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Lesson Plan

Subtraction up to 5 - Word Problems With Pictures to 5

Kindergarten (K) - Math

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LEARNING TARGET

  • Students will be able to understand and identify subtraction word problems.
  • Students will be able to solve subtraction word problems using manipulatives.
  • Students will be able to write number sentences to represent subtraction word problems.
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LEARNING PROGRESSION

PREREQUISITE SKILL

-

EXTENSION SKILL

-

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
  • Manipulatives (e.g., counting bears, unifix cubes)
  • Whiteboard and markers
  • Subtraction Word Problems Worksheets
  • Small whiteboards and markers for students
VOCABULARY
  • Subtraction
  • Word problem
  • Manipulative
  • Number sentence
  • Minus sign (-)
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TEACHING RESOURCES

CENTERS & TASK CARDS

No Centers or Task Cards Available

IEP GOAL WORKBOOKS

No Goals Available

WORKSHEET PACK

No Worksheet Packs Available

5 AND 1 INTERVENTIONS

No Interventions Available

GAMES

    ACTIVITIES

    No Activities Available

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    LESSON INSTRUCTION

    INTRODUCTION
      • Review the concept of subtraction with students and introduce the minus sign (-) as the symbol for subtraction.
      • Explain that subtraction word problems are stories that involve taking away or finding the difference between two numbers.

      Note: The introduction should capture students' attention, establish the purpose of the lesson, and set the stage for the learning activities that will follow.

    INSTRUCTION
    1. Present the example problem: "Farmer Williamson has 8 pineapples to sell at the market. 3 pineapples sell. How many pineapples are left?"
    2. Model how to use manipulatives to solve the problem and write the number sentence: "8 - 3 = 5."
    3. Discuss the process of solving subtraction word problems and writing number sentences.
    GUIDED PRACTICE
    1. Provide students with a worksheet containing subtraction word problems.
    2. Work through the problems together as a class, using manipulatives to solve the problems.
    3. Encourage students to write number sentences to represent each problem.

      INDEPENDENT PRACTICE
        1. Provide students with another worksheet of subtraction word problems to complete independently.
        2. Circulate around the room to provide support and guidance as needed.

        HOMEWORK
        1. Encourage students to create their own subtraction word problem and illustrate it with drawings or manipulatives at home.
        2. Instruct students to write a number sentence to represent the problem.

        Note: Homework should be optional and not graded. It is important to provide a balance between schoolwork and home life, and to ensure that students have enough time to rest and engage in other activities.

          EXIT TICKET
          1. Provide each student with a small whiteboard and marker.
          2. Instruct students to write a number sentence that represents a subtraction word problem.
          3. Collect and review the whiteboards to assess students' understanding.

            ASSESSMENT
            1. Ask students to share a subtraction word problem they solved and how they solved it.
            2. Use their responses to assess their understanding of subtraction word problems.

            Note: Summative assessment is performed at the end of a learning period and typically consists of a problem set of at least 10 questions to measure a student's proficiency level.

              CLOSURE
              1. Review the key concepts of subtraction word problems and solving them using manipulatives and number sentences.
              2. Encourage students to continue practicing subtraction word problems at home and in future lessons.

                EXTENSION
                1. Students can practice solving subtraction word problems with numbers up to 10 or 20.
                2. Students can create their own subtraction word problems and exchange them with classmates to solve.
                INTERVENTION
                1. For students who need extra support, provide one-on-one or small group instruction with additional subtraction word problems and manipulatives.
                2. For students who struggle with fine motor skills, larger and easier-to-grasp manipulatives can be used.
                3. For students who need visual aids or diagrams, provide graphic organizers to help them understand the concept of subtraction word problems.
                4.  
                VIDEOS

                No Video Available

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                TEACHING TIPS

                • Use real-life examples: Incorporate real-life scenarios when presenting subtraction word problems to help students make connections to their own experiences.
                • Encourage peer collaboration: Allow students to work in pairs or small groups during guided practice, fostering collaboration and discussion while solving problems.
                • Praise effort and progress: Encourage and praise students' effort and progress during the lesson to boost confidence and motivation.
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                STUDENT MISCONCEPTIONS

                1. Subtraction always results in a smaller number: Some students may think that subtraction will always result in a smaller number, not realizing that when the minuend and subtrahend are equal, the difference is zero.
                2. Reversing numbers in the number sentence: Students may incorrectly assume that the order of numbers in a subtraction number sentence does not matter, leading to incorrect answers.
                3. Confusing subtraction with addition: Young learners may confuse subtraction with addition due to their limited exposure to mathematical operations. Reinforce the differences between the two operations throughout the lesson.
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                STANDARD

                Common Core Standard:

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

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