Sloane Leppen

3/28/17
Math 7.3

Topic: relating special addition and subtraction facts

Duration: 1:40-2:30 (50 minutes)

Materials: whiteboard, reference book page 162 (salute game), 0-10

cards, math journal page 140 & 141

Standards:
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example,
subtract 10 - 8 by finding the number that makes 10 when added to 8.
CCSS.MATH.CONTENT.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).
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction
equation relating three whole numbers. For example, determine the
unknown number that makes the equation true in each of the
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Objectives:
SWBAT solve subtraction problems by turning them into addition
problems

Anticipatory set: (at desks, 5 minutes, 1:45-1:50)

Have students at their desk with a scrap piece of paper and a pencil.

Read story problems out loud and have the children write down their
answers on scrap paper.

A necklace has 3 green beads, 4 yellow beads, and 6 pink beads. How
many beads does it have it all? (3+4+6= 13 beads)

The school band played 12 songs. It played 4 slow songs. The rest
were fast songs. How many fast songs did the band play? (____+4=12
songs/ 8 fast songs)
Some kids started a basketball game, Then 5 kids went home. 3 kids
continued to play. How many kids started the basketball game? (______-
5=3 kids/ 8 kids)

Input/modeling: (on rug, 20 minutes, 1:50-2:10)

Draw 12 circles on the board:
Imagine you are carrying an egg carton with 12 eggs. OOPS! You drop
the egg carton, and 6 eggs break! How many eggs are not broken. (6
eggs)

Draw 18 circles on the board:

Two baseball teams are on the field, for a total of 18 players. One
team of 9 players goes into the dugout. How many players are left on
the field? (9 players)

What type of strategies did you use to solve these problems?

(Counting backwards, used the picture, counted up, etc.)

Remember when we did fact families a couple of days ago we were

able to turn a subtraction problem into an addition problem and that
made it easier for us to solve it? That is called the think addition
strategy. Can we say it together? That is what we are going to be
working on today (purpose). Now, let me show you again!

Go over the two problems on the board.

12-6=____ ___+6=12
Remember that in an addition problem the largest number goes at the
back. When we move it to the back of our number sentence, we can
recognize that this is an easy doubles addition fact!

18-9=____ ____+9=18
When we do the same thing to this problem we know that the largest
number goes in the back for an addition problem. Again, this is a
doubles addition fact we know!

Write 8-4= ____ and 14-7=________ on the board.

Again, we know that we can move the largest number to the back for
an addition problem. Who thinks they can turn these subtraction
sentences into addition sentences?

Write 10-8= _____ on the board.

How might you solve this problem?

Checking for understanding:

Call on bottom 30%

Guided Practice: (at desk, 10 minutes, 2:10-2:20)

We are going to play a game called salute! It is very similar to

Headbands! You will be put into groups of 3, one person will be the
dealer and the other two will be the players. You will take turns being
the dealer. The dealer is going to pass out one card to each player. You
cannot look at your card, you will place it on your forehead. The dealer
will add the two players numbers together and tell you the sum. You
can look at the other players card, and determine what number you
have on your head. After, you will switch the dealer and continue to
play.

Model the game to the class with two other students: Taeyoon and
Estelle.

Pass out cards to groups of 3.

Have Sharmarke, Donnell, and Mujtabah playing as a team at the back

table with Mrs. Ellis.

Have the last dealer bring me their cards when done.

Ask students:
How did you figure out which card is on your forehead?
When was it easiest to figure out your card? Hardest?

Checking for understanding:

I will circulate around the room while students are playing salute and
observing their strategies.

Independent practice/assessment: (at desks, 7 minutes, 2:20-2:27)

Students will complete math journal pages 140 & 141.

Closure: (3 minutes, 2:27-2:30)

Go over answers on of math journals while students are at their desk. I
will call on by color group.

Answers page 141:

1. 12
2. 50
3. 65
4. 58
5. beads on a necklace, # of beads