OA-Understand+&+apply+properties+of+operations+&+the+relationship+between+addition+&+subtraction

1.OA.3. Apply properties of operations as strategies to add and subtract.* //Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)// 1.OA.4.Understand subtraction as an unknown-addend problem. //For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20// 1.SE.1.2 Explain why safety is important when using the Internet. || ===‍ Revised Bloom's Level of thinking: === Understanding-the properties of operations Applying-the properties of operations and the realtionship between addition and subtraction ||
 * ===**Common Core Standards**===
 * Students need not use formal terms for these properties. || ===‍**Anchor Standard/Mathematical Practice(s)**===
 * MP.2. Reason abstractly and quantitatively.**
 * MP.7. Look for and make use of structure.**
 * MP.8. Look for and express regularity in repeated reasoning.** ||
 * ===‍**Information Technology Standard**===

‍**I can...**
= apply strategies to solve addition and subtraction problems. = = = = solve the subtraction problem finding the unknown. =

‍**Essential Vocabulary: unknown, strategy, apply**
**Review:** sum, addend, equation, addition, subtraction, Difference, equal

‍**Differentiation: use pop cubes to model addition and subtraction. Use students to model additon and subtraction problems. Teach touch math as a strategy to subtract.**
===‍**Intervention: small groups** create **poster or visual of strategies to use; small group discussion of strategies used; small group solving word problems.** Use students as models to act out subtraction problems. Show relationship between addition and subtraction with missing addends. Use manipulatives to count back on number lines. Have students jump back on number line on classroom floor. Subtraction bowling - students start with 9 pins, bowl and write a subtraction sentence for what was knocked down.=== ===‍**Enrichment: create their own poster or visual of strategies to use, h**ave subtraction races to build fluency with facts, [|www.funbrain.com], [|www.mathfactcafe.com]===

‍**Instructional Resources:**
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star wars game

word problems

CGI

12 Ways to Get to 11 by Eve Merrium The Fact Family: A Teaching Rhyme About Inverse Number Relationships by Sandy Turley and Holly Parson Nielsen
 * Books:**

‍**Notes and Additional Information**
Elementary students often believe that there are hundreds of isolated addition and subtraction facts to be mastered.However, when students understand the commutative and associative properties, they are able to use relationships between and among numbers to solve problems. First Grade students apply properties of operations as strategies to add and subtract. Students do not use the formal terms “commutative” and “associative”. Rather, they use the understandings of the commutative and associative property to solve problems.

First Graders often find subtraction facts more difficult to learn than addition facts. By understanding the relationship between addition and subtraction, First Graders are able to use various strategies described below to solve subtraction problems.