Where Will I Land?

In this lesson, the students find differences using the number line, a continuous model for subtraction. [Number can be considered in two ways: discrete and continuous. The counting and set models use the discrete form of number.] Students are encouraged to predict differences and to compose puzzles involving subtraction.

How Many Left?

This lesson encourages the students to explore the familiar set model of subtraction. The students write story problems and find differences using sets, including subtracting all and subtracting zero. They record the differences in a chart.

Looking Back and Moving Forward

This final lesson reviews the work of the previous lessons and suggests a framework for summative assessment. Students will self-select a solution strategy for subtraction from the models introduced in this unit. An extension activity is suggested in which students use the mathematical knowledge and skills developed in the previous lessons to demonstrate understanding and ability to apply that knowledge to playing a new game.

Hopping Backward on the Number Line

In this lesson, students generate differences using a number line model. Because this model highlights the measurement aspect of subtraction, it is a distinctly different representation from the models presented in the previous lessons of this unit. The order property for subtraction is investigated. At the end of the lesson, children are encouraged to predict differences and solve puzzles involving subtraction.

Taking Away Sets

This lesson encourages students to explore another model for subtraction, the familiar set model. Reading one of the many books that feature subtraction set the stage for this lesson in which the students write story problems, find differences using sets, and present results in a table. In the discussion of the table, they focus on the effects of subtracting all and subtracting 0.

Balancing Equations

This lesson encourages the students to explore another meaning for operations of subtraction, the balance. This meaning leads naturally into recording with equations. The students will imitate the action of a pan balance and record the modeled subtraction facts in equation form.

Hopping Backward to Solve Problems

In this lesson, students determine differences using the number line to compare lengths. Because this meaning is based on linear measurement, it is a distinctly different representation from the meanings presented in Lessons One and Two. At the end of the lesson, the students use reasoning and problem solving to predict differences and to answer puzzles involving subtraction.

How Many More?

Students write subtraction problems, model them with sets of fish-shaped crackers, and communicate their findings in words and pictures. They record differences in words and in symbols. The additive identity is reviewed in the context of comparing equal sets.

Counting Back

Students count back to compare plates of fish-shaped crackers, and then they record the comparison in vertical and horizontal format. They apply their skills of reasoning and problem solving during this lesson in several ways. [Because students have associated the word "more" with addition, the comparative approach to subtraction is typically more challenging for the students to understand.]

Seeing Doubles

In this lesson, the students focus on dominoes with the same number of spots on each side and on the related addition facts. They make triangle-shaped flash cards for the doubles facts.