Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 49494
Button Subtraction
In this lesson, students learn to solve subtraction word problems within 10 using the engaging book by Eric Litwin Pete the Cat and His Four Groovy
Buttons. This is the second in a series of four lessons on adding and subtracting within 10.
Subject(s): Mathematics
Grade Level(s): K
Intended Audience: Educators
Instructional Time: 1 Hour(s) 15 Minute(s)
Freely Available: Yes
Keywords: subtract, fewer, more, remove
Instructional Design Framework(s): Direct Instruction
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Rubric for Button Subtraction.doc
Button Subtraction Recording Sheet.doc
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will solve subtraction word problems.
2. Students will subtract numbers within 10 using objects and/or drawings to represent the problem.
3. Students will use appropriate mathematical language to discuss and/or defend a problem.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know how to subtract within 5.
Students should be able to make sets of objects to 10.
Students should be able to count sets within 10 accurately.
Students should be able to read and write numbers from 0-10.
Guiding Questions: What are the guiding questions for this lesson?
How can different strategies be helpful when solving problems? (Sometimes drawing pictures or using manipulatives/objects is necessary to understand a problem.
Other times it is easier and faster to write the numbers.)
What is the answer to an subtraction sentence/problem called? (difference)
What is one way to solve a problem? (Objects, Pictures or numbers)
How did you solve the problem? Explain your thinking?
Teaching Phase: How will the teacher present the concept or skill to students?
For this part of the lesson, the teacher should have a piece of chart paper, two markers (different colors), and the book Pete the Cat and His Four Groovy Buttons .Also
needed are buttons. Printable buttons are available on pg. 33 of the file The Cat with Cool Buttons Math Subtraction Activities. This is a free resource available on
Teachers Pay Teachers. It is recommended that the buttons are printed, cut out, and laminated in advance for durability. It is also recommended that the teacher
page 1 of 5 adhere small magnets to the back of the buttons for use on a magnetic white or chalk board. If this is not an option, glue or a temporary adhesive with suffice with use
on chart paper.
The "Hook" and Activation of Prior Knowledge
Begin the lesson by bringing the students down to the carpet. The teacher should review expectations for carpet time (sitting criss-cross, hands in your lap, mouths
quiet, ears listening, etc...)
1. The teacher will begin the lesson by completing a graphic organizer with the students. This will help activate prior knowledge and focus the students' attention.
Start posting the chart paper where it is visible to all students and choosing one of the two markers. In the middle of the chart paper draw a circle and within it
write the word subtracting. Ask students to tell you everything they know about subtracting. Teacher Note: At this time it is not important to correct
misconceptions, any response is a good response. Later in the lesson the students will verify the information on the chart, adding new information and eliminating
or adjusting false information.
2. Introduce the book Pete the Cat and His Four Groovy Buttons by reading the title, the author and illustrator's name, and identifying the front and back cover of the
book. Read through the book one time without stopping to ask or answer questions. After reading through the story, use the following guide to demonstrate solving
subtraction problems from the text.
For this part of the lesson the teacher will want to have the buttons available to model words problems. Refer to pg 10 and reread to pg 13.
Teacher says: There is a question, it says "How many are left?". The word "left" tells me that something is being removed. I read that there were four groovy buttons
on Pete's coat, then one of the buttons popped off. I wonder how I could find out how many buttons are left? I will use these buttons (refers to prepared buttons) to
solve this problem. Using manipulatives or objects is one way to solve a problem.
Teacher Note: Have available either a magnetic white board or piece of chart paper to model the problems with the buttons that were prepared ahead of time.
Teacher should put four of the buttons on the board to model how to solve the problem. As you model, think aloud about what you are doing. For example:
Teacher says: I am putting four buttons on the board to show the four buttons that were on Pete's coat. I will move one button away from the group to show that it is
being removed, or subtracted. Now Pete has fewer buttons than before. I can count them to find out how many are left. One, two, three...three buttons are left. Four
take away one is three. The difference, or answer, is three!
