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Lesson 1

1. Raise your hand if you know what my secret math symbol is?
2. Now, based upon the symbol that I showed you in my hands, what do you think we are going to talk about and learn about today?
3. What words have you heard before that you think mean the same as subtraction?
4. What are some strategies that you think could help us subtract numbers?
5. Which one do you think that would work best for you?
6. Can someone come up with a subtraction problem using the numbers 0-10 for us to do?

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Lesson 2

1. Now, based what I just did, what do you think we are going to talk about and learn about today?
2. Can anyone remember how we can subtract the numbers 0-10? Does anyone remember a strategy that we can use to help us subtract numbers?
3. What do you guys think that some of our rules should be?
4. "I Have, Who Has?" Subtraction Game (Students will apply the concept of using a strategy to complete subtraction to participating in a "I Have, Who Has?" Subtraction Game.)

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Lesson 3

1. Does anyone remember what we talked about last week?
2. Does anyone remember a strategy that we can use to help us subtract numbers?
3. What do you guys think that some of our rules should be?
4. Subtraction Centers (Students must apply his or her personal knowledge on subtraction to complete five different Subtraction Centers.)

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Lesson 1

Ms. Sally Subtraction Anchor Chart

Let's Practice Subtraction! variation practice sheet (Fall/Thanksgiving themed)

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Lesson 2

"I Have, Who Has?" Subtraction Game

Let's Practice Subtraction! #'s 10-20 practice sheet

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Lesson 3

Review Subtraction in General

Subtraction Centers:
Center 1: Fall Subtract & Color

Center 2: Linking Cube Subtraction

Center 3: Falling Leaves Subtraction

Center 4: Fall Subtraction Word Problems

Center 5: Pumpkin Subtraction

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Subtraction Centers (#'s 0-20) (Station Teaching)

The first grade student will apply his or her concepts on subtracting numbers 0-20 by participating in five Subtraction Centers with 80% accuracy and 90% participation (DOK 1, 4).

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Subtracting #'s 10-20

The first grade student will apply the concepts of subtracting the numbers 0-10 to completing the fall themed game, “I Have, Who Has? Subtraction” on subtracting the numbers 10-20 and complete a Let’s Practice Subtraction! practice sheet with 83% accuracy. (DOK 1, 4)

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Subtracting #'s 0-10

The first grade student will participate in creating a Ms. Sally Subtraction Anchor Chart, and complete a Let's Practice Subtraction! practice sheet with 83% accuracy. (DOK 1,2)

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B. Pre-Assessment Analysis (need of students)

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B. Pre-Assessment Analysis (need of students)

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- Try to get students to understand the different phrases that mean subtract.
- Students had difficulty answering word problems due to not being able to read them. Each individual student had to have each word problem read aloud to them.
- One important note to make about the assessment is a goal for one of the lesson is to try to get them to not just use their fingers to subtract numbers.

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B. Pre-assessment (baseline) List actual data for objectives

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B. Pre-assessment (baseline) List actual data for objectives

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Assessment Tool: A Bit of Dinosaur Subtraction

- 2 students made a 10/10
- 2 students made an 8/10
- 2 students made a 6/10
- 2 students made a 5/10
- 1 student made a 4/10
- 3 students made a 3/10
- 2 students made a 2/10
- 1 student made a 1/10

**Most students had difficulty with subtraction in general. **

4 students passed the pre-assessment. 11 students did not pass the pre-assessment.

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I. Contextual Factors impacting each lesson

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I. Contextual Factors impacting each lesson

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(Connections between contextual factors and pedagogical choices are explained clearly.)
-Lesson 1: The lesson will allow students the opportunity to visually see how to subtract or what a subtraction problem looks like. It has been showed that students respond well to hands-on activities and visual information that they can connect to their outside life.
-Lesson 2: Students respond well to hands-on activities and this lesson involves students using linking cubes in their activity.
-Lesson 3: Students respond well to hands-on activities and this lesson is based upon hands-on activities.

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H. Potential biases affecting instruction or assessment and plans for countering biases

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H. Potential biases affecting instruction or assessment and plans for countering biases

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- Bias towards a particular student that is an only child and comes from a family that gives he or she anything they want.

To counter this bias towards this student, I plan to make sure to try to combat any issues that might arise on her trying to get her way and possibly develop a warning system.

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G. Probable obstacles for students' for objectives and why?

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G. Probable obstacles for students' for objectives and why?

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(Address your unit goals and why there are challenges.)

- Possible challenges:

Students not raising their hands.

Students having issues sitting in their seats.

Student making noises in the middle of a lesson and throughout the day due to needing an output for his energy and not having control over it yet.

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- Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

- Determine if subtraction equations are true or false.

- Use properties as strategies to subtract.

- Demonstrate that subtraction can be used as an unknown added problem

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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- Students will need to be able to add within the number 20.
- Students will need to be familiar with the different equation symbols (=,+,-,X, etc.)
-Students will be fluent in number recognition skills.

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E. Previous Learning Goal (Where were the students?)

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E. Previous Learning Goal (Where were the students?)

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- Learned how to write his or her numbers properly
- Learned about sorting numbers
- Reviewed the numbers one through one hundred
- Learned about how to add numbers together up to 20

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A. Needs of Students based off of the contextual factors

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A. Needs of Students based off of the contextual factors

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- Provide students opportunities to learn through hands-on activities, visual representation, and through possible readings
- Students respond well to movement and hands-on instruction. I was able to see a full-day in the classroom and the students seem to need to be moving.
- Students need  a longer period of class time to go over mathematics. Students have to be reminded on how to hold his or her pencil and how to properly write numbers.
-  Students are heavily interested in dinosaurs, farm animals, and playing with LEGOs. Tying learning subtraction to this in some way would engage students to a higher level.

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A. Contextual Factors of district, school, and classroom

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A. Contextual Factors of district, school, and classroom

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M. RA. C. 1. Add and subtract within 20.

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(What are they learning now?)

The first grade student will be able to subtract within the number 20 with 85% accuracy.