Lesson 5
Subtract with Objects
Warmup: How Many Do You See: Subtraction (10 minutes)
Narrative
Launch
 Groups of 2
 “How many dots do you see and how do you see them?”
 Flash image.
 30 seconds: quiet think time
Activity
 Display image.
 1 minute: partner discussion
 Record responses.
 Repeat for each image.
Student Facing
How do you see them?
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 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.”
Activity 1: Subtract Counters (10 minutes)
Narrative
The purpose of this activity is for students to represent subtraction with objects. Students connect the action of subtraction with the language “take away.”
Advances: Listening, Representing
Required Materials
Materials to Gather
Launch
 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.’”
Activity
 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?”
Student Facing

Count out 8 counters.
Take away 3 counters.
There are
counters left. 
Count out 10 counters.
Take away 6 counters.
There are
counters left. 
Count out 7 counters.
Take away 1 counter.
There are
counters left. 
Count out 9 counters.
Take away 3 counters.
There are
counters left.
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 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.”
Activity 2: Introduce 5Frames, Subtract (10 minutes)
Narrative
The purpose of this activity is for students to learn stage 2 of the 5frames center. Students represent subtraction with objects. Students begin with 5 counters on a 5frame, 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.
Supports accessibility for: Conceptual Processing, VisualSpatial Processing
Required Materials
Required Preparation
 Each group of 2 needs 1 connecting cube.
Launch
 Give each group 1 connecting cube, 10 counters, and a number mat.
 “We are going to learn a new way to do the 5frames center. It is called 5Frames, Subtract.”
 Display a 5frame filled with 5 counters.
 “For each round in this game, you will begin by filling the 5frame 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 5frame 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.”
Activity
 5 minutes: partner work time
Student Facing
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 Show a 5frame 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.”
Activity 3: Centers: Choice Time (25 minutes)
Narrative
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.
 5Frames
 Roll and Add
 Math Libs
 Match Mine
Required Materials
Materials to Gather
Required Preparation
 Gather materials from:
 5Frames, Stages 1 and 2
 Roll and Add, Stage 1
 Math Libs, Stage 1
 Match Mine, Stage 1
Launch
 “Today we are going to choose from centers we have already learned. You can also continue playing 5frames.”
 Display the center choices in the student book.
 “Think about what you would like to do first.”
 30 seconds: quiet think time
Activity
 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
Student Facing
Choose a center.
5frames
Roll and Add
Math Libs
Match Mine
Activity Synthesis
 Display a full 5frame.
 “Han is playing 5Frames Subtract. He rolled the cube and landed on 1. He says he has 6 counters now. What do you think?”
Lesson Synthesis
Lesson Synthesis
Cooldown: Unit 4, Section A Checkpoint (0 minutes)
CoolDown
For access, consult one of our IM Certified Partners.
Student Section Summary
Student Facing
3 yellow counters and 4 red counters is 7 counters.
3 and 4 is 7.
We added more things and found out how many there were altogether.
There were 5 counters on the 5frame and we added 4 more counters.
5 and 4 is 9.
We subtracted, or took away, some things and figured out how many were left.
There were 5 counters on the 5frame and we took away 2 of them.
5 take away 2 is 3.