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

2. Content Development
This global concept guide focuses on Add to and Take From problem types as seen in the chart below.
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 assume 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
Essential Question: How can you represent “adding to” and “taking from” in problem situations?
Engage/Launch: This video (3:23) 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. (This is a YouTube link. To access it you will need to be logged in with your district login.)
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 Continued…
Essential Question: How can you represent “adding to” and “taking from” in problem situations?
Conceptual Understanding
Session 3 Lesson: Add-To/Take From Problems (Result Unknown) –Children represent and solve add--‐to and take--‐from problems where the result is unknown using linking cubes to represent the situation and then compose or decompose the number sentence.
Teacher Note: For the next 3 days of instruction, the session lessons discuss tails from a literature connection, Big and Little by Steve Jenkins.

6. What does each cube represent in the problem?
Day 1 Continued…
Essential Question: How can you represent “adding to” and “taking from” in problem situations?
To provide additional direct modeling experiences, use select problems from GO Math Lessons 1.1 and 2.1 by providing snap cubes to students to act out the actions of adding to and taking apart.
Go Math Lesson 1.1 Essentials: Listen & Draw on p. 13 to have students act out the process of adding to, and Problem Solving #7 on p. 16 for more practice adding to with result unknown.
Go Math Lesson 2.1 Essentials: Listen & Draw on p. 53 to have students act out the process of taking from, and Problem Solving #7, 8 and 10 on p. 56 for more practice taking from with result unknown..
There are 7 ladybugs on a leaf.
Three ladybugs flew away.
How many ladybugs are left?
By the end of day 1, students will be able to listen to and model actions of Add-To/Take From problems.
What does each cube represent in the problem?

7. Day 1, 2, 3
Anchor charts can be used throughout this GCG to highlight the problem structures: add to, take from, and problem solving strategies to promote student thinking.

8. Day 2
Essential Question: How does the action in the problem help me understand the change that has occurred?
Session 4 Lesson: Add-To/Take From Problems (Change Unknown) Children represent and solve add--‐to and take--‐from problems where the result is unknown using linking cubes to represent the situation and then compose or decompose the number sentence.
Go Math Lesson 1.1 Essentials: Problem Solving #6 on p. 16 to have children interpret the picture.
Go Math Lesson 2.1 Essentials: Problem Solving #9 on p. 56 to have children analyze the picture to complete a subtraction story.
There are 7 ladybugs on a leaf.
Some ladybugs flew away.
There are now 4 ladybugs on the leaf.
How many ladybugs flew away?
By the end of Day 2, students will be able to determine the relationship of adding to and taking from as action.
What strategies can be used to solve for an unknown part?

9. Day 3
Essential Question: What strategies can be used to solve for an unknown part?
Conceptual Understanding
Session 5 Lesson: Add-To/Take From Problems (Start Unknown) -Children represent and solve add--‐to and take--‐from problems where the result is unknown using linking cubes to represent the situation and then compose or decompose the number sentence.
More problem solving situations: including Result, Change and Start Unknown K-5 Teaching Resources
By the end of Day 3, students will be able to use a variety of strategies to solve from an unknown number in a problem.

10. 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-Children model problems using counters.
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-model subtraction using counters and student models.

11. 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-students write subtraction sentences from word problems.
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 by the creation of their own problems.
Go Math: Chapter 2 TE p. 53B Enrich Activity-Students work with a partner to create and solve word problems.

12. Literature for your Classroom Library