### Lesson plan

# Spring Symbols Subtraction

#### Learning Objectives

Students will be able to **Subtract**Within 10 using spring themed objects.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(5 minutes)*

- Have five students come as a group in front of the class.
- Say, “Okay, we have five students up the front. If I only want students wearing a shirt/sneakers, etc. How many people are wearing shirts/sneakers? How many people wearing shirts/sneakers? How many should we
**Take away**From the group?” (Tip: Have at least two students leave the group, one at a time.) - Ask, “Does the group have more or less people?”
- Explain that when we subtract from a group of people, the number of people gets smaller, (as the group went from five to three people.
- Tell them, “Today we will talk about how we can use spring objects to help us
**Subtract,**Or take away, correctly.”

#### Explicit Instruction/Teacher modeling

*(8 minutes)*

- Read the student objective with your students and restate that
**Subtract**Means taking away from a group. - Use paper flowers from the Flower Count colour worksheet as counters to explain
**4 – 2**. (Tip: Tape them on the board and then cross off the flowers as you subtract one flower at a time. - Provide two more examples for the class (e.g.,
**7 – 4**And**9 – 3**). Ask for assistance from the students.

#### Guided practise

*(10 minutes)*

- Distribute the Let’s practise Subtraction worksheet.
- Read the directions with your students and complete the first two problems together. (Tip: Make a few mistakes on the second one and allow the students to correct them.)
- Model how to cross off spring symbols in the first group based on the number of symbols in the second group of the Let’s practise Subtraction worksheet.
- Place the numbers of each group above the visual with a subtraction symbol between the numbers. Show the equation as derived from the visual.
- Say, “We can use spring visuals like these flowers, eggs, and chicks in the worksheet to show how subtraction involves taking away from a group. A smaller amount is left over when we subtract, or take away.”

#### Independent working time

*(2 minutes)*

- Instruct your students to complete the remainder of the Let’s practise Subtraction worksheet on their own.
- Answer any clarifying questions before releasing them to their assignment.

#### Differentiation

**Support:**

- Provide paper flowers as manipulatives students can use with worksheet problems.

**Enrichment:**

- Have students subtract from 10 and then give them a die to figure out the number to subtract each time.
- Challenge them to create their own equations starting with 10 (e.g.,
**10 – 5 = 5**).

#### Assessment

*(2 minutes)*

- Gauge student understanding from their oral responses during guided practise. Student completion of the Let’s practise Subtraction worksheet can be used as a formative assessment.

#### Review and closing

*(3 minutes)*

- State, “We are going to think of the whole class as our group. If I wanted to take away seven students from the group, how many students would be left over?”
- Challenge students to defend their answers and students that agree can give a thumbs up, and those that disagree show thumbs down.