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K-5 Grade 1 Unit 3 Lesson 25

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•K-5 Math 6-8 Math 9-12 Math

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Kindergarten •Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23 Lesson 24 •Lesson 25 Lesson 26 Lesson 27 Lesson 28

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6-8
9-12

Kindergarten
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IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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Lesson 25

Warm-up Activity 1 Activity 2

Unit 3, Lesson 25

How Do You Want to Subtract?

Grade 1

Warm-up

None

Activity 1

Show your thinking using drawings, numbers, or words.

Activity 2

Show your thinking using drawings, numbers, or words.

12 pencils are on the table.
The teacher picks up 7.
How many pencils are still on the table?
Clare gets 8 glue sticks from the red table.
She gets some more from the blue table.
Now she has 15 glue sticks.
How many did she get from the blue table?
Kiran has 17 crayons.
He gives some to his friends.
Now he has 9 crayons.
How many did he give to his friends?

glue sticks, crayons, and pencils

Standards Alignment

Building On

Addressing

1.NBT.1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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Building Toward

Standards Alignment

Building On

Addressing

1.OA.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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Building Toward

Standards Alignment

Building On

Addressing

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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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.

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1.OA.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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Building Toward