The purpose of this Choral Count is to invite students to practice counting by ones backwards and notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students count back to find the value that makes the subtraction equation true.
Launch
“Cuenten hacia atrás de 1 en 1, empezando en 50” // “Count backward by 1, starting at 50.”
Record as students count.
Stop counting and recording at 20.
Activity
“¿Qué patrones ven?” // “What patterns do you see?”
1–2 minutes: quiet think time
Record responses.
None
Student Response
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Advancing Student Thinking
Activity Synthesis
“¿Quién puede describir el patrón con otras palabras?” // “Who can restate the pattern in different words?”
Activity 1
Standards Alignment
Building On
Addressing
1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract by finding the number that makes 10 when added to 8.
The purpose of this activity is for students to analyze and apply both counting on and taking away as methods to subtract. Both are valid methods for finding a difference. Students should begin to notice that one method may be more efficient than the other, depending on the numbers in the problem. During the Synthesis, students discuss how counting on and taking away are the same and different. This allows teachers to see the mathematical vocabulary students use to describe the strategies (MP6).
This activity uses MLR8 Discussion Supports. Activity: During partner work time, invite students to restate what they heard their partner say. Students may agree or clarify for their partner. Advances: Listening, Speaking
Launch
Groups of 2
Give students access to double 10-frames and connecting cubes or two-color counters.
Read the Task Statement for Part 1.
“¿Cómo encontró Diego la diferencia?” // “How did Diego find the difference?” (Diego put 15 counters on the 10-frames and took away 8. The counters that are still there show the difference.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“Observen el trabajo de Tyler. Primero puso 8 fichas rojas en su tablero de 10. Luego, puso 7 fichas amarillas. ¿Cómo le ayudó esto a encontrar la diferencia?” // “Look at Tyler's work. He started by putting eight red counters on his double 10-frame. Then he put on seven yellow counters. How did that help him find the difference?” (He kept adding counters until he got to 15. He knew the yellow counters show the difference.)
30 seconds: quiet think time
1 minute: partner discussion
Activity
Read the Task Statement for Part 2.
6 minutes: independent work time
MLR8 Discussion Supports
“Después de que su pareja comparta cómo pensó, repitan lo que dijo” // “After your partner shares their thinking, repeat back what they told you.”
Display the sentence frame: “Te escuché decir. . .” // “I heard you say . . .”
4 minutes: partner discussion
Vimos 2 formas de encontrar el valor de .
Método de Diego
Método de Tyler
Encuentra el valor de cada diferencia. Usa el método de Diego. Después, usa el método de Tyler.
Método de Diego
Método de Tyler
Método de Diego
Método de Tyler
Activity Synthesis
Have a student share Diego’s way for .
Display
“¿Cómo corresponde esta ecuación a su método?” // “How does this equation match their method?” (They started with 18 counters and then took away 15. They counted 3 left.)
Have a student share Tyler’s way for .
Display .
“¿Cómo corresponde esta ecuación al método de Tyler?” // “How does this equation match Tyler’s method?” (Tyler started with 15 counters. Then he counted on to get to 18. He had to count on 3.)
“¿Cuál método les gustó más para esta expresión? ¿Por qué?” // “Which method did you like better for this expression? Why?” (Tyler's because it was a lot faster to count on 3 more than to take away 15 and count what was left.)
Activity 2
Standards Alignment
Building On
Addressing
1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract by finding the number that makes 10 when added to 8.
The purpose of this activity is for students to find the unknown values that make subtraction and addition equations true. The numbers are selected to encourage students to use a ten to find the unknown value and are presented as two sets: subtraction and addition. Students may notice that the first equation in Set B relates to a subtraction equation in Set A.
In the Synthesis, students share methods for . Highlight both counting on and taking away methods. Monitor for a student who finds the difference between by subtracting 10 from 15 and then subtracting 2 more from the 5 ones that are left: is 5 and is 3. If a student does not use this method, teachers should demonstrate to students. When students break up 12 into 10 and 2 and subtract each number successively they are using their understanding of a teen number as 10 and some ones (MP7).
MLR7 Compare and Connect. Synthesis: After all methods have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “¿Cómo se resolvió el mismo problema de diferentes formas?” // “How was the same problem solved in different ways?” and “¿Por qué se puede resolver un problema de diferentes formas?” // “Why does it work to solve the same problem in different ways?” Advances: Representing, Conversing
Engagement: Develop Effort and Persistence. Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk. Supports accessibility for: Social-Emotional Functioning, Attention
Launch
Groups of 4
Give students access to double 10-frames and connecting cubes or two-color counters.
Activity
Read the Task Statement.
“Asegúrense de que pueden explicar sus ideas de una forma que los demás entiendan” // “Be sure you can explain your thinking in a way that others will understand.”
8 minutes: independent work time
Monitor for students who solve by:
Counting on from 12 to 15.
Taking away 12 from 15.
Taking away 10 and then 2 from 15.
“Comparen sus ideas con las de otros estudiantes de su mesa. Compartan los métodos que usaron para encontrar los números desconocidos. Si no están de acuerdo con una respuesta, trabajen juntos hasta llegar a un acuerdo” // “Compare your thinking with other students at your table. Share the methods you used to find the unknown numbers. If you disagree about an answer, work together until you come to an agreement.”
4 minutes: small-group discussion
Activity Synthesis
Display
Invite previously identified students to share.
“¿Por qué es diferente de las demás ecuaciones?” // “How is different from all the other equations?” (All the others only subtract a one-digit number but this one is subtracting 12 so you can take away 10 and 2 more.)
Lesson Synthesis
“Hoy usamos diferentes métodos para restar. ¿Qué método para restar les gusta más? ¿Por qué es su método favorito?” // “Today we used different methods for subtracting. What method do you like best for subtracting? Why is it your favorite method?”
Standards Alignment
Building On
Addressing
1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., ); decomposing a number leading to a ten (e.g., ); using the relationship between addition and subtraction (e.g., knowing that , one knows ); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent ).
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., ); decomposing a number leading to a ten (e.g., ); using the relationship between addition and subtraction (e.g., knowing that , one knows ); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent ).
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 , , .
