Mercedes Boward, todays date: 11-15-24 lesson date: 11-18-24, lesson plan 2

General Informa,on
Lesson Title: Using a 10 to Subtract
Subject(s): Math
Grade/Level/Se?ng: 1st grade/26 students in the classroom: 13 boys and 13 girls/3 students have IEP’s: one student just
needs help with reading and speech, the other two students need constant redirecLon, visuals, and use manipulaLves when
able/ star&ng in the back of classroom there is the classroom library. Next to the library on the right is a cart where the students
have their book bins. To the le< of the classroom library are materials for the children such as white boards, dry erasers and
markers, clipboards, and privacy boards. In front of the classroom library are the desks. There are three rows going up and then
a row on each side of the center desks. In front of the desks is the whole group carpet. To the le< of the carpet is the small
group table with many manipula&ves and resources the teacher can use. To the right of the carpet is a white board for the
teacher to u&lize and a teacher area where the computer is help and document camera. At the front of the carpet on the wall is
the promethean board. And at the boBom of the promethean board on the right side are ELA games the students can do when
they are finished their work. On the le< side are the math games the student can do when they are done their math work.

Prerequisite Skills/Prior Knowledge:

Students should be able to iden&fy number partners for 10. Students should be able to add and subtract within 10 using various
strategies. Students should be able to count on. Students should be familiar with rote coun&ng by ones within 100.
Standards and Objec,ves
State/Na&onal Academic Standard(s):
1.OA.A.1 Use addition and subtraction within 20 to 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.
1.OA.C.6 Add and subtract within 20, demonstra&ng fluency for addi&on and subtrac&on within 10. Use strategies such as
coun&ng on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 =
10 – 1 = 9); using the rela&onship between addi&on and subtrac&on (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and
crea&ng equivalent but easier or known sums (e.g., adding 6 + 7 by crea&ng the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Learning ObjecLve(s):
Students will be able break apart a number to get to 10. Using teen numbers, students will subtract to get 10 and then subtract
the rest.
Materials Technology
-iReady math books -computer
-iReady slides for whole group: -document
hBps://docs.google.com/presenta&on/d/1xlP8axzJU7jc7qwhijCeskEiK7lOkY8Jm6ugPRhdbXw/edit?usp=sharing camera
- subtrac&on mats with tens frames and number bonds -promethean
-dry erase marker board
-dry eraser
-projector
-blue math book
 Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks
through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language FuncLon(s):
Students will solve teen number subtrac&on problems using make ten strategy and then subtrac&ng the rest.

Vocabulary:
Tens frame- a rectangular grid with two rows and five columns
Number bond- a pair of numbers that add up to a specific number
Equa&on- a mathema&cal sentence that has two equal sides separated by an equal sign. 4 + 6 = 10 is an example of an
equa&on.
Make a ten- strategy where you try to turn one of the numbers in an addi&on or subtrac&on problem into 10.
Discourse and/or Syntax:
Students will use syntax to solve problems of subtrac&ng using a teen number and another number and then subtrac&ng
to make ten and then subtrac&ng the rest.
Planned Language Supports:
Students will use vocabulary words throughout whole group &me and during independent work. The vocabulary words are
not new so there will be no going over the words. The vocabulary words are words that we use every day in math, so the
students are very familiar with them. There is also a math bulle&n board in the back of the room with math vocabulary on
it if they were to forget them. Throughout the lesson there are images to go along with what is being taught so it is easier
for the students to comprehend the lesson.
Instruc,onal Strategies and Learning Tasks

AnLcipatory Set:
AcLvity DescripLon/Teacher Student AcLons
We will start the lesson by doing a warmup called Students will look at the images and count the
“quick images”. During this I show the students a number of dots on each slide. They will then share
picture with a certain number of dots for a few the number the saw on the slide and the strategy
seconds and then they tell me how many they saw they used to find their answer. They will conBnue
and what strategy they used. There are a total of 4 this process for all 4 slides.
quick images to look at and discuss to warm up their
brains for math.

PresentaLon Procedures for New InformaLon and/or Modeling:

AcLvity DescripLon/Teacher Student AcLons
 I will show the students an example of how to The students will watch as I work out the
subtract using a teen number to make ten and example of how to subtract using a teen
then subtract the rest using a tens frame. number to make ten and then subtract the
rest. The students will ask any quesBons they
have or answer any quesBons that I ask.

Guided PracLce:
AcLvity DescripLon/Teacher Student AcLons
AFer I show the students how to solve a Students will use subtracBon tens frames
subtracBon problem using the make ten mats to solve problems as we go through
strategies, we will do an interacBve example them together and then they will use them
together. First, I will give them a subtracBon to work with a partner and solve a problem.
tens frame mat with a dry erase marker and We will then go through it together once
eraser. They will fill in the equaBon part. I will everyone is done.
have the students use the carpet as tens frames
and I will tell a teen number of students to
stand up. I will then tell the students to mark
that many spots on their ten’s frames. Then I
will ask them how we can get to 10. Then I will
have a certain number of students sit down to
get down to 10 students and we will write it on
the mats. Then we will figure out how many
more we sBll must subtract to find our answer
and have them write it and then have that
many students sit down. Then we will figure out
the answer by how many students are sBll
standing. Then I will have the students do
another problem using their mats and working
in partners on the carpet. Once done I will go
over what the students will be doing for
independent work.

Independent Student PracLce:

AcLvity DescripLon/Teacher Student AcLons
I will show the students the problems they will Students will use tens frames and number
be doing on pages 213 and 214 in their iReady bonds to use teen numbers to subtract and
math book. Once they are done, they will do make 10 and then subtract the rest. Once
their math facts and then play a math game. done students will do their math facts and
then play a math game.
 CulminaLng or Closing Procedure/AcLvity:
AcLvity DescripLon/Teacher Student AcLons
Once there are about 10 minutes le<, I will have the Students will clean up and bring their blue math
students clean up so that we can go over the books and a pencil to the carpet. Independently
reflec&on together in a group. I will have the students they will try to find 15-9 in their math book.
bring their blue math book and a pencil to the carpet. Once they are done, we will go over it as a class
I will then show them the reflec&on ques&on which is and discuss how we can find the answer and the
to find 15-9. We will then go over it together as a steps it takes to solve the problem. Students will
group and discuss how we found the answer and the share how they solved it and how they used the
steps we took. make 10 strategies to subtract.

Differen,ated Instruc,on
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.
GiZed and Talented:

EL: there are no English language learners in the class, but if there were there are images on each slide
to help show what is being talked about.
Students with Other Special Needs: extra teacher support will be given, assignment will be read aloud to
them a few times, redirection given, when necessary, they will be able to use images to help them with
their map, images are throughout the slides/lesson, so they know what is being referred to or talked
about
Assessment
Forma;ve
iReady math pages 213-214
Summa;ve
(Quizzes, Tests, products)
N/A