Lesson plan

4. Understand taking from within 5 (C)

teaches Common Core State Standards CCSS.Math.Content.K.OA.A.1 http://corestandards.org/Math/Content/K/OA/A/1
teaches Common Core State Standards CCSS.Math.Content.K.OA.A.3 http://corestandards.org/Math/Content/K/OA/A/3
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
Quick assign

You have saved this lesson plan!

Here's where you can access your saved items.

Content placeholder

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

Lesson objective: Understand that taking from a total is a way to model subtraction.

Students bring prior knowledge of adding to a number from previous experience with K.OA.A.1 and K.OA.A.2. This prior knowledge is extended to contrast the new concept of subtraction as students learn that number can both be added to and alternatively taken from. A conceptual challenge students may encounter is thinking that variations in spatial arrangements or size of objects affects the number of objects remaining in the set after others have been removed.   

The concept is developed through work with drawings and a number path, which contrast the orginal set with the remaining amount after some is removed.

This work helps students deepen their understanding of operations because separating and removal situations can be compared and contrasted to combining situations to discover how a total is related to its smaller parts.

Students engage in Mathematical Practice 4 (Model with mathematics) as they use manipulatives and drawings to model the subtraction situation.

Key vocabulary:

  • left
  • subtract
  • subtraction
  • take from
  • total

Special materials needed:

  • connecting cubes or counters
  • number path
  • record sheet (or other tool to record thinking)