# Spring Symbols Subtraction

In this spring-inspired lesson plan, students’ understanding of subtraction will blossom. They will use spring-related counters and visual models to assist their subtraction skills.
Need extra help for EL students? Try theMore Subtracting Fun!Pre-lesson.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

Which set of standards are you looking for?

Need extra help for EL students? Try theMore Subtracting Fun!Pre-lesson.

Students will be able to SubtractWithin 10 using spring themed objects.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
(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 awayFrom 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.”
(8 minutes)
• Read the student objective with your students and restate that SubtractMeans 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 – 4And 9 – 3). Ask for assistance from the students.
(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.”
(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.

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).
(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.
(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.