Lesson 5

• Groups of 2
• “How many dots do you see and how do you see them?”
• Flash image.
• 30 seconds: quiet think time

• Display image.
• 1 minute: partner discussion
• Record responses.
• Repeat for each image.

• Display the image with 6 dots and the image with 4 dots in the same configuration.
• “What changed from this group of dots to the next?” (Some of the dots were taken away.)
• “We have been working on adding objects. Today we are going to learn about how to subtract, or take away, objects.”

The purpose of this activity is for students to represent subtraction with objects. Students connect the action of subtraction with the language “take away.”

• Groups of 2
• Give each student at least 10 counters.
• “Count out 4 counters.”
• 30 seconds: independent work time
• “You have 4 counters. Now take away 2 of the counters.”
• 30 seconds: independent work time
• Write “4 take away 2.”
• “How many counters do you have now?” (2)
• 30 seconds: quiet think time
• Select a student to share what they did with the counters and how many counters they have left.
• “I’m going to write a 2 on the line. Now my sentence says ‘There are 2 counters left.’”

• Read each prompt to students. Pause between each line to give students time to count out and take away the counters and record the difference.
• As students work, ask:
  • “Which counters did you start with?”
  • “Which counters did you take away?”
  • “Which counters are left?”

• Display 6 counters.
• “I have 6 counters. I am going to take away 4 counters.”
• Take away 4 counters.
• “6 take away 4 is 2.”

The purpose of this activity is for students to learn stage 2 of the 5-frames center. Students represent subtraction with objects. Students begin with 5 counters on a 5-frame, take some counters away, and figure out how many counters are left.

The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use during centers in future activities and lessons.

• Each group of 2 needs 1 connecting cube.

• Give each group 1 connecting cube, 10 counters, and a number mat. 
• “We are going to learn a new way to do the 5-frames center. It is called 5-Frames, Subtract.”
• Display a 5-frame filled with 5 counters. 
• “For each round in this game, you will begin by filling the 5-frame at the top of the recording sheet with counters. Then you will roll the cube onto the number mat to see how many counters you will take away. One partner rolls the cube and the other takes the counters away.”
• Demonstrate filling in the 5-frame with counters. 
• Invite a student to be your partner and roll the cube onto the number mat.
• “My partner rolled a 3 so I am going to take away 3 counters.”
• Demonstrate taking away 3 counters and placing them to the side.
• “After you take away the counters, figure out how many counters are left and write the number on the recording sheet.”
• Write the number 2 on the recording sheet. 
• “Now you will play with your partner. Take turns rolling the cube and taking away the counters.”

• 5 minutes: partner work time

• Show a 5-frame with 3 counters.
• “How many counters did we start with?”
• “How many counters did we take away? How do you know?”
• Write and invite students to chorally repeat “5 take away 2.”
• “How many counters do we have left?”
• Write “There are 3 counters left.”

The purpose of this activity is for students to choose from activities that offer practice adding and subtracting with objects and images, writing numbers, and describing and building with shapes.

Students choose from any stage of previously introduced centers.

• 5-Frames
• Roll and Add
• Math Libs
• Match Mine

• Gather materials from: 
  • 5-Frames, Stages 1 and 2
  • Roll and Add, Stage 1
  • Math Libs, Stage 1
  • Match Mine, Stage 1

• “Today we are going to choose from centers we have already learned. You can also continue playing 5-frames.”
• Display the center choices in the student book.
• “Think about what you would like to do first.”
• 30 seconds: quiet think time

• Invite students to work at the center of their choice. 
• 10 minutes: center work time
• “Choose what you would like to do next.”
• 10 minutes: center work time

• Display a full 5-frame.
• “Han is playing 5-Frames Subtract. He rolled the cube and landed on 1. He says he has 6 counters now. What do you think?”