Topic Eight Understanding Subtraction

Pacing (Duration of Unit):

Desired Results

Transfer:
1. Makes sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
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:

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

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

  • 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: