4 + 3 = 3 + 4 6 1 = 1 6 – – 12 + 2 2 = 12 – 9 + 3 = 10 5 + 3 = 10 2 – 3 + 4 + 5 = 3 + 5 + 4 3 + 4 + 5 = 7 + 5 13 = 10 + 4 10 + 9 + 1 = 19 Students can use a clicker (electronic response system) or interactive whiteboard to display their responses to the equations. This gives them the opportunity to communicate and justify their thinking. 1.OA.D.8 Determine the unknown Essential Skills and Knowledge Find the missing number in each of the following whole number in an addition or Ability to represent the problem in equations: • subtraction equation relating three multiple ways including drawings and whole numbers. For example, or objects/manipulatives (e.g., 9−3=□ determine the unknown number counters, unifix cubes, Digi-Blocks, 8+□=15 that makes the equation true in number lines) 16−□=5 each of the equations 8 + ? = 11, 5 Ability to take apart and combine • □=7−2 = _ 3, 6 + 6 = _. numbers in a wide variety of ways 13=□+7 – Ability to make sense of quantity and 6=14−□ • be able to compare numbers Ability to use flexible thinking • strategies to develop the understanding of the traditional algorithms and processes Ability • to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1) Students may use a number balance or pan balance to explore finding the missing number in an equation.
4 + 3 = 3 + 4 6 – 1 = 1 – 6 12 + 2 – 2 = 12 9 + 3 = 10 5 + 3 = 10 – 2 3 + 4 + 5 = 3 + 5 + 4 3 + 4 + 5 = 7 + 5 13 = 10 + 4 10 + 9 + 1 = 19 Students can use a clicker (electronic response system) or interactive whiteboard to display their responses to the equations. This gives them the opportunity to communicate and justify their thinking. 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 = _. Essential Skills and Knowledge • Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, unifix cubes, Digi-Blocks, number lines) • Ability to take apart and combine numbers in a wide variety of ways • Ability to make sense of quantity and be able to compare numbers • Ability to use flexible thinking strategies to develop the understanding of the traditional algorithms and processes • Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1) Find the missing number in each of the following equations: 9−3=□ 8+□=15 16−□=5 □=7−2 13=□+7 6=14−□ Students may use a number balance or pan balance to explore finding the missing number in an equation.
Unit_1_OA7_D_8_Work_with_Add_Sub_Equations.docx