Running head: LESSON PLAN KINDERGARTEN ADDITION AND SUBTRACTION

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Hands On: Write More Subtraction Sentences CC.K.OA.2
Teacher: Deniece White
I.

Grade Level: Kindergarten Math

Date: 11/18/2014

Content and Standards: CC.K.OA.2 Understand addition as putting

together and adding to, and understand subtraction as taking apart or taking
from. Solve subtraction problems and subtract within 10, e.g., by using
objects or drawings to represent the problem.
Prerequisites: The student will have a basic understanding of counting.

II.
III.

Essential Questions: How can you solve subtraction problems and complete
the equation?

IV.

Instructional Objective: The student will understand how to solve

subtraction word problems within 10 and record the equation.

V.

Instructional Procedures: Before: In whole group the student will be

engaged with reading the book Elevator Magic. Throughout the story the
children will be asked such questions as:

Which floor is 2 floors down from the 10th floor? And If you go 3
floors down from the 8th floor, where will you be?

Which floor is 3 down from the 8th floor?

Now we are on 5. What is one floor down from 5?

Were on 4. Dads on 1. How many is 4 1 floors down?

During: Green -Teacher Table: Subtraction worksheet, Blue Table: Play

Dough Numbers (students will make numbers 1 -10 or higher with play
dough), Orange Table: Egg Carton Math (students will count numbers 1-10
or greater dropping peas in an egg carton).
After: The students will understand how to solve subtraction word problems
within 10 and record the equation. With guided assistance they will continue
to practice taking apart and taking from to understand how to solve
subtraction equations and to begin to understand their mathematical thinking
behind how they arrived at their
VI.

Materials and Equipment:

Play Dough

Number Cards

Running head: LESSON PLAN KINDERGARTEN ADDITION AND SUBTRACTION

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Elevator Magic Book

Egg Cartons

Peas

Cubes

Subtraction Worksheet

Pencils

VII.

Assessment/Evaluation: The students will be observed in whole group, and

small group, for their ability to understand subtraction as taking apart or
taking from. The student will further understand for any number 1 9, how to
take from 10.

VIII. Differentiation: Individualized Activities:

Extension: As students develop proficiency with solving each type of

subtraction structure, then they will be encouraged to take apart numbers
greater than 10 and display their ability to write problems for themselves
or for others to solve.

Intervention: Students will be allowed to work with smaller numbers as

needed so they can practice using efficient strategies to solve the
problems.

IX.

Technology: N/A

X.

Self-Assessment: A reflection on the students understanding and ability to

subtract within 10 or greater from a given concept and say, record, and or
display their answer while in whole group, small group and/or during
individual expression, will be used to make ongoing changes to the lesson as
well as to enhance future lessons incorporating data gathered from the
students response to this lesson. What went right? What went wrong? Were
the students able to answer the essential question, How can you solve
subtraction problems and complete the equation? Also, was the instructional
outcome met, The student will understand how to solve subtraction word
problems within 10 and record the equation. Once the determination is made
that the students understand the mathematical thinking behind the
instructional outcome then I should be able to determine if adjustments are
needed to enhance, change, or adjust any part of the lesson ongoing or for
future lessons.