Ability to make sense of quantity have now? and be able to compare numbers 52 27 = ? – Ability to record their thinking Add To example: Georgia had $26. Her uncle gave using >, =, and < when comparing her some money for her birthday. Now she has quantities $61. How much money did Georgia’s uncle give Ability to use flexible thinking her? strategies to develop the $26 + ? = $61 understanding of the traditional Compare example: Georgia has 52 stickers. Liam algorithms and their processes has 27 stickers. How many more stickers does Knowledge of and ability to Georgia have than Liam? properties of addition and 52 27 = ? – subtraction (CCSS, Page 90, Table Even though the modeling of the two 3) problems above is different, the equation, Ability to apply the knowledge of 52 - 27 = ?, can represent both situations addition and subtraction to choose (How many more do I need to make 63?) the most efficient strategy to solve Take From (Start Unknown) Georgia had some a problem stickers. She gave 27 to Liam. Now she has 25 Ability to various types of stickers. How many stickers did Georgia have addition and subtraction word before? problems (CCSS, Page 88, Table 1) ? - 37 = 26 Ability to use or ? to represent an unknown in an equation It is important to attend to the difficulty level of the problem situations in relation to the position of the unknown. Result Unknown, Total Unknown, and Both Addends Unknown problems are the least complex for students.
Ability to make sense of quantity and be able to compare numbers Ability to record their thinking using >, =, and < when comparing quantities Ability to use flexible thinking strategies to develop the understanding of the traditional algorithms and their processes Knowledge of and ability to properties of addition and subtraction (CCSS, Page 90, Table 3) Ability to apply the knowledge of addition and subtraction to choose the most efficient strategy to solve a problem Ability to various types of addition and subtraction word problems (CCSS, Page 88, Table 1) Ability to use or ? to represent an unknown in an equation have now? 52 – 27 = ? Add To example: Georgia had $26. Her uncle gave her some money for her birthday. Now she has $61. How much money did Georgia’s uncle give her? $26 + ? = $61 Compare example: Georgia has 52 stickers. Liam has 27 stickers. How many more stickers does Georgia have than Liam? 52 – 27 = ? Even though the modeling of the two problems above is different, the equation, 52 - 27 = ?, can represent both situations (How many more do I need to make 63?) Take From (Start Unknown) Georgia had some stickers. She gave 27 to Liam. Now she has 25 stickers. How many stickers did Georgia have before? ? - 37 = 26 It is important to attend to the difficulty level of the problem situations in relation to the position of the unknown. Result Unknown, Total Unknown, and Both Addends Unknown problems are the least complex for students.