1. Topic-
|
|
|
2. Content-
|
| Subtraction symbol and vocabulary |
| |
|
3. Goals: Aims/Outcomes-
|
1. Students will be able to use proper subtraction vocabulary.
2. Students will be able to subtract 2 digits less than 10.
3. Students will learn subtraction rules such as "When writing subtraction
equations, write the bigger number first." |
| |
|
|
4. Objectives-
|
1.3 Know that the larger numbers describe sets with more objects
in them than the smaller numbers have.
2.1 Use concrete objects to determine the answers to addition and
subtraction problems (for two numbers that are each less than 10). |
| |
|
5. Materials and Aids-
|
-plush dice
-blank paper
-pencils |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. Have the students gather on the rug and make a class circle.
2. Review what the class has been working on (adding, and taking away).
3. Explain that today's focus will be subtraction.
4. Review what it means to "subtract" |
| |
|
|
B. Development-
1. Go over subtraction rules.
2. Review how to use fingers to subtract.
3. Show how to play the game.
a. roll the dice -- for example: one roll is 5, and the other roll
is 3.
b. ask the students "which number is bigger?"-- answer should be 5
c. tell the students that they will write the bigger number first,
and then their smaller number (5-3= ____ ) show this on the white
board.
d. show the students how to use their fingers to solve the problem.
-- hold up the bigger number with your fingers (5), then put down
the number that you are taking away (3), and what do we have left?
(2).
|
| |
|
|
C. Practice-
1.Pull sticks to see which students will demonstrate how to play
the game in the whole class setting.
2. Ask the student to roll the die
3. After the roll, ask the student which dice shows the bigger number.
4. Ask the rest of the class to confirm that the student's response
is correct (thumbs up, thumbs down)
5. Ask student to write the "big number" on the white board. Then
tell the student to write the symbol for "minus"; then have him/her
write the other number; and lastly, and equals sign.
6. Have the class practice how to get the answer together by using
their fingers to help them.
7. After about 2-3 examples. Release the students to play the game
with their partners. |
| |
|
|
D. Independent Practice-
1. The students will continue to play the game with their partners
on their desks.
2. Students will be given a piece of blank paper to write down their
equations.
3. The students will play this game until the math period is over. |
| |
|
|
E. Accommodations (Differentiated Instruction)-
1. Low performing students are paired with high performing students.
2. The teacher will visit the desks of the struggling students to
aid them in the game (if needed). |
| |
|
|
F. Checking for understanding-
1. The teacher will go around the room to check on the understanding
of the game.
2. Teacher will give compliments to pairs that are working cooperatively.
3. The paper, which has the students' written equations will be collected
by the teacher to check the students' progress in subtraction. |
| |
|
|
G. Closure-
1. When the math period is over, get the students' attention. Close
the activity by asking the students if they had fun.
2. Call one table at a time to collect the dice, then dismiss the
students to the next activity. |
| |
|