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# Same As Subtraction 6, 7, 8

Lesson 8 of 9

## Objective: SWBAT identify equations with like differences by solving subtractions and gluing them in the correct difference column.

Daily calendar and counting review includes:

Calendar: Integrates with social studies (time periods; yesterday, today, tomorrow; ordinal counting; patterns; special days and holidays).

We use Starfall as the calendar is free to use.

Counting review: Builds counting fluency. The goal by the end of kinder is for every kid to be able to count to 100 by ones and by 10's. Counting to 20 and back builds number sense that aids in subtraction and fluency in one more and one less.

We count to videos on YouTube using the ActivBoard. Before the ActivBoard (yes, there was such a time...I started teaching with chalk and my first chalkboard was made in the 1940s. It was slate!) I used a standard classroom wall calendar and posters, some handmade and some commercially purchased at a teacher store.

Counting to 20:

Countdown from 20:

Count by 10's to 100:

Count by 1's to 100:

Count by 5's to 100 (added only the last quarter of the year):

We dance, sing and exercise to counting! Have fun, encourage learning! Do require the kids put their eyes on that screen or poster and connect with the numbers while they are counting so they can discern the patterns in the numbers. They will get it!!

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#### Direct Instruction

*10 min*

Guess what we sing! That's right! When You Subtract with a Pirate!

We have a quick refresher (brain jog) discussion about what subtraction is and how we solve for the difference. We do this to get the kids brains thinking about "taking away" because it is such a challenging skill for them. Doing this really helps the struggling kids to get warmed up and their thought processing on track. Starting a task "cold" is frustrating for them, so never skip the warm up.

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#### Guided Instruction

*10 min*

This is quick! The students know what they are doing with these lessons and they are ready to go. I first explain that the problems that they are working with today are vertical, which means up and down instead of side to side. I demonstrate how to solve and record a sample problem. I then have them solve the first problem all at the same time and then hold their pencils up. Once they are all ready, I have them cut it and glue it in the proper column.

I tell students that they can either solve, cut and glue (not required to write on the card) one at a time, or they can solve all of them (write the answers on the cards) and then cut and paste.

Since these equations have increased in complexity, I want the kids to have as much time as possible on the independent work.

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#### Independent Practice

*10 min*

Since all of the students are so familiar with how to complete this activity, I just take a minute to demonstrate using the counting blocks to solve these more challenging problems. I emphasize how keeping the supplies organized is the key to success. I also demonstrate how talking out loud while I solve the equations helps me keep track of the steps involved.

#### Resources

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#### Closure

*5 min*

Once our tables and floors are cleaned up and supplies put away, I have the kids gather on the floor to discuss the challenges they faced today with subtracting with higher numbers.

I also ask a few kids to share how they solved the more difficult problems.

One student suggested that we use number lines instead of blocks to solve the subtraction problems. We could place a block on the first number and jump it backward the number of times it says.

Great idea! Making number lines available is my next priority.

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#### Exit Ticket

*5 min*

The exit ticket is the completed activity. Since these lessons have increased in difficulty each time, more support has been needed. The challenge is growing. Almost all of the students are now using counting blocks to solve (a handful are not using the blocks). More errors are being made, but more support is being offered to off-set it.

As I collect the activity sheets, I watch for concerns. I few misplaced (three or four) equations doesn't worry me as that is most likely due to miscounting or rushing to get done.

Concern is arises when many (more than 5 or 6) are misplaced. Those kids are pulled into a small group the following day for reteaching and extended practice with guidance.

#### Resources

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- UNIT 1: Make it Count!
- UNIT 2: It All Adds Up!
- UNIT 3: Sorting & Classifying
- UNIT 4: Learning Numbers 11-19
- UNIT 5: Make It Count!
- UNIT 6: Count & Compare
- UNIT 7: Take it Away! (all about subtraction)
- UNIT 8: Know Those Shapes!
- UNIT 9: Subtraction, Subtraction...We all love subtraction!
- UNIT 10: What Makes 10?
- UNIT 11: Same As
- UNIT 12: What Makes 5?
- UNIT 13: How Does It All Measure Up?
- UNIT 14: Fact Families
- UNIT 15: Add It or Subtract It?

- LESSON 1: What Makes 3, 4 & 5?
- LESSON 2: What Makes 6, 7, 8?
- LESSON 3: Same As Game
- LESSON 4: Same as BUGS
- LESSON 5: Sum Sort to 10
- LESSON 6: Same As Subtraction 1, 2, 3
- LESSON 7: Same As Subtraction 3, 4, 5
- LESSON 8: Same As Subtraction 6, 7, 8
- LESSON 9: Same As Subtraction 9 & 10