Task Cards Available

IEP GOAL WORKBOOKS

No Goals Available

WORKSHEET PACKS

No Worksheet Packs Available

5 AND 1 INTERVENTIONS

No Interventions Available

### GAMES

No Games Available

### ACTIVITIES

No Activities Available

### INTRODUCTION

1. Introduce the concept of subtraction by using examples of taking away objects from a group.
2. Explain that subtraction means finding out how many are left after some are taken away.

### INSTRUCTION

1. Show students how to use connecting cubes to represent subtraction sentences, such as 9 take away 3 is 6. 2. Model the process by creating a group of 9 connecting cubes, then taking away 3 cubes, and showing the remaining 6 cubes.
2. Explain that the number of cubes left is the difference, and this is the answer to the subtraction sentence.
3. Introduce the subtraction sentence cards and demonstrate how to read and solve them using connecting cubes.

### GUIDED PRACTICE

1. Divide students into pairs and provide each pair with a container of connecting cubes and a set of subtraction sentence cards.
2. Instruct students to work together to use the connecting cubes to represent and solve each subtraction sentence.
3. Circulate around the room, providing support and guidance as needed, and checking for understanding.

### INDEPENDENT PRACTICE

1. Have students work independently to solve subtraction sentences using connecting cubes.
2. Provide each student with a new set of subtraction sentence cards.
3. Monitor students' progress, providing support and assistance as needed.

### HOMEWORK

1. Assign students a homework sheet with subtraction sentences to solve using connecting cubes.
2. Encourage students to discuss the activity with their parents and practice solving subtraction sentences at home.

### EXIT TICKET

1. Provide each student with an exit card.
2. Instruct students to write a subtraction sentence and draw a connecting cube model to represent their sentence. 3. Collect the exit cards and review them to assess students' understanding of representing subtraction sentences using connecting cube models.

### ASSESSMENT

1. Formative assessments will be conducted during the lesson to monitor students' understanding of representing subtraction sentences using connecting cube models.
2. The exit card and progress monitoring assessments will be used to determine students' mastery of representing and completing subtraction sentences using connecting cube models.

### CLOSURE

1. Review the key concepts of subtraction and using connecting cubes to represent subtraction sentences.
2. Ask students to share their favorite subtraction sentence from the lesson and explain how they used connecting cubes to solve it.

### EXTENSION

1. Students can practice addition using connecting cubes to represent addition sentences.
2. Students can explore more complex subtraction problems, such as subtracting from numbers larger than 10.
3. Students can use other manipulatives or objects to represent subtraction sentences, such as counters, beads, or LEGO bricks.

### INTERVENTION

1. For students who struggle with fine motor skills, larger and easier-to-grasp cubes can be used.
2. For students who need extra support, a visual aid or diagram can be provided to help them understand the concept of subtraction and how to use connecting cubes to represent subtraction sentences.
3. Pair struggling students with a peer who has demonstrated mastery of the concept, allowing them to work together and provide support during guided and independent practice.
4. Provide additional practice opportunities and one-on-one instruction for students who require more time to grasp the concept.

### VIDEOS

No Video Available

### TEACHING TIPS

• Encourage students to use verbal explanations while solving subtraction problems with connecting cubes to reinforce understanding.
• Use real-life examples to illustrate subtraction scenarios, making the concept more relatable for students.
• Introduce a variety of subtraction strategies (e.g., counting back, using a number line) to cater to diverse learning styles.

### STUDENT MISCONCEPTIONS

• Some students may think that subtraction always involves taking away objects from the left side, rather than identifying the specific number to be subtracted.
• Students may confuse subtraction with addition, attempting to combine cubes instead of taking them away.
• Some students may believe that larger numbers cannot be subtracted from smaller numbers, not yet understanding the concept of negative numbers.

### STANDARD

##### Common Core Standard:

K.OA.A.1 Part 2 - Represent subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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