Background:

Students have previous experience on the topic of addition and subtraction. We talked about this
concept for a week before we start to do this activity. Today we will just be practicing it more to
further their knowledge.
Students will incorporate new vocabulary, be able to come up with four different ways to create
an equation using only three numbers, and practice their oral skills.
English Proficiency levels: Beginners
Grade: 1
Standards: Michigan Grade 1: N.MR.01.11 Understand the inverse relationship between addition
and subtraction, e.g., subtraction undoes addition: if 3 + 5 = 8, we know that 8 - 3 = 5 and 8 - 5
= 3; recognize that some problems involving combining, taking away, or comparing can be
solved by either operation.
Preparation
Content Objectives: Students must be able to name and describe the function of all the parts of
an addition/subtraction problem. Must be able to rearrange three numbers into all possibilities of
addition and subtraction sentences. They must be able to fill in the missing number in a addition
and subtraction problem.
Language objectives: Students will use and understand key vocabulary while explaining what
they are doing: take away, sum, combination. They will use the vocabulary correctly.
Materials: overhead/Elmo, marker and board, worksheet with three numbers, 3 small index cards
with a combination of numbers where 1 is the sum of the other 2.
Vocabulary: take away, sum, combination
Motivation
Have your students sit on the carpet in groups. One group of 6, one group of 8 and one group of
14. Have each group figure out how many there are in each group. One spokesperson from each
group will raise their hand when they figure it out and tell the rest of the class how many there
are. Ask the class what is special about these numbers? Look specifically at the 6 and 8. They
add up to 14. Write the numbers up on the board so that everyone can see. Tell them that they
are sitting in groups where the 2 smaller groups together (combined) have a sum (add together to
make) of the larger group. Tell them that they make addition/subtraction problems.
Presentation
Point out the objectives on the board and explain what we will be working on today. Review the
3 key vocabulary words that we are using and how we already talked a little bit about them
during the motivation step. Take the 3 numbers that you have on the board. Explain how if you
put the two small numbers together, the sum is the larger number (6+8=14). Ask students if
there is another way to write this addition problem (8+6=14). Explain that these numbers can

also be used as a subtraction problem. Start with 14 and subtract or take away 8. Ask what
number would be left. Have them think about it, talk in pairs, then volunteer to share the answer.
The answer is 6. Then ask what other subtraction problem can be made with these numbers.
Again have them think, talk, and share. The answer is 14-6=8. Check for understanding by
asking how many equations we can get with 3 different numbers (4). Tell them to give a thumbs
up if they understand what we are going to be doing.
Practice
Back at their tables, they will work in groups of 4. Each group consists of a more advanced
student, two average students, and one students who is struggling. Each group is given three
index cards with 2 numbers that add up to the last number. Then they will be given time to solve
the equation, and then write down the four different ways that they can make an addition and
subtraction problem (2 of each). When each group is finished, they will swap cards with the
table next to them. This will continue until all seven tables have received all the packets of cards
and finished writing all the equations down. As the students are solving thses problems, walk
around and spend time at each table. Make sure that they are understanding the concepts that are
being practiced and why the answer is correct or false if they are having trouble. Then as a class
we will discuss all the answers to the packets. Each person in each group will have the chance to
share one of the equations that they came up with. They will be given time to practice what they
want to say so that they can gain confidence in the classroom. I will write down the numbers and
all 4 equations on the elmo so that everyone can see and check their answers. As a class we will
go over the equations and discuss whether everyone received the same answer. If there is
confusion, we will go over the correct way to solve for the answers.
Application
Give each student a worksheet with 3 numbers and equations with blanks in them. With the
three numbers, they will have to decide what number goes where to make the equation true.
Walk around the class and help with confusion that the students have. This is an individual
activity but if they need help, they can ask their partner that is sitting next to them or anyone else
in the group. Everyone at the table has 3 different sets of numbers. When they are all done at
the table the will discuss what they got using the key vocabulary. When discussing the
subtraction problems they will explain that they take away a number from the larger one to solve
for the other number, they will use sum when talking about addition problems and what it is
called when you add both numbers together, and use combination when they talk about the four
equations they solved for using only 3 numbers.
Review
Using the cards from the practice, I will hand out one card to each person in the class so that
everyone has a card to use during the game. When I say go, each person will walk up to
someone and say I have____, what do you have? then the other person will say I have___.
Then these pairs will swap cards and find another person. I will then say Freeze and everyone
will stop moving and use the card that is in their hand for the game. I will then tell them to find a

group of three to create an equation. They will then have to create an addition problem and then
a subtraction problem. They will then explain to the class what type of equation they created.
Teacher Notes:
Make sure that your students can see you the objectives on the board and they know what we are
going to be talking about today. Get everyone involved in the games and activities to learn the
inverse relationship of addition and subtraction. Walk around the classroom so you are present
and attentive to what your students need. Challenge your students at each table and give them
another problem to think about if they are finished early or have them explain to you what they
did so you know that they understand. Support your students and encourage them to participate.