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Subject:
Algebra
Mathematics
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Interactive
Lesson
Author:
UMCDC
05/29/2021
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Topic D introduces formal subtraction concepts including writing and solving expressions and equations. Lesson 19 begins at the concrete level with students acting out take away stories and working at the pictorial level crossing off to see what remains. In Lesson 20, the concrete objects and pictorial representations are tied to or matched to the representative subtraction expression or equation using the minus sign with no unknown. As in Topic C, this progression helps students move from concrete processes to reasoning abstractly and quantitatively (MP.2). In Lesson 21, students solve subtraction story problems using concrete and pictorial representations and write the corresponding equation. As with addition, it is important that students understand what each numeral in the equation represents from the story situation. Lessons 22–24 focus on decompositions of 6, 7, and 8, which are recorded as equations. These equations are described in the progressions as take from with result unknown (C – B = ___) situations. These three lessons explore the decompositions of 6, 7, and 8 by breaking off a part, hiding a part, and crossing off a part. “There were 7 bears sleeping in a cave. Four bears left to go fishing. How many bears are still in the cave?”

Subject:
Algebra
Mathematics
Material Type:
Assessment
Homework/Assignment
Interactive
Lesson
Author:
UMCDC
05/29/2021
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Topic G provides additional practice with formal subtraction concepts, including writing and solving number sentences with totals of 9 or 10. Lesson 33 moves quickly through concrete and pictorial representations of subtraction with students representing take from equations (C − B = A), with no unknown for totals to 10. “There were 10 cars in the parking lot. Two of them drove away. Now there are 8 cars left in the parking lot.” In Lesson 34, students solve subtraction story problems by breaking off, crossing out, and hiding a part and show their strategies with drawings and number sentences (MP.5). “I have 9 pencils. I’m going to hide 3 pencils in a box. How many pencils are not in the box?” Lessons 35–36 focus on decompositions of 9 and 10 using 5-groups, which are recorded as number sentences (K.OA.3). These decompositions differ from those in Topic F in that they are represented as subtraction number sentences (C – B = A) instead of addition sentences (C = __ + __ ). Students continue to focus on the grade level fluency goal during Fluency Practice, improving the speed and accuracy with which they can add and subtract numbers to 5 (K.OA.5).

Subject:
Algebra
Mathematics
Material Type:
Assessment
Homework/Assignment
Interactive
Lesson
Author:
UMCDC