Kindergarten Subtraction Day 1

TEKS: K.3.A Number and operations. The student applies mathematical process standards to

develop an understanding of addition and subtraction situations in order to solve problems. The

student is expected to: model the action of separating to represent subtraction;

CCRS: 1.B.1 Numeric Reasoning. Perform computations with real and complex numbers.

ELPS: C.1.E Internalize new basic and academic language by using and reusing it in meaningful

ways in speaking and writing activities that build concept and language attainment.

Objective: Students will be able to model the action of subtraction at 80% accuracy.

Materials:

-5 Little Monkeys Jumping on the Bed by Ellen Christelow -sentence strip

-Teacher iPad (for recording)

Activity Procedures
Thumbs up/Thumbs down Checking for understanding:
Discussion -Give me a thumbs up or thumbs down if you know what
this sign means?
-Give me a thumbs up or thumbs down if you know what
3 min subtraction is?

Quick discussion will take place before reading the book.

Focus What have we been learning in math?

What does adding mean?
We put things together, so today we will learn subtraction.
If adding is putting things together, subtracting means
taking apart.

*Show students minus sign and refer to it as take away

(use finger to represent minus sign too!)
 5 Little Monkeys Jumping on the Read book.
Bed by Ellen Christelow Have 5 students stand up and sit down as the book goes
along.
5 min
Instructional
Checking for understanding:
Delivery
-How many monkeys do we have?
-How many are left?
-“Four take away 1 means….?”
“4 take away 1 equals…?”

Group subtraction Continue to take 5 students and have them sit down as you
WRITE the problems on an anchor chart to solve with the
15 min students.

Ask 4 students to join you. Explain that your group is

going to act out a story and write a subtraction problem to
represent it. Say: “we are 5 butterflies, 2 of us flew away.
Now we have 3 butterflies left. Here is our number
sentence: 5-2=3”
Guided
Practice Explain Dice. Explain where each number goes.

Put them in groups.

Checking for understanding:

-How many do we have?
-Is the number getting bigger or smaller?
-What does it mean to subtract?
-How many did we take away?

Students will act out a subtraction Have students get in groups to work on their stories.
problem and write it down on the Make sure they are writing numbers in correct boxes.
Independent strip given.
Practice Checking for understanding:
5 min Walk around room and assist students when needed.

Class sharing and turning in The students will perform their stories and will turn in their
sentence strips. sentence strips to the teacher.

Checking for understanding:

Closure 10 min What does subtraction mean?
Does the number get bigger or smaller?

Tell students that they will continue to learn about

subtraction all week.
 Subtraction Day 2

TEKS: K.3.B Number and operations. The student applies mathematical process standards to

develop an understanding of addition and subtraction situations in order to solve problems. The

student is expected to: solve word problems using objects and drawings to find differences

within 10.

CCRS: 2.D.1 Representations. Interpret multiple representations of equations and relationships.

ELPS: C.2.E Use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language.

Objective: Students will solve a subtraction problem using objects and drawings at 80%

accuracy.

Materials:

-Paper Pond -Ducks -Dry erase boards -Markers -Worksheet -Dice

Activity
*Students Will Have Already
Read Pete The Cat Five Little
Ducks by James Dean*
Focus
Subtraction YouTube video
Duck pond activity
Procedures
Read book before math, to continue duck theme.
“What have we been learning this week?”
Play video.
Ask questions after video ends.
Checking for understanding:
-What do you do when you subtract?
-Does the number get bigger or smaller?
Students will sit around the edge of the carpet. Place dry
erase markers, boards, ponds, and ducks in center.

Instructional Explain to them that you have a pond, and some ducks.
Delivery You will put ducks in the pond, and model that some will
leave. As a class, they will help write a subtraction
10 min problem.
 Continue to add ducks to the pond, and have students help
you write the problems out. Have students read the
problem after each one.
Checking for understanding:
-How many ducks do I have?
-How many ducks are left?
-Can you read your sentence to me?
Drawing and writing a subtraction Tell students that they will be drawing their own duck and
story. pond at their tables.

SHOW them what it will look like when they are done.

They will be rolling a dice 2 times at their table. The first

number rolled will be the total amount of ducks. The
2 min second will be the amount of ducks that walked away.

Guided Explain that they must write their number sentence FIRST
Practice and it must MATCH their picture.

Tell the students you want them to also draw dots and
cross them out to see what their answer will be.

Model rolling the dice.

Checking for understanding:
-What do you do first?
-What are you going to draw?
-Can you roll a number bigger than 5?
Students will draw and write their Checking for understanding:
Independent subtraction story Walk around and assist students where needed.
Practice
10 minutes
Stand up-hand up-pair up Have students stand up with their papers.

2 min Explain to students that they are going to share their

subtraction story with a partner that is NOT at their table.

On the count of 3, have them find the closest person to

Closure them and give them a high five and pause.

Once everyone has a partner they can share.

Checking for understanding:

Make sure all students are on task, and correctly sharing
their number sentence aloud.
 Subtraction Day 3

TEKS: K.3.B Number and operations. The student applies mathematical process standards to

develop an understanding of addition and subtraction situations in order to solve problems. The

student is expected to: solve word problems using objects and drawings to find differences

within 10.

CCRS: 2.D.1 Representations. Interpret multiple representations of equations and relationships.

ELPS: C.2.E Use visual, contextual, and linguistic support to enhance and confirm

understanding of increasingly complex and elaborated spoken language.

Objective: Students will solve a subtraction problem using objects and drawings at 80%

accuracy.

Materials:

-Pete the Cat and His Four Groovy Buttons by Eric Litwin -Promethean board

-Pete the cat work sheet

Activity Procedures
Partner talk/Class Discussion Checking for understanding:
-Ask students “What have we been learning this week?”
Then have the students tell their shoulder partner what
subtraction means
Focus
-Does the number get bigger or smaller when you subtract?

Have students sit in front of the promethean board

Read Pete the Cat and His Four After reading I will call on students to come and draw the
Groovy Buttons by Eric Litwin number of buttons that we have (circles) and write that
Instructional number.
Delivery
A second student will come up and will be told the number
of buttons that fell off, and they will have to write the
 minus sign and number while crossing off that same
amount.

As a class we will find the difference and read the number

sentence together.

Checking for understanding:

-How many buttons are we starting with?
-How many buttons are left?
-How many did we end with?

Read the number sentences together

Guide students through Pete the Walk through the steps of complete the worksheet.
Cat worksheet
1. We are going to be making our own Pete the cat
subtraction story
2. Read the sentence to the students and show them
which numbers will go in each box.
3. Explain that each student has different numbers to
make their own unique Pete the cat.
4. Tell students to draw the circles to show their
Guided
thinking
Practice
5. Write the number sentence
6. Draw your own Pete the cat and his buttons!

Checking for understanding:

-Where do you find your numbers to make your number
sentence?
-Should your answer be bigger or smaller than the one you
started with?

Work on Pete the Cat worksheet Checking for understanding:

Independent Allow students to work on their drawings, assist where
Practice needed.

Stand up-hand up-pair up Have students stand up with their papers.

2 min On the count of 3, have them find the closest person to

them and give them a high five and pause.
Closure
Once everyone has a partner they can share.

Checking for understanding:

Make sure students are having on-task conversations.