Refer to page 16 and reread to page 19.
Teacher says: There is another question on this page. It says "How many are left?". Remember, the word left tells me that something is being removed. I read that
Pete had three buttons on his coat and another button popped off. I looked at the picture (points to pg 19) and realized another must mean one because there is a
picture of one button popping off his coat. I will show this by putting three buttons on the board; one, two, three. Then I will remove one button because it popped off
his coat. The next step is to see how many are left. I see two buttons left in the group, so that means three take away one is two. The difference is two.
Teacher says: Using objects is one way to solve a subtraction problem. We can also use numbers to solve a problem. Let's look at this problem (pointing to first one
about four buttons and also replacing the button that was removed so there are four again). I used four buttons to model Pete's buttons, I can also show this as the
number 4 (write the number one under the group of four). After the number 4 I need to write a minus sign. The minus sign tells us we are subtracting the numbers, or
taking away part of the group. Now I can think about the story. One of Pete's buttons popped off, so I will put the number one after the minus sign (write one after
minus). After the number one I will write the equals sign and then the answer. Remember when we remove one from the group of four (do this as you think aloud) we
have three left. I can subtract the numbers four and one and I get three as an answer. Remember the answer to an subtraction problem is called the difference. Let's
try some together!
Continue to Guided Practice
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Teacher says: Let's use numbers to model this problem (pointing to second problem about 3 buttons and also replacing the button that was removed so there are
three again). How many buttons are there?
Possible student response: three
Teacher says: Yes, so what should I do?
Possible student response: Write the number three under the buttons.
Teacher says: Yes, there are three buttons so we need to write the number three under the model of three buttons. Insert student name here please come up
and write the number three under the model of the three buttons. (Allow student to come up and write number.) I will write the minus sign to show that we are
subtracting. Now what do we do?
Possible student response: Write the number of buttons that popped off, show the button that fell off
Teacher says: How many buttons fell off of Pete's coat? How do we know?
Possible student response: One, I know because in the story it said another button popped off. One, I know because in the illustration I saw one button pop off.
Teacher says: Yes, we need to show how many buttons popped off using numbers. Insert student name here please come remove one button from the group and
write the number one, to show that one button has been removed. Now I will write the equals sign to show that we are ready to find the difference. How many buttons
are left on Pete's coat?
Possible student response: Two
page 2 of 5 Teacher says: How do you know there are two left?
Possible student response: I knew that there were three buttons and one popped off. There are only two buttons left in the group. Three take away one is two.
Refer to page 20 and reread to page 23
Teacher says: If you heard a question give me a thumbs up. (Pause for students to respond) What question did you hear?
Possible student response: How many buttons are left?
Teacher says: That's right. How can we find out how many buttons are left?
Possible student response: Subtracting, modeling with buttons
Teacher says: Great! How many buttons do I need to show?
Possible student response: Two, because in Pete's song he sang "my buttons, my buttons, my two groovy buttons". (If students don't give reasoning, the teacher
should prompt for it).
Teacher says: Insert student name here please come up and put two buttons on the board for us. What is the next step?
Possible student response: Write the number two under the buttons. (Teacher Note: if student wants to skip to removing one, prompt them to get them to think
about what number you need to write first)
Teacher says: What is the next step?
Possible student response: Take away one button. Student should reference the story in some way, mentioning that one more button popped off the coat.
Teacher says: (Write the minus sign) Insert student name here please come up and remove one button to show that it is being subtracted, and write the number
one after the minus sign for us.
What is the next step? Possible student response: Write the equal sign, subtract the buttons, find the difference/answer
Teacher says: How do we find the difference in a subtraction problem?
