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Clarifications
Clarification 1: Instruction focuses on helping a student choose a method they can use reliably.Clarification 2: Instruction includes situations involving adding to, putting together, comparing and taking from.
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
- MA.1.NSO.1.1
- MA.1.NSO.1.2
- MA.1.NSO.1.3
- MA.1.AR.1.1
- MA.1.AR.1.2
- MA.1.AR.2.1
- MA.1.AR.2.2
- MA.1.M.1.1
- MA.1.M.2.3
- MA.1.DP.1.2
Terms from the K-12 Glossary
- Expressions
- Equations
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is for the students to recognize the relationship between addition and subtraction and to use that relationship as a possible strategy (i.e., if 12 + 3 is 15, then 15 − 3 is 12). In Kindergarten, students explored adding two numbers between 0 and 10 and related subtraction facts and added two one-digit numbers with sums from 0 to 10 and used related subtraction facts with procedural reliability.- Instruction focuses on students choosing reliable methods to find the sum.
- Instruction encourages students to use strategies that move them towards building efficiency, but need not include the use of an algorithm.
- Instruction includes the explicit use of strategies.
- Strategies include skip counting, decomposing into tens and ones, and making a ten (there is an expectation of automaticity within 10 in grade 1).
Common Misconceptions or Errors
- Students may reverse the minuend and subtrahend in the ones, from the assumption the minuend must be larger than the subtrahend (i.e., for 12 − 5, finding 15 − 2). In these cases is it important for students to use concrete manipulates such as base ten blocks as they must exchange a tens rod for ten ones so that they may physically take away from the ones place.
Strategies to Support Tiered Instruction
- Teacher provides a real-world problem using subtraction asking students to create a subtraction equation that is represented in the problem. Students are provided the opportunity to use a manipulative to solve the subtraction problem.
- For example, Cora has 15 stickers on her sheet. She gives her friend 8 of the stickers. How many stickers are still on her sheet? Common Misconceptions or Errors
- Teacher provides a subtraction expression verbally asking students to write the expression. Teacher provides manipulatives to solve the subtraction problem. Acting out the “take from” action can provide the support for understanding. Students may need to regroup tens to ones to solve or to regroup when it is not needed.
- For example, in the equation 13 – 5, students may use base-ten blocks to represent the problem. Students will need to regroup the ten rod for ten units. Then, remove 5 units to solve the subtraction problem. Students may need prompting as to what needs to be exchanged.
Instructional Tasks
Instructional Task 1 (MTR.4.1, MTR.5.1)
Joey was trying to find the difference 15 − 7. He counted backward by ones from 15 saying “14, 13, 12, 11, 10, 9, 8.” What might be a more efficient strategy that Joey could use to take 7 away from 15? Will your strategy work for all subtraction expressions? Explain.
Instructional Task 2 (MTR.2.1, MTR.7.1)
Two students are working together on a project. Each student has nine crayons. If the students put their crayons together, how many will they have together? Write an addition or subtraction equation that you could use to help you solve the problem.
Instructional Items
Instructional Item 1
Josephine used the subtraction equation 17 – 9 = 8 to help her solve an addition problem. What could have been Josephine’s addition problem? Instructional Item 2 What is the sum of 8 and 11?*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorial
Perspectives Video: Expert
Perspectives Video: Teaching Idea
Problem-Solving Task
Tutorials
MFAS Formative Assessments
Students work with cubes or color tiles to understand and justify the Commutative Property of addition.
Students solve an addition and a subtraction problem in more than one way.
Students solve addition and subtraction problems by making tens, using a known fact, and by using a subtraction fact.
Students solve two problems, each in more than one way, and are encouraged to use more sophisticated strategies.
Students are encouraged to use more sophisticated strategies to solve a part-part-whole problem.
Original Student Tutorials Mathematics - Grades K-5
Change the order of the numbers in an addition sentence and use the counting on strategy to become quicker at your math facts in this interactive tutorial.
Student Resources
Original Student Tutorial
Change the order of the numbers in an addition sentence and use the counting on strategy to become quicker at your math facts in this interactive tutorial.
Type: Original Student Tutorial
Tutorials
In this tutorial, you will learn how to add 7 + 6 using a number line and objects to count.
Type: Tutorial
Parent Resources
Problem-Solving Task
In all versions, students must engage basic addition and subtraction facts. In the memory version, after a student has turned over one card, in order to know whether there is a match using cards they've seen, they need to to solve equations of the form ?+b=c, b+?=c, ?-b=c, and b-?=c.
Type: Problem-Solving Task
Tutorial
In this tutorial, you will learn how to add 7 + 6 using a number line and objects to count.
Type: Tutorial
