Grade 1

Unit 5
Critical Information PowerPoint
Addition and Subtraction
Strategies

Elementary Math Department

 IT’S ALL ABOUT STRATEGIES!
Lesson # Lesson Title Lesson # Lesson Title
low

1 Count On 9 Add 10 and Some More on a Ten Frame

2 Count Back 10 Addition on a Ten Frame
3 What is a Double? 11 Use Make a Ten to Add

complex
moderate

4 Use Doubles to Add 12 Algebra: Associative Property

5 Doubles Plus and Minus 1 13 Algebra: Add 3 Numbers
6 Practice the Strategies 14 Use Ten to Subtract
7 Think Addition to Subtract 15 Break Apart to Subtract
8 Use Inverse Operations 16 Problem Solving: Use Addition
Strategies
17 Problem Solving: Use Subtraction
In this sequence, lower level strategies are taught first, followed by moderate level strategies. More
Strategies
complex strategies are taught last. Learning strategies in this order should allow students to
connect what they know from one situation to the next.
Number Talks are fabulous opportunities for students to APPLY the strategies they learn in this unit.
 OA.1.2
Addition of 3 Whole Numbers Explained
First graders will solve multi-step word problems by adding (joining) 3 numbers.
Lindsey made a pile with 3 red, 5 blue, and 6 orange candies. What is the total
number of candies in Lindsey’s pile?
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
10
3 + 5 + 6 = 14
and 4 more
I put 3 counters on my ten frame, then I used a number path to add the red, blue,
put another 5. I also added another 6 and orange candies. I know that 3 and 5
counters, then found the total. The ten make 8. If I break up (decompose) the 6 to
frame was full and there were 4 make 2 and 4, then I can make a ten with the
counters left over. That means there 8 and 2. Then, I can add 10 + 4. The sum is
were 14 candies in the pile. 14.
 OA.2.3
Apply Properties

Properties Assessed in this Unit

Commutative Property of Addition Associative Property
This property states that the addends can be combined in When adding 3 or more addends, you can add any two
any order and still have the same sum. addends first, then add another. The sum will be the
same.
1+5=6 5+1=6 1+2+3=֍
8 + 2 = 10 10 = 2 + 8 (1 + 2) + 3 = ֍ 1 + (2 + 3) = ֍

Knowing these properties allows students to use one piece of information to also know
another. They can SMP1- Make sense of the math as they develop their conceptual
understanding.
 OA.2.3
Associative Property

When applying the Associative Property, students must find a partial

sum of 2 addends first, before adding more.
This is not because we want to slow down the addition process. This is because our
brains….no matter how old or smart….can only add 2 amounts at a time.

Students can show you which 2 addends are added first in several ways.
PARENTHESES (1 + 2) + 3 = 6 1 + (2 + 3) = 6

DRAW OVALS 1+2 +3=6 1+ 2+3 =6

JOIN WITH A “V” 1+2 +3=6 1+ 2+3=6

3+3=6 1+5=6
 OA.2.3
Name That Property
cubes number path
1 2 3 4 5
1 2 3 4 5

2 blue + 3 red = a total of 5

3 red + 2 blue = a total of 5

Is this an example of The Associative Property or The Commutative

Property?
 OA.2.3 I made a ten when I
Adding on a Number Path added 7 and 3, then I
added 7 more. The sum
is 17.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

7+3+7
10 + 7

I added 7 and 7 because

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
I know my doubles
fact. That makes 14.
7+7 +3 I added 14 and 3.
The total is 17.
14 + 3
 Do your students dislike subtraction?
Do you feel that subtraction is more difficult than addition? It is for
everyone! Think about it…we are biologically programmed to feel better
when we think about adding.
• Addition is generally described as “joining”. People are social creatures. Joining
with others makes us happy.
• When we add, we read/speak about “getting” or “making more”…getting cookies,
making more money, etc… are pleasant to think about.
• Subtraction is generally described as “separating”. Taking things apart doesn’t
give the same satisfaction as joining. Building a Lego plane is much more fun than
taking one apart.
• When subtracting, we read/speak about “taking away” or “losing”. Who wants to
think about having anything taken away? Losing anything (but weight) is sad! ☺
It’s okay to share this with your students…..just remind them that even
though it’s uncomfortable, they still have to learn subtraction.
 OA.2.4
Partial Differences

Using ten as a destination can help students find a partial difference first.

EX: 17 – 8 =

I put 17 counters on my double ten frames.

If I remove all 7 from the lower ten frame, I have 10 left.

I was told to take away 8, so I need to subtract one more.

The difference is 9.
 OA.2.4
Think Addition to Subtract
There is a relationship between addition and subtraction. If students are unsure about
subtraction or simply dislike it, they can use a related addition fact to find the missing
value.
In order for this to be beneficial, students must have mastered addition strategies first.
EX: 8 – =3
Students might use inverse operations to rewrite the problem as addition. +3=8
Students might say, “WHAT plus 3 makes 8?” or “WHAT goes with 3 to make 8?”

8 8
5 3 5 3
They can use low level strategies like counting on or make a model using counters or base
ten blocks to find the missing value.
 OA.2.4
Use Ten to Subtract
When subtracting a larger amount like 8 or 9, it is helpful to think about the
quantity 10.

EX: 17 – 8 = ___ An easier question would be 17 – 10 = 7

We took away 2 too many when we took away 10. +2 Add them back!
9
I put 8 counters on the ten frame.
2
I know I need 2 more to fill it; make ten. + 7
I know that 10 plus 7 more makes 17. 9
 OA.3.5
Relate Counting to Addition and Subtraction
Kindergarteners learned to find the total amount by using a strategy called
counting all. They used 1:1 correspondence to match the object (usually by
pointing or touching) with a sequence of numbers that always begins with
the number 1.

15 + 2 = ? 12 - 3 = ?
 OA.3.5
Relate Counting to Addition and Subtraction
First graders should move towards a more efficient strategy called
counting on or counting back. Students will start with a number other
than one, then count up/back.
15 + 2 = ? 12 - 3 = ?
 OA.3.6
Developing Fluency
FLUENCY means that students solve a problem flexibly, efficiently, and
accurately. Students practice and demonstrate fluency as they use mental math strategies.
The best way to assess this is through conversations like Number Talks or asking questions in
small group settings. Students can also Turn & Talk with a shoulder partner (while you listen,
of course).

Think about the word problems described below.

• What strategies would you expect to hear from your students?
• What vocabulary words should students use as they explain their thinking?
• What common misconceptions might be revealed?
Five frogs were sitting on a log. Four more frogs hopped on. How many
frogs are now sitting on the log?
There were 12 birds in a tree. Five flew away. How many birds are still in
the tree?
 Vocabulary in Unit 5
addend
Associative Property
Commutative Property
count back
count on
difference

doubles
doubles minus one
doubles plus one