Unit Seven: Understanding Subtraction as Unknown Addend Problem

Grade 1, EE 333
Ben Hiromura, Sarah Penze, and Colum Dillon
Length of Unit- Three weeks + (16 lessons)
Prerequisite Skills:
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.A.2- Solve word problems that call for addition of three whole numbers whose sum is less than or
equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
Add and subtract within 20.
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).
Work with addition and subtraction equations.
1.OA.D.7- Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which are
false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
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 = _
Common Core State Standards:
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.
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.

Lesson Flow:
The fundamental curricular aim of Unit 7 is to extend students conceptual
understandings of subtraction by showing that the operation is used to solve unknown addend
situations. To do so, we will utilize add-to, put-together, and compare problems, with unknown
results and addends, to increase student awareness of the relationship between addition and
subtraction. Through modeling and solving these problems, students will see that regardless of
the plus sign, unknown addend problems can be solved with subtraction.
This unit is preceded by a unit on addition fact strategies, loosely based on the
curriculum materials written by Everyday Mathematics. In this previous unit, students practiced
addition fact strategies including making-a-ten and the near-doubles addition strategy. Students
will have extensive practice with place value concepts by decomposing numbers and solving
riddles. Students will also practice solving two-digit number stories where they must use tools
and write number sentences. This will contribute to students ability to write equations with an
unknown (using a solve box or question mark).
With this said, Unit 7 will approach subtraction in a more conceptual manner. Students
will apply their understandings of subtraction to solve word problems that are new to them.
Additionally, they will be asked to use flower counters and dot diagrams as a way of modeling
mathematics. Students will work toward creating abstract math sentences from the story
problems with unknowns results and addends. By the end of the unit, students will be familiar
with add-to, put-together, and compare situations. The goal of this unit is to show how
subtraction can be used to solve word problems with the addend unknown (#+?=#). To do so,
we must choose the correct problems in order to extend and enhance student conceptual
understanding of subtraction.

Add To

Put Together

Compare

Result Unknown

Change Unknown

Start Unknown

Lesson 1

Lesson 2, 4, 5

N/A

Total Unknown

Addend Unknown

Both Addend Unknown

Lesson 6

Lesson 7-10

N/A

Difference Unknown

Bigger Unknown

Smaller Unknown

Lesson 12

N/A

Lesson 13 & 14

Scope and Sequence:

Lesson Number

Title

Goals

*Introduction:
Concrete Modeling of Add-To
Problems (Result Unknown)
-Represent 5+9=? using flower
counters,
-Draw tape diagram around
flower counters on board
(whole group discussion)

-Extending prior knowledge of

addition by modeling a math equation
with flower counters and tape
diagram.

*Problem Solving 1:
Modeling Add-To Problems
(Addend Unknown)
-Model 7+?=10

-Use flower counters to model starting

value and use tape diagram to
complete the representation- the
unknown and total.
-Conceptualizing and modeling partpart-whole.
-Solve for unknown (either with
concrete flower counters, or with tape
diagram, or with equation).

*Plan for discussion of

operation (addition vs.
subtraction)
3

*Procedural Fluency:
-Making sense of problem
(known and unknown
information,
-Labeling tape diagram (partpart-whole),
-Extension for advanced
students: write an equation.

*Problem Solving 2:
Abstract Modeling of Addend
Unknown (equation)
-Model 9+?=16

-Without the use of flower counters,

students model word problems (addto, addend unknown) with tape
diagram.
-Students understand the use of
subtraction in addend-unknown
situations.
-Students fluently calculate various
word problems.
-Forming an equation that represents
the add-situation.
(Ex. 9+?=16)
-Forming an equation from semiconcrete model of tape diagram using
a symbol for unknown (solve box or
question mark).
(Ex. 16-9=?)

*Problem Solving 3:
Extending to SubtractionConnecting Addition and
Subtraction Representations
(7+?=13 and 13-7=?)
-Model 7+?=13

-Write addition equation representing

word problem,
-Write subtraction equation
representing tape diagram (word
problem),
-Connect the two operations in
finding the solution.

Introducing Put-Together
Situation (Modeling)- Result
Unknown
-Compare 6+9=?
Add-to and put together

-Orienting students to the change in

unit/perspective involved in puttogether problems and how they differ
from add-to situations.
(difference between add-to and put
together)

*Conceptual Groundwork:
Concrete Modeling of PutTogether (Addend Unknown)
-Model 6+?=14
(solution)

Representing concretely or semiconcretely a put-together situation.

-Use flower counters and tape
diagram to model problem,
-Solve for unknown (either with
concrete flower counters, or with tape
diagram, or with equation).

*Procedural Fluency
Abstract Modeling of Addend
Unknown (equation)Extending Subtraction
-Model 4+?=10

Utilizing mathematical models to

construct an equation, with
unknowns, that represents the word
problem.

*Problem Solving 1: PutTogether (Addend Unknown)

-Model 7+?= 18

Correctly modeling and writing an

equation for addend unknown
problem so as to elicit the use of
subtraction in finding a solution.

10

*Problem Solving 2: PutTogether (Addend Unknown)

-Model 8+?=13

Correctly modeling and writing an

equation for addend unknown
problem so as to elicit the use of
subtraction in finding a solution.

11

Orientation to Compare
Problems- Same and
Difference
-Model 12-6=?

Representing concretely or semiconcretely a compare word problem

and identifying the same and
different aspects of the model.

12

*Conceptual Groundwork:
Compare Problem EquationsExtension
-Model 12-6=?

Utilizing mathematical models to

construct an equation, with
unknowns, that represents the word
problem.

13

*Problem Solving 1: Difference

Unknown
-Model 15-7=?

Correctly modeling and writing an

equation for difference unknown
problem so as to elicit the use of
subtraction in finding a solution.

14

*Problem Solving 2:
Smaller Unknown
-17-8=?

Correctly modeling and writing an

equation for smaller unknown
problem so as to elicit the use of

subtraction in finding a solution.

15

*Procedural Fluency:
Smaller Unknown
-13-5=?

Practice writing equations from a

compare problem with the smaller
unknown.

16

ASSESSMENT!

Identifying the effectiveness of

instruction of developing student
conceptual understandings of
subtraction in relation to problem
solving.

Highlighting Mathematical Practices

1. Make sense of problems and persevere in solving them.
a. Assess and explain the meanings of problems while looking for entry points to solutions.
Able to distinguish the identifying pieces of a problem in order to choose applicable
strategies to use.
2. Reason abstractly and quantitatively.
a. Students are able to make sense of problems, quantities and their relationships in
problem situations. Paired with the ability to take abstract problems and represent and
manipulate the figures through symbols. In addition, pausing and reflecting on the
process in order to further mathematical understanding and promote deeper thinking.
3. Construct viable arguments and critique the reasoning of others.
a. Justify arguments using concrete referents such as diagrams, manipulatives, and
drawings. Attentitively listen to another student's argument and determine whether or not
it makes sense. Compare the effectiveness of two different arguments.
4. Model with mathematics.
a. Understand the relationship between story situations and mathematical thinking.
Represent and describe situations with mathematics in order to draw conclusions.