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Details:
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This package offers 55 SUBTRACTION WORKSHEETS COVERING SUBTRACTION CONCEPTS FROM 10-20 as well as 2 SUBTRACTION CENTER ACTIVITIES *those will need teacher prep such as laminating the cards this unit is aligned to Kindergarten for the American curiculum and for grade 1 in the Canadian curriculum THIS PACK IS CCSS ALIGNED AND ADDRESSES THE FOLLOWING OBJECTIVES:
CCSS.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CCSS.K.OA.A.5
Fluently add and subtract within 5.
HERE’S WHAT IS INCLUDED:
55 worksheets that target subtraction skills some focus on subtraction to 15 and then progress to subtraction to 20
The worksheets cover some of the following skills:
•represent SIMPLE word problems using drawings to subtract
•interpret a math subtraction problem and show by crossing off or eliminating the quantity that is taken away to find the total
•interpret pictorial subtraction stories and write related equations to match each subtraction story
•use a ten frame with objects or drawings to represent a subtraction written problem and work it out to find the total
The subtraction worksheets and tools that are included are:
• 2x I can subtract quantities to 15- Look at a pictorial representation showing trains and train cars that have separated- Students count the number of separated train cars into the math problem and find the total that did not separate. They cut and paste the total to complete the equation. *differentiated 1- count the number taken away
• 2x I can subtract quantities to 15- Look at a pictorial representation showing trains and train cars that have separated- Students count the TOTAL NUMBER OF TRAIN CARS and THE NUMBER OF TRAIN CARS THAT SEPARATED. They fill the information into the math equations and cut and paste the total to complete the equation. *differentiated 2- count the total and the number taken away
• 2x I can subtract quantities to 15- Look at a pictorial representation showing A COMPLETE TRAIN. Students look at a math problem and color the number of train cars that separated. They write the sum to solve each subtraction problem. *differentiated 3- Interpret a subtraction problem and color to show the quantity that is taken away from the whole.
• 2x I can DRAW TO SHOW the subtraction problem-subtract quantities to 15- Read a simple word problem about trains. Draw the number of train cars specified and cross off the number of train cars that separated. Fill in the equation and solve.
• 2 x I can subtract quantities to 15- Use a crayon to color the number of caterpillar body circles that are taken away. Count the remaining circles to find out how many are left. Write the total number of body circles left to complete each subtraction problem.
• 2x I can subtract to show how many leaves are left behind- the koala shows how many leaves it ate. Students count the total number of leaves and cross off the leaves that are eaten. They complete the math problems to show the total number of leaves, the total eaten and the total left.
• 2x I can subtract to show how many flowers are left- Count the total number of flowers and record. Count the number of flowers that were removed and record. Solve the math problem to show how many flowers are left *differentiated 1- pictorial representation showing the removed flowers- students count the total number of flowers, the total numbers removed and figure out how many are left.
• 2x I can subtract to show how many flowers are left- Count the number of flowers that were removed and record. Solve the math problem to show how many flowers are left *differentiated 2- pictorial representation showing the total number of flowers- students count to find how many were removed and how many are left.
• 2X I can DRAW to show how many flowers are left- Students read and draw the math problem. They find the total and record. *differentiated 3- DRAW a pictorial representation showing the total number of flowers and cross off to show how many are left, then solve.
• 2x How many letters did the mailman leave behind- subtraction to 20- Cross off the represent the number of letters left behind and solve the math problem. *differentiated 1- interpreting numeric subtraction problem.
• 2x How many letters did the mailman leave behind- subtraction to 20- DRAW to show the word problem and complete to solve the math equation. *differentiated 2- interpreting word subtraction problem and drawing to represent.
• 2x How many eggs did not hatch? Subtraction to 20- Students interpret a pictorial representation showing some hatched eggs and some full eggs. They complete the math equation to show the information *differentiated 1- interpret a pictorial representation
• 2x How many eggs did not hatch? Subtraction to 20- Students count the total number of eggs. They cross off to show how many eggs have hatched and complete the math problem. *differentiated 2- Count to show how many eggs hatched and solve.
• 2x How many eggs did not hatch? Subtraction to 20- Students DRAW to show the word problem *the total number of eggs, how many hatched and how many are left) and fill in the subtraction equation to show. *differentiated 3- DRAW to show to word problem and solve.
• 2X How many acorns did the squirrel not eat? Subtraction FROM 20- Students cross off the number of acorns shown on the squirrel to find out how many are left. They complete the math problem.
• 2X How many goslings are left in the pond? Subtraction to 20- Students interpret a pictorial representation showing some gosling swimming and others walking away and complete the subtraction problem to match the story.
• 2X How frogs are not hiding behind a bush? Subtraction to 20- Students interpret a pictorial representation showing some frogs hiding behind a bush. They count the total number of frogs and the number of frogs that are hiding and COLOR the LILY PAD that shows the correct subtraction sentence that tells the story.
• 2X How many ice cream scoops did not melt? Subtraction to 20- Students color to show how many ice cream scoops melted and complete the subtraction math problem
• 2 x I can cut and paste to show each subtraction story (apples and leaves falling off tree)
• 2 X I can draw to show each subtraction story (apples and leaves falling off tree)
• 5 x I can understand subtraction to 20 (two sections: in one section students write the subtraction sentence to show how many objects are taken away. In the second section, they interpret a pictorial subtraction scene using objects on ten frames and solve
• 2x I can subtract from 20- color the number of buttons on the pair of snowmen that fell and complete the subtraction sentence to show how many buttons are left
• 1x I can subtract within 20- read the math problem and color the correct number of beads on the necklace to show how many is taken away. Then solve by completing the subtraction equation.
• 1x I can color the correct subtraction equation- look at a pictorial subtraction story and color the correct math subtraction equation.
• 1x represent subtraction word problem using drawings- draw how many bunnies and how many left.
• 1x color to show how many bunnies left in each story
• 2X I can subtract and show my work- using teen frames to represent the subtraction problem
• 2x Roll and subtract (roll a die and subtract the number rolled + roll two dice and subtract in worksheet 2) FOR SET 1- CLICK ON THIS LINK: http://www.teachinabox.com.au/iteminfo.aspx?itemid=2967#productInfo
MATH CENTERS- PREP REQUIRED
HOW MANY WORDS DID THE BIRD EAT- ADAPTABLE TASK CARDS
Students interpret the pictorial subtraction representation and write the correct equation to show. This tool is also adaptable to be used as a PIN IT activity (see preview for visual)
SUBTRACTION FRUIT WORK MATS- DESIGNED TO WORK WITH FRUIT COUNTERS
Students place the word problem on the mat and use little fruit on the tree to represent the problem. They write the equation on the mat to show their work.
If you have any questions or concerns, please contact me at marcellemariani@gmail.com
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