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Math Lesson Plan: Subtraction: Think Addition

Lesson Objective(s):
To teach students ​subtraction using “think addition” so that they can further see the connection
between addition and subtraction. Students will be able to recognize subtraction and addition
problems as each others reverse, and understand that they can use the opposite operation for a
problem that appears to be addition or subtraction.

District Outcome(s) and/or State/National Standard(s)


1.CA.1​: Demonstrate fluency with addition facts and the corresponding subtraction facts within
20. 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). Understand the role of 0 in addition and subtraction.

1.CA.2:​ Solve real-world problems involving addition and subtraction within 20 in situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts
of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem).

Lesson Prerequisites and pre-assessment of students: ​Students need to understand basic


addition with numbers that equal to 20.
What do your students need to know in order to engage in your lesson in a meaningful
way?​ The students will need to know the minus symbol and the equal sign to make the lesson
meaningful. The students will also need to know how to write equations.
What will you do / have you done to determine what they already know related to your
lesson?​ During our FAI, we asked probing questions in order to determine the class’s abilities to
recognize different subtraction vocabulary and equation properties. We also specifically targeted
their subtraction strategies, so that we can add to their repertoire.

Materials:
We will Bring:
● Props for skit
● Dry erase boards and markers

Launch (10 min.)


The narrator will introduce the title of the tale “Goldie Locks, the BIG BAD wolf, and a Wicked
Witch of the West”.​(Inform the students when Red Riding Hood can’t finish the sentence they
will help her fill it in with a word that rhymes). ​ They will set the scene of the story.

SKIT:​ ​Goldie Locks, the BIG BAD Wolf and a Wicked Witch of the West!
Goldie Locks (Dani): ​I can’t wait to see my grandmother today. Oh no! It seems the sky is
turning gray!!
Wolf (Lis):​ Hey little girl you can’t pass me, unless you solve this mystery.
Goldie Locks (Dani):​ Um, Ok mister wolf, I think I can do that. For this particular problem will
I add or ​subtract?
Wolf (Lis):​ It depends on how to look at it you see, because think addition is a subtraction
strategy. Try to solve the problem 7-4 only then you will get to your grandmother's door.
Goldie Locks(Dani): ​Hmmmm, kids what should I do? Should I add or subtract or try
something new? ​_______
Wolf: ​Whatever you do you must say it out loudly , no cheaters will pass so say it proudly.
Goldie Locks:​ I will try think addition for this problem, because when I do addition I think can
solve ‘em. To solve this problem I will start at 4, I will count to 7 to see how many more! I used
my fingers from 4 and added 3 that gave me 7 don't you see.
Wolf:​ So you are saying that 7-4 is 3? And you used think addition strategy? I see how you did
that, you didn't cheat, now I will let you pass me on this street.
Goldie Locks:​ Oh my goodness! Thank you class! Without your help I couldn't have passed. I
hope my grandmother is ok! This is turning out to be a crazy day!
Witch(Haley): ​Stop right there my pretty! Go ahead and have a sittie! This is my street, you
cannot pass, unless you answer this problem, and fast!
Goldie Locks (Dani): ​Oh no, not again! Can you help me out my friends?​______
Witch(Haley): ​Go ahead and help her then, try this one, 17 minus 10!
Goldie Locks (Dani): ​With think addition I start at ten and count up, all together now, Witch,
don’t interrupt! ​10, 11, (join me!) 12, 13, 14, 15, 16, 17!​ I counted seven, how about you? Okay
Witch, now let us through!!
Witch(Haley): ​Congratulations, you passed the test! But not without the help of the rest. This
class is smart, I’ll give you that. I’ll even tip my pointy hat. Better practice for next time, I’ll be
back with another Rhyme! (leaves in a puff of smoke)
Goldie Locks(Dani): ​Wow, we beat her with our best! You guys rock, what a quest! Subtraction
is quite the trend, farewell for now, this is the end!!

Investigation (15 min)


Think addition RULES!
Write a subtraction equation.
Rewrite the problem with the smaller number + _____= the larger number.
Example: 14-7=__ → 7+__=14

Students will have their dry erase boards at their desks. The instructor will write down a
subtraction problem on the board and the students will rewrite it as a think addition problem.

Summarize (15 min.)


To summarize, I will begin by explaining on the board that addition equations have a partner
subtraction equation. Essentially introduce the idea of fact families. I will model a few of these.
Then, I will give each student an equation, either subtraction or addition. Every equation will
also have a partner equation, the reverse of the problem. Each student will be required to find
their partner. For example, if a student’s equation is 5+3=8 then they will need to find the person
that has 8-3=5 and vice versa.

Adaptations:
Gearing Up:​ If the lesson is too easy for the students I will begin to challenge them by
having them pair up and have each student write their own equation, then swap equations
with their partner and try to solve their partner's problem. This will add the challenge by
creating a problem but also check their understanding of subtraction.

Gearing Down: ​If the activity is too difficult for the students the teacher will work out the
equation with the students and verbally model their thinking process.

Reference(s):
Indiana Department of Education. (2014, July 18). Retrieved from
http://www.doe.in.gov/sites/default/files/standards/mathematics/2014-07-18-math-g1-architectur
ewith-front-matter_br.pdf

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