Subtraction-Doubles


 * Pretest: Blackline Master 27, Origo Book of Facts Subtraction - sent to Print Services 3-21-13 **

1.3A Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 1.5D Use patterns to develop strategies to solve basic addition and basic subtraction problems.
 * TEKS: **

1.3A 1.3B 1.5D 1.5E 1. Efficient strategies can be done mentally and quickly. 2. Thinking strategies for basic facts that are based on number sense can be extended to use with larger numbers. 3. Addition and subtraction are connected; they are inverse operations – Fact Families 4. The basic strategy for learning subtraction facts is “Think Addition.” Known addition facts can be used to learn related subtraction facts. 5. The Count On strategy is an efficient strategy for solving addition problems with at least one addend that is less than 4, and for the subtraction facts in the same fact families. 6. Many facts can be derived from the Doubles facts, including doubles plus (or minus) one, doubles plus (or minus) two, also called “Near Doubles.” 7. The Use Doubles strategy is an efficient strategy for solving addition problems with one addend that is one (or two) more than the other addend. 8. Unknown facts can be derived from known facts, and sums and differences with larger numbers can also be derived using the same strategies. 9. Problem situations can be represented using numerical sentences.
 * Core Components: **
 * Including Statements **
 * Writes number sentences up to 18
 * Uses Base 10 Blocks to model addition and subtraction problem situations.
 * Applies knowledge of basic Count On **addition and subtraction** facts and Use Doubles **addition** facts in problem solving situations.
 * Uses Count On Strategy for addition
 * Uses Think Addition Strategy for subtraction Count On problems
 * Uses Use Doubles Strategy for addition
 * Uses doubles facts to solve problems.
 * Uses doubles plus or minus one to solve problems.
 * Uses fact knowledge of sums and differences to solve problems.
 * Models with counters or linking cubes.
 * Generalizations:**

**Whole Group Lesson Plans-**


 * You will need the Origo Subtraction Book for this- **


 * Teacher Note: ** The recommended order to teach Count On Subtraction strategies is:
 * Week 1-Doubles, Doubles Plus 1
 * Week 2- Doubles Plus 2
 * Week 3-Doubles Plus 3

1. **Introduce** (Hands-on materials, stories, discussions, and visual aids are used to introduce the strategy.) 2. **Reinforce** (Activities that make links between concrete and symbolic representations of the facts. Students reflect on how the strategy or sub-strategy works and the numbers to which is applies.) 3. **Practice** (Games, strategy practice worksheets, and other activities to provide opportunities to apply and demonstrate knowledge of facts. Students should use mental computation only and try for fast recall.) 4. **Extend** (Students apply the strategy to larger numbers. Activities strengthen the students’ number sense.)
 * Choose one activity from each of the following- **
 * Teacher Note: ** The four stages of teaching and learning for the basic facts thinking strategies are:

Take it Away game- subtracting by counting one How Much More? game- finding the difference Cat and Mice game-calculating the difference
 * Independent Activities- **
 * These games are in Fundamentals and you have them in your stack of yellow games- **

1.3A, 1.3B separate, subtraction join, addition number sentence equation equals equal sign means “is the same as” unknown change sets models doubles, doubles plus one/minus one sums of ten counting on counting on to counting back
 * Vocabulary: **

doubles doubles plus one/minus one counting on sums and differences of 10 fact family
 * 1.5D, 1.5E **

**Questioning:**


 * How are addition and subtraction different? Similar?
 * How can knowing the process of one operation help with computation of another?
 * How does knowing an addition fact help you learn a subtraction fact?
 * What strategies are the most efficient in solving a given problem?
 * Given a subtraction fact, what is the Turnaround fact? What are the partner addition facts that complete the fact family?
 * How can “Think Addition” be used for learning subtraction facts?
 * For which addends is the Count On addition strategy efficient?
 * For which facts is the Use Doubles addition strategy efficient?
 * How can breaking numbers apart aid in the process of addition and subtraction?
 * How can we represent a given problem with numbers?
 * How can you use estimation to help determine if an answer is reasonable? :

KLRU: The Number Crew: Putting On and Taking Off (10:00) The Number Crew: The Mathematical Seven (10:00) Math Investigations: Part 01(26:00)
 * Technology: **

__If You Were a Minus Sign__ by Trisha Speed Shaskan __If You Were a Plus Sign__ by Trisha Speed Shaskan **Pet store Subtraction** Ribke, Simone T. **If you were a minus sign Shaskan, Trisha Speed** **The action of subtraction** Cleary, Brian P., **Hardworking puppies** //1st ed.// Reiser, Lynn. <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**The Hershey's Kisses subtraction book** Pallotta, Jerry <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**Shark swimathon** Murphy, Stuart J., <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**Monster musical chairs** Murphy, Stuart J., <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**Subtraction action** Leedy, Loreen. <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**Ready, set, hop!** Murphy, Stuart J.,
 * <span style="font-family: 'Century Gothic',sans-serif;">Resources: **

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Notes: Students will continue to build on efficient addition strategies to recall subtraction facts. They will use the “Think Addition” strategy with the Use Doubles Subtraction facts that are related to their “partner facts” covered in the Use Doubles Addition strategy which students previously mastered (excluding

Doubles Plus 1 and Doubles Plus 2 Subtraction). The unit also reinforces the Addition and Subtraction Count On strategy and the Addition Use Doubles strategy that were developed in the 2nd and 3rd nine-weeks periods and extends them to larger numbers.