Primary Standards:
MAFS.K.OA.1.1 Represent addition and subtractionwith objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
MAFS.K.OA.1.2 Solve addition and subtraction word problems, and add and subtract within 10 5, e.g., by using objects or drawings to represent the problem.
Connecting Standards:
MAFS.K.OA.1.5 Fluently add and subtract within 5. *(By the end of kindergarten, students should know addition and subtraction facts with totals to 5. They also demonstrate an understanding of what it means to add and subtract. Successful students should have a variety of experiences, using concrete models and drawings to show these combinations.)
Content Knowledge:
Students are not required to independently read the word problems in kindergarten.
In kindergarten, students are introduced to the operation of subtraction. It is important students recognize that math operations are active, and should explore the meanings of the operations in active ways e.g. acting out, using fingers, or direct modeling with objects).
Understanding math operations is not about key words, but rather key ideas. When students understand the actions of the operations, they will know when to add or subtract.
Addition and subtraction situations do not appear together in Units 7 and 8 not to indicate they should be taught separately, but to allow for more time for activities and problems related to building meaning addition and subtraction. In Unit 11, kindergarteners will work with both operations, and should begin to see the inverse connection between the two. Just like with addition, students’ introduction to subtraction should be through varied activities that show the action(s) of subtraction. This should include acting out, direct modeling with objects, and drawing pictures. Students should see subtraction in context. In this Unit, students will work exclusively with take from– result unknown situations. In Unit 13, students will work with taking apart (or both addends unknown) situations.
GCG 1 Learning Goal: As a Mathematician, I will be able to understand subtraction as taking from (result unknown)
- Step 1: Students can show they understand subtraction as taking from (result unknown) by acting out and using concrete tools to represent and solve problems
- Step 2: Students can show they understand subtraction as taking from (result unknown) by drawing pictures and providing verbal explanations to represent and solve a problem
- Step 3: Students can show they understand subtraction as taking from (result unknown) by matching their tools and/or drawings with a provided equation and/or expression and give a verbal explanation as to why they match