1St Grade Math Remediation

1 st Grade Math Remediation

1 st Grade Math

Unit 4: Understanding Subtraction: Facts to 6

 Note that for any of these activities, students can record their answers on the Recording Sheet, found of page 5 of this document.

Lesson Objectives

Lesson 1: Understanding Subtraction

 Demonstrate subtraction as the concept of take away.

Remediation

1. The teacher will provide the students with 6 connecting cubes (different colors, if possible).

2. The students will begin with the 6 connecting cubes, and take away 1.

3. They should write 6-1=5 on their paper OR they can draw the connecting cubes to illustrate the problem.

4. The students should move through 6-2, 6-3, 6-4, 6-5, and 6-6, recording their work on their paper as they go.

5. Students that finish sooner can model additional facts of their choice, such as 5-3, and record them on their papers.

Lesson 2: Subtraction Sentences

 Complete and write a subtraction sentence for a pictured problem.

 Recognize and identify the minus (-) sign as a subtraction symbol and the equals (=) sign.

Remediation

1. The students will build addition sentences using an addition chart and a deck of cards.

2. The teacher will use a poster board. She will cut the board in half and section if off into 5 boxes straight across. If poster boards are not available you may use construction paper or cardstock instead.

3. On the poster boards the teacher will have a ___ in the first box, a - in the second box, a ___ in the third box, an equal sign in the fourth box, and a ____ in the fifth box. 4. The deck of cards will be a regular deck of cards that the teacher takes the 7-10, Kings, Queens, and Aces out of.

5. A student will choose a number from a deck of cards and place that many objects (connecting cubes, pennies, etc.) into the first box. Then the student will choose a number from the same deck and follow the same directions, but put the amount into the third box.

6. The students will work together to figure out how many objects need to be in box #5 to make the problem correct.

7. Students will record their answers on a record sheet.

- = _____ ......

Lesson 3: Subtract from 4

 Subtract from 4 or less in horizontal form.

 Subtract from 4 or less in vertical form.

Remediation

1. The teacher will take a star cutout and make 9 copies. You will also need 2 pieces of card stock or index cards, one with a subtraction sign written on it and the other with an equal sign written on it.

2. On the stars the teacher will write the numbers 0, 1, 2, 2, 3, 4, 4, 4, and 4. The students will build subtraction sentences that subtract from 4 or less.

3. They may use blocks to help them to figure out the answer.

4. Let the students know that each star will be used only once.

5. The students will place a number star, and then place the subtraction sign, then another number star, then the equal sign, and finally the answer. 6. The teacher will need to observe the activity to ensure the students are working correctly, and students should be encouraged to observe each other.

 Subtract from 5 or less in horizontal form.

 Subtract from 5 or less in vertical form.

Remediation

1. The teacher will take 2 pieces of tape and put them on a table vertically with space between the two pieces.

2. On the one piece she will write a – sign and on the other piece she will write an = sign

3. She will take 10 cups and make number sentences with the cups that subtract from 5.

4. Students will record their answers on a record sheet.

Example of 5 -1 = 4

 Subtract from 6 or less in horizontal and vertical form.

Remediation

1. Using a checker board, the teacher will paste numbers 0-6 on the black squares.

2. The teacher will take the checker chips and tape numbers 0-6 on them also (3 sets of numbers 0-6).

3. Then students will pick a number and place two number chips on top of that black square to make a correct subtraction sentence. For example, a student picks the number 5. They may place the 4 chip and the 1 chip on the 5 black square, because 5-4 = 1.

4. Then the next student would take a turn. They can opt to choose a new number to build on or they can build on the existing number. HOWEVER, if a student builds on a number that was already used, they have to pick a different subtraction sentence. Following the example, if another student chose the number 5, they could put down a 3 chip and a 2 chip (because 5 – 3 = 2), but NOT another 4 chip and 1 chip.

5. If a student builds an incorrect subtraction sentence, they have to take their chips AND any other chips that may be on that number square and add to their pile.

6. The first person to get rid of all of their chips wins.

Lesson 6: Subtraction Patterns

 Identify subtraction patterns.

 Use patterns to find differences.

Remediation

1. The teacher will take 21 cardstock squares and write the numbers 0-6 (each 3 times) on the squares.

2. Turn all of the numbers face down on a table or the floor.

3. Appoint one person in the group to be the monitor.

4. The students will take turns turning over 2 squares.

5. When a student turns over 2 squares, he or she must subtract them and give the correct answer. The monitor will help ensure that the answer is correct, as well as making sure the group plays the game as directed.

6. If a student misses a problem, he or she will turn those two squares back over and it becomes the next student’s turn.

7. At the end of the game, the person who has the most matches is the winner.

Lesson 7: Relate Addition and Subtraction & Zero in Facts

 Recognize addition and subtraction as inverse operations.

 Add and subtract with zero.

Remediation

1. Students will take turns rolling a die. They will take the number they rolled and will write a subtraction sentence that uses that number.

2. Next, students will write the inverse (addition) sentence of the subtraction sentence they just recorded. If a student had written 4-2 = 2, they should then write 2 + 2 = 4. Lesson 8: Problem-Solving Strategy: Choose the Operation

 Solve problems by choosing the operation.

Remediation

1. The teacher will give the students the Choose the Operation worksheet (see pg. 6 of this document).

2. For each problem, the students will read the problem and determine the operation that is needed to solve the problem.

3. Once they have determined the operation, they will cut out a red + sign or blue – sign to paste in the box.

Lesson 9: Problem-Solving Applications: Write a Number Sentence

 Write a number sentence to solve a problem.

 Choose an operation to solve a problem.

Remediation

1. The teacher will give the students the Write a Number Sentence worksheet (see page 7 of this document).

2. For each problem, the students will write the number sentence to solve the problem.

Lesson 10: Understanding Subtraction: Facts to 6 Reviews and Assessment

 Review and practice the mathematical skills presented in this unit.

 Demonstrate mastery of the mathematical skills presented in this unit.

Record Log - =

- = - =

Choose that Operation Problem Operation Problem Operation Jay has 1 dog Jennifer had 5 and his friend balls but she has 2. How lost 2. How many dogs do many does they both she have now? have? Stacey had 2 Donald had 4 flowers and cookies and gave her mom bought 2 1. How many more. How does she have many does he now? have now?

Tilly has 3 Shawn had 3 cats. 2 of pieces of them live with candy. Dave her day. How had 1. How many live with many do they her? have together?

+ + + ______

Write a Number Sentence Problem Number Sentence Jay has 1 dog and his friend has 2. How many dogs do they both have? Jennifer had 5 balls but she lost 2. How many does she have now? Stacey had 2 flowers and gave her mom 1. How many does she have now? Donald had 4 cookies and bought 2 more. How many does he have now?

Tilly has 3 cats. 2 of them live with her day. How many live with her? Shawn had 3 pieces of candy. Dave had 1. How many do they have together?