Topic+Eight

= Topic Eight Understanding Subtraction = Pacing (Duration of Unit): 1. Makes sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __ **Transfer:** __
 * 2. Reason abstractly and quantitatively. **
 * 5. Use appropriate tools strategically.**
 * __**Established Goals:**__

**K.OA.1** Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.


 * K.OA.2 ** Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.


 * K.OA.5 ** Fluently add and subtract within 5.

__ **Student "I Can" Statements:** __


 * I can use objects, fingers and pictures to help me show addition.
 * I can use objects, fingers and pictures to help me show subtraction.
 * I can solve addition and subtraction word problems within 10.
 * I can add and subtract within 5.


 * __ Prerequisite Standards: __**

N/A ||
 * __**Big Ideas:**__

There are multiple interpretations of additions, subtractions, multiplication, and division of rational numbers and each operation is related to other operations.
 * Operation Meanings and Relationships **

Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * Practices, Processes, and Proficiencies **


 * What types of situations involve subtraction? ||
 * __**Students will know...**__


 * Separating parts from a whole is one interpretation of subtraction.
 * Taking part of a group away is one interpretation of subtraction.
 * Comparing two quantities to find how much more/less one quantity is that the other is one interpretation of subtraction.
 * Some problems can be solved by using objects to act out the actions in the problem.
 * Separating, take away, and comparison subtraction situations can be shown in a subtraction expression that uses the minus sign (-).
 * Some separating, take away, and comparison situations can be represented and solved using subtraction.
 * Subtraction number sentences using - and = can be used to show subtraction situations.

__**Vocabulary:**__

left separate take away minus sign (-) subtract difference subtraction sentence || __**Students will be skilled at...**__


 * Acting out number stories that involve separating two groups.
 * Determining how many are left when some objects in a group are taken away.
 * Comparing two groups to find how many more or fewer.
 * Acting out and solve subtraction word problems and record the answers.
 * Using the minus sign (-) to represent "take away" situations when recording subtraction.
 * Using the equal sign (=), subtract, and write the difference.
 * Writing and solving subtraction sentences to represent take-away situations.
 * Solving problems by choosing addition or subtraction. ||
 * ~ = Assessment Evidence = ||
 * **__Performance Assessment:__** || **__Other Evidence:__** ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__

**8-1** Separating parts from a whole is one interpretation of subtraction.
 * 8-2** Taking part of a group away is one interpretation of subtraction.
 * 8-3** Comparing two quantities to find how much more/less one quantity is that the other is one interpretation of subtraction.
 * 8-4** Some problems can be solved by using objects to act out the actions in the problem.
 * 8-5** Separating, take away, and comparison subtraction situations can be shown in a subtraction expression that uses the minus sign (-).
 * 8-6** Some separating, take away, and comparison situations can be represented and solved using subtraction.
 * 8-7** Subtraction number sentences using - and = can be used to show subtraction situations.
 * 8-8** Some problems can be solved by using objects to act out the actions in the problem. ||
 * __**Resources:**__ ||