Possible student response: Subtract the numbers, count the buttons/objects that are left
Teacher says: (Write the equals sign) In your head I want you to find the difference of when you take one button away from a group of two. (Provide wait time for
thinking) Now turn to a partner and share with them your answer. Be sure to tell your partner how you found the difference. (Provide time for sharing, approx 30-40
seconds; At this time the teacher should listen in on groups and assess the knowledge thus far, listening for accuracy and appropriate math vocabulary). Insert
student name here please share the answer your partner gave you and tell us how they solved the problem. (Repeat this step a couple of times with different partner
pairs)
Insert student name here please come up and write the number that would represent how many buttons are left.
Teacher says: We have modeled this problem with objects and with numbers. Two take away one is one. The difference is one!
Repeat once more with pages 24-27 from the book Pete the Cat and His Four Groovy Buttons
Guided Practice Activity B
For this activity, the teacher will need to make copies of pages 16-24 from the file The Cat with Cool Buttons Math Subtraction Activities. These are index card sized
subtraction problems the students will use to practice modeling and writing problems. This is a free resource available on Teachers Pay Teachers. In addition the
teacher will need to make double sided copies of the recording sheet used for the activity. Also needed are work mats or clip boards that the students can write/draw
on and student pencils.
Teacher Note: Ask students to pair up with a partner on the carpet (assigned partners may be preferred depending on the ability level/needs of your students).
Teacher says: We are going to do a little practice of what we have just learned, but first let me show you how we can use pictures in place of objects to model
subtraction problems.
Take six buttons and place them on the board.
I have six buttons on my coat. I have used these objects/buttons to show how many I started with. If I want to draw a picture instead, I would just pick a crayon/marker
and draw a picture of six buttons.
Draw six buttons on the board and remove the magnetized buttons.
Here are my six buttons, two of my buttons pop off of my coat. To show that two buttons have been removed I will use the "x" out strategy. This means I will draw an
"x" on top of two of the buttons to show that they have been subtracted. (Draw an "x" on two of the buttons) Now I will circle the group that is left over. (Circle the four
page 3 of 5 leftover buttons) There are four buttons left. So, six take away two is four. Now I can write the problem with numbers. I started with a group of six, so I will write six
(write six beneath picture). Then two buttons popped off, so I need to write the minus sign to show we are taking away, and then the number two. (write minus sign
and two) The next step is to write the equals sign. (write equal sign) I am ready to find the answer or difference. Remember the difference can be found in the group
that is circled. They are the ones that are left after we subtract. There are four buttons left in the group, so I will write four after the equals sign. (write the number
four) Now I can read my number sentence. Six take away two is four. The difference is four.
Teacher Note: If students are puzzled by the switch from objects to pictures, more problems may need to be modeled.
Teacher says: I will now give each partner pair one card with a subtraction problem on it. I will give each individual a recording sheet, a clip board, and a pencil. You
and your partner will write the problem on your own recording sheet, illustrate how you would solve the problem, and write the answer after the equal sign. Can
someone repeat the directions back to me? (Call on one or more students to repeat back the directions) When you and your partner are both finished set your pencils
down and give me a thumbs up.(Pass out materials)
Teacher Note: Allow time for all students to finish before asking them to trade cards with another partner group around them so they have a different problem.
Continue to Independent Practice
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
For the independent practice section, the teacher will need to make copies of pages 27-32 the draw and write activity page. These activity pages provide an opportunity
for the students to read a problem (or have it read for them), draw a picture to solve, plug the numbers into the equation, and write the answer.
Teacher Note: Have students return to their seats and pass out the activity page. Try to hand them out in a way that students sitting next to each other or at the same
table do not have the same problem and therefore cannot simply copy a neighbor's work. Students who are struggling readers should have the option of the problem
being read to them. The problem may even need to be chunked for the students who also have difficulties with processing information. Students who finish early should
be encouraged to create their own subtraction story on the back, being sure to include a picture and number sentence. Once all of the students have completed their
independent practice, it should be collected and used for the summative assessment.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
To conclude this activity, the teacher will need the graphic organizer she completed with the students at the beginning of the lesson and the second of the two markers.
