LESSON PLAN

Primary Special Education

Ms. L. Cruz
TITLE: DATE: Ongoing/ As
Subtracting Needed
Single Digit Numbers
SUBJECT: Math GRADE: Kinder -3rd
TIME: Dependent on PERIOD: Dependent on
Resource Service Resource Service
Schedule Schedule
ESLRs: COMMON CORE
Gain knowledge STANDARDS:
Utilize technology K.OA.A.1 Represent
Increase addition and subtraction
communication and with objects, fingers,
social skills mental images, drawings,
Help create a sounds (e.g. claps) acting
productive learning out situations, verbal
environment explanations,
Actively solve expressions, or equations.
problems 1.OA.A.1 Use addition and
Nurture cultural subtraction within 20 to
differences solve word problems
involving situations of
adding to, taking from,
putting together, taking
apart, and comparing,
with unknowns in all
positions, e.g., by using
objects, drawings, and
equations with a symbol
for the unknown number
to represent the problem.
2.OA.B.2 Fluently add and
subtract within 20 using
mental strategies. By end
of grade 2, know from
memory all sums of two
one-digit numbers.
3.NBT.A.2 Fluently add
and subtract within 1000
using strategies and
algorithms based on
place value, properties of
 operations, and/or the relationship between
addition and subtraction.
OBJECTIVES: LEARNING TARGETS (I CAN):
Given a set of single digit subtraction I can subtract numbers.
problems, the student will be able to use
appropriate steps to solve at 80%
accuracy.
INSTRUCTIONAL STRATEGIES: MATERIALS/
`Cooperative learning RESOURCES/ASSISTIVE
`Whole class discussion
`One-to-one instruction TECHNOLOGY:
`Hands-on instruction Counters, working mats, chalkboard, math
`Drill and practice notebooks,
`Life skill connection

MODIFICATIONS/ACCOMMODATI CLASSROOM LAYOUT:

ONS: `seated at table near board
`simplified, repeated instruction `provide one to one instruction on another
`extended time table if needed
`peer mentoring
`color coding
`breaks if needed
`frequent checks for understanding
`praises
`use of manipulatives
PREVIOUS LESSON/MATERIAL RELATED TO LESSON:
`students are aware of identifying bigger and smaller numbers.
`students have practice in counting backward
LESSON OUTLINE
TIME: STEPS:
INTRODUCTION: `Inform students that they will be practicing their
numbers by counting and seeing which numbers are
bigger and smaller.
`Have students practice counting backward, using a
number chart if needed.
`Have students practice deciding which number is bigger
and which smaller (using manipulatives).
MOTIVATION: `Ensure that you have a container of toys prepared on
the side for the activity
`Have students explore their toys to each other for a few
seconds.
`Lead the class in counting together the toys that are on
the table.
`Inform the class that you want to put away toys then
take toys off the table.
`Ask the students to count altogether to see how many
toys there are now after took some away.
`Continue this activity a few more times and emphasize
the phrases: take away, take from, put away, minus,
subtract, etc.
`Have students put away the toys and clear the table.
EXPLORATION: `Pass out counters and working mat to students.
`Write a single-digit number on the chalkboard and tell
students to put that many counters on their mats.
`Have them count aloud when they put the counters.
`Put another number on the board that is smaller than
the first and tell the students to put away that many
counters.
`Have them count aloud, starting from the bigger
number and going backwards.
`Ask the students how may counters do they have in left
after they put away more.
`Have students count the counters on the mat and give
the answer.
`Repeat the activity using different terms such as: take
away, put away, minus, etc.
`Have students clear their workspace and continue the
activity, but this time instead of just writing numbers,
use symbols to make equations on the board. Point to
appropriate parts of the equations as you instruct. For
example write 7 - 3 = _____.
`Instruct students to place 7 counters on their mat.
`Then tell them to take away (-) 3 counters
`Then ask them to count what is left and tell you what it
equals (=)
`Have students write subtract, minus, equals their
notebooks and sample equations.
`Continue this activity. Changing manipulatives or using
scratch paper for drawing in also acceptable.
GENERALIZATIO `Have students use mental math to complete single-digit
subtraction. Use modeling to show students.
N: `Write an equation on the board and ask students to
choose which is the bigger number
`When they decide, tell them to put the big number in
their head, while pointing to your head
`Then tell them to show the smaller number on their
hands.
`Model to students how to count forward from the
number in their heads to the number of fingers they are
showing.
`Inform them this is another way of adding instead on
using counters and drawings.
`Continue modeling and having students practice
subtracting.
`Have students complete notebook assignments and
worksheets to exercise their subtraction skills.
APPLICATION: `Have students apply their knowledge of subtraction
operation and vocabulary by answering simple one step
subtraction word problems with guidance.
`Have students complete subtraction problems during
daily tasks such getting pencils, paper, etc.
 CLOSURE/REVIE `Have students continue doing daily exercises of simple
subtraction, deciding which is bigger, and counting
W: forward, etc.
`Continuous review of vocabulary.
`Inform students of the importance of subtracting and
times they will need to use it.
ASSESSMENTS
BEHAVIORAL: ORAL/WRITTEN: OTHER:
`Oral counting `Standardized tests as
`Subtraction problems in needed
notebook
`Subtraction worksheets
`Subtraction word problems

REFLECTION/COMMENTS: