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Using Addition to Subtract

Using Addition to Subtract. Unpacking Unknown Addend Situations. Common Core Leadership in Mathematics (CCLM) University of Wisconsin-Milwaukee Wednesday June 22, 2011 Melissa Hedges & DeAnn Huinker. This Morning’s Motto.

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Using Addition to Subtract

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  1. Using Addition to Subtract Unpacking Unknown Addend Situations Common Core Leadership in Mathematics (CCLM)University of Wisconsin-Milwaukee Wednesday June 22, 2011 Melissa Hedges & DeAnn Huinker

  2. This Morning’s Motto “Learning is a messy business, and constructing understanding is hard work.” -Fosnot & Dolk, Young Mathematicians At Work p.38.

  3. Learning Intention and Success Criteria We are learning to… Recognize the role unknown addend situations and equations play in developing fluency with single-digit problems. Understand “think addition to subtract” and explore how to build that understanding in students. We will be successful when we... Understand how to use addition and subtraction word problems, situation equations, and solution equations to support students’ ability to reason fluently.

  4. Unknown Addend Problems Read K.OA.2, K.OA.4, 1.OA.1, 1.OA.4, 2.OA.1 • Highlight essential ideas in each. • Discuss the progression from Kindergarten to grade 2 in developing the idea of an unknown addend.

  5. Food for thought…. Learning to think of and solve subtractions as unknown addend problems makes subtraction as easy as addition (or even easier), and it emphasizes the relationship between addition and subtraction. • K-5 OA Progressions document, p. 15

  6. Problem Situations • Which are the easier problem situations to solve? Why? • Which problem situations prompt Level 2 and Level 3 reasoning? Scan: Handout on “Addition & Subtraction Problem Situations.” (Table 1 revised)

  7. Addition and Subtraction Problem Situations

  8. Situation vs Solution Equations Read p. 13-14 OA Progressions document: • “Representing and solving the subtypes for all unknowns in all three types.” • Discuss the differences between a situation equation and a solution equation. • Why is it important as an algebraic building block to have students represent word problems with situation equations?

  9. Two types of equations Turn and Talk: What does this mean? --------------------------------------------------------------------- Level 2 Counting on Level 3 Convert to an easier equivalent problem – Think addition Situation Equation: Matches the structure of the story. Solution Equation: Equation is re-represented (re-written) into an equation that promotes Level 2 or Level 3 method.

  10. Practicing reasoning… Facilitators: Pull out a word problem card. Show and read the card to your group. Individually each person: Identify the problem type. Write a situation equation for the word problem, if needed re-represent it as a solution equation. Jot down student reasoning at Level 2 or Level 3 and show “using objects, drawings, or equations.” As a table group: Share your equations. Talk through the student reasoning.

  11. Pathways… Find K-8 Domains section in your binder. Show how these standards are connected and build across grades by drawing lines and arrows. K.OA: 2, 3 & 4 1.OA: 1, 3, 4 & 6 2.OA: 1 & 2

  12. Learning Intention and Success Criteria We are learning to… Recognize the role unknown addend situations and equations play in developing fluency with single-digit problems. Understand “think addition to subtract” and explore how to build that understanding in students. We will be successful when we... Understand how to use addition and subtraction word problems, situation equations, and solution equations to support students’ ability to reason fluently.

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