1. Problem Structure: Add to/Take From Unit of Study: Addition and Subtraction Concepts within 10 Global Concept Guide: 1 of 5

2. Content Development This global concept guide focuses on two problem structures: add to and take from within addition and subtraction. Within add to and take from, students need to be exposed to situations where the result is unknown, change is unknown, and start is unknown.

3. Content Development To develop conceptual understanding and fluency within addition and subtraction, students need exposure with contextual problems. Students need to understand how to enter a problem in order to directly model the action in the problem. Teachers should not spend time teaching key word and phrases within addition and subtraction problems. This practice will lead to misconceptions. When students are represented with a problem that uses the word “in all”, students assumes this word means addition. However, “in all” can be used in both the context of addition and subtraction. Additionally, students need the opportunity to explain, write, and reflect on their problem solving strategies.

4. Day 1  Engage/Launch: This video may be used as an engage to explicitly represent birds that join and take away from the group. As the video is playing, stop to question students about the actions presented by the birds. Use this video to emphasize the operation of adding to a group and taking from a group.video  Ask questions, such as….  Is the group getting bigger or smaller?  What action is happening now?  What do you think will happen when the large bird falls off the wire?  What happened to the birds?

5. Day 1  Conceptual Understanding  Session 3 Lesson: Add-To/Take From Problems (Result Unknown)  Teacher Note: For the next 3 days of instruction, the session lessons discuss tails from a literature connection, Big and Little by Steve Jenkins. It is not necessary for students to read this text prior to these lessons. Students will still be able to complete the problem situations.  Essential Question: How can you represent “adding to” and “taking from” in problem situations?  Anticipated Student Responses:  I need to listen to the problem and decide where to begin my model. Then I can count up the other amount to find how many altogether.

6. Day 1, 2, 3  This anchor chart can used throughout this GCG to highlight the problem structures, add to and take from, and problem solving strategies to promote student thinking.

7. Day 2  Conceptual Understanding  Session 4 Lesson: Add-To/Take From Problems (Change Unknown)  Essential Question: How does the action in the problem help me understand that change that has occurred?  Anticipated Student Responses:  I can show action by adding to or taking from the group. I need to find the relationship of what I started with to begin the model and compare that amount to what I end with. I can use counting up or counting back.

8. Day 3  Conceptual Understanding  Session 5 Lesson: Add-To/Take From Problems (Start Unknown)  Essential Question: What strategies can be used to solve for an unknown part?  Anticipated Student Responses:  Some problems don't always tell you how much each person had. I had to listen for what action happened in the story--the change. Once I knew the change I could use the other information to work backwards and solve for the missing information.

9. Enrich/Reteach/Intervention Reteach/Intervention  Go Math: R2 Model Adding To- Students will utilize snap cubes to model the problem structure, add to.  Go Math: R10 Model Taking Away From  Go Math: Chapter 1 TE p. 17B Tier 1 and Tier 2 Interventions  Go Math: Chapter 2 TE p. 57B Language Support- This activity asks students to draw models, but it is crucial students have hands-on experiences with manipulatives to show the action.  Go Math: Chapter 2 TE p. 57B Tier 1 and 2 Interventions

10. Enrich/Reteach/Intervention Enrich  Go Math: E2 Make Groups to Add- Students will select a group to add to another group and determine the result. A journal connection is provided to extend learning with a written response.  Go Math: E10 What’s Really Missing  Go Math: Math Readers: Join Us- Students read or listen to the story and draw the actions represented in the story. It is essential for students to continue focus with actions.  Go Math: Math Readers: Miss Bumble’s Garden  Go Math: Chapter 1 TE p. 13B Enrich Activity- Students will extend their understanding of problem structures into creation of their own problems.  Go Math: Chapter 2 TE p. 53B Enrich Activity

11. Literature for your Classroom Library