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In this unit, children continue to use addition and subtraction to model and solve number stories. They also connect counting to addition and subtraction. The following big ideas will be covered in this unit:
- Models can be used to add and subtract numbers such as number lines.
- Addition names the whole in terms of the parts.
- Subtraction names a missing part.
- Addition can be thought as putting together and subtraction can be thought as taking apart.
- Counting can be connected to addition and subtraction.
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Operations & Algebraic Thinking 1.OA.A. Represent and solve problems involving addition and subtraction. 1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.B. Understand and apply properties of operations and the relationship between addition and subtraction.
Students need not use formal terms for these properties.
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1.OA.C. Add and subtract within 20. 1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.C.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1.OA.D. Work with addition and subtraction equations.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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Students will have opportunities to:
- Make sense of number stories involving addition and subtraction. (MP.1)
- Reflect on thinking while solving problems. (MP.1)
- Persevere in solving problems when faced with difficult problems. (MP.1)
- Check to see if answer makes sense. (MP.1)
- Solve problems in more than one way. (MP.1)
- Look for mathematical structures such as categories, patterns and properties. (MP.7)
- Use structures to solve problems and answer questions, such as number patterns. (MP.7)
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- A number is made up of two or more parts.
- A number can be decomposed into its parts.
- Larger numbers can be composed from two or more parts.
- Addition can be thought of as placing two or more quantities together.
- Subtraction can be thought of as taking an amount away from a given quantity, comparing two quantities, or find a missing part given the whole and the other part.
- When you add two numbers in any order, you’ll get the same answer.
- Subtraction is a missing-addend problem.
- Counting On/Back, Combinations of 10 and Turn Around Rule are strategies for addition and subtraction.
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- Known facts can be used to determine unknown facts. (doubles & combinations of tens)
- When you add three numbers, you can pick any two numbers to add first and then add the third number. You will get the same answer.
- The equal sign is a symbol in an equation that shows that one amount is the same as another.
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arrow rule, column, parts-and-total diagram, row, Frames and Arrows,number line, put together, take apart, pattern, skip-count, count on, count back, equation, add, subtract, sum, difference, addend, unknown
Bold: Listed in teacher's EDM4 edition
Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations
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| The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. |
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| The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics. |
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