Teacher Note: Begin by reminding students what they told you they knew about subtracting. After each idea ask them if they still believe it to be true. For example; If a
student suggested the they knew subtracting was "when things are taken away", then that idea is confirmed and should get a check or happy face drawn next to it on
the graphic organizer. If a student suggested that subtracting was "writing numbers", then that idea could be modified as "writing numbers to represent groups you
want to take away from or take away from a group". Once all of the initial ideas have been reviewed the students can add to the graphic organizer new information they
have about subtracting.
This graphic organizer should be posted in the room as you continue to learn about adding and subtracting.
Summative Assessment
The teacher will determine whether the student has reached the learning target for this lesson by using a rubric designed to assess the independent practice work. The
students should be able to model a number story using both pictorial representations and numbers (plugged into a number sentence).
Formative Assessment
At the beginning of the lesson, the teacher will use a piece of chart paper and markers to collect information from the students about what they know about
subtracting. Specific details about how this formative assessment is structured and given is provided in the teaching phase.
During the Guided Practice phase, the students will be asked to turn and talk to a partner about how they solved a problem. This is an opportunity for the teacher to
listen in on groups and assess student understanding, specifically listening for accuracy and appropriate math vocabulary.
Feedback to Students
Students will be provided feedback throughout the lesson on their responses to questions posed to the group. For example, if a question is posed and a student
responds with an incorrect answer, the teacher will ask them to explain their reasoning. In this way the teacher understands where the student is having trouble or
making mistakes and can give specific feedback to the student about what to do differently.
This information will help them improve their performance on the independent activity.
Students will also be given feedback at the conclusion of the lesson when the class reviews the graphic organizer which was created at the beginning of the lesson.
During this time, any misconceptions they had about subtraction will be cleared and new information learned will be added and discussed.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with special needs may need various accommodations for this lesson. Students with difficulty focusing may need to be seated in close proximity to the
teacher when sitting at the carpet.
Allow ESOL students to use a hand held white board to draw their responses during partner talk time.
Students with difficulty processing verbal directions may need the story chunked so they can process and work one step at a time.
Students who are working below level may need their worksheet partially completed and/or may need to dictate their work to someone (aide, teacher, student
helper) who can transcribe for them.
Students who are working above grade level may need the challenge of creating their own number story and modeling it with pictures and numbers on the back of
their independent activity sheet.
Extensions: As an extension to this activity, the students could model a problem with pictures and numbers. Then the teacher can facilitate a mix around. A mix
around is when the students take their work and shuffle around the room while music is being played by the teacher. When the music stops, the students stop and pair
up with the person that is closest to them. They share a number story that relates to their model with the partner. The music is played again and the students shuffle.
This process is continued and halted at the teacher's discretion.
page 4 of 5 Special Materials Needed:
Book: Pete the Cat and His Four Groovy Buttons written by Eric Litwin
buttons or buttons cut from a template and laminated (link found in teaching phase)
chart paper
glue
small magnets
work mats or clip boards
pencils
crayons/markers
student copies of recording sheet (link found in guided practice)
student copies of activity sheet (link found in independent phase)
copy of index cards with subtraction problems (link found in guided practice)
Further Recommendations:
It is especially important with kindergarten age students to take breaks and stretch or get the "wiggles" out. The teacher should take occasional breaks at their
discretion and depending on the needs of his/her students.
Students who are working below grade level or ESOL students may need to work in a small group setting where more structure and support is provided.
Additional Information/Instructions
By Author/Submitter
This lesson addresses the following Mathematical Practice Standard MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.
SOURCE AND ACCESS INFORMATION
Contributed by: Jessica Olds
Name of Author/Source: Jessica Olds
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.K.OA.1.2:
Description
Solve addition and subtraction word problems1, and add and subtract within 10, e.g., by using objects or drawings to
represent the problem (1Students are not required to independently read the word problems.)
page 5 of 5