Overview

Session Summary

In this session, you will examine how children make sense of the operation of subtraction and develop strategies for solving subtraction problems. You will explore different contexts for subtraction problems; engage in mental math and consider various strategies for solving subtraction problems; learn about recording subtraction strategies on unmarked number lines; view video clips of students sharing their subtraction strategies and look at written student work.

Session Focus

In this session you will:

  • Consider what students need to know in order to be able to subtract
  • Consider contexts and representations that support understanding the meaning of subtraction
  • Examine strategies that students use to solve subtraction problems
  • Examine the foundations for computational fluency when using the operation of subtraction

Materials

Please have the following available for this session:

50 multilink or Unifix cubes (two colors)

Note:
In grade four in Investigations, students formally study the U.S. Standard Algorithm for subtraction and compare it to the strategies they have been using. Teaching Note sidebars appear starting in grade two with suggestions for addressing the U.S. Standard Algorithm when students bring it up.

Getting Started: Early Subtraction Strategies and Situations

Students solve addition and subtraction story problems beginning in Kindergarten and continue this work throughout the grades. As students work on story problems, the focus is on students making sense of the action of different types of problems and developing strategies to solve them. You will begin by looking at how young students interpret and solve subtraction story problems.

Types of Subtraction Problems

Students are first introduced to story problems in Kindergarten and first grade. They mainly work on addition problems and on subtraction problems that are called “removal” problems. These problems involve removing, separating, taking away, losing, eating, etc. Later in first grade and throughout the rest of the Investigations curriculum, students will encounter two other types of subtraction situations – Comparing Two Amounts and Finding a Missing Part.

Take a look at the three problems in the VoiceThread below.

INSERT VOICETHREAD

Story Problem Routine

When students are introduced to a problem they are asked to visualize what happened in the story, retell the story and think about the action in the story. The Story Problem Routine is introduced to help students visualize and model the action in the story problems.

The Story Problem Routine sequence is as follows:

  • Ask several students to retell the story after they have heard it (Or several students can each tell one part of the story. Occasionally, you might have each student retell the story to a partner.)
  • Tell students a number story. Encourage them to visualize the action in the story.
  • After retelling each story, ask whether the end result in each case will be more or less than the amount you started with.
  • Ask students to share strategies for solving the problem, including modeling the problem with cubes or counters.
  • Model methods for recording on chart paper or on the board.

Early Subtraction Strategies

Think about strategies a first grade student might use to solve this problem.

Max had 12 toy cars. His friend Rosa came over to play with him.
Max gave 4 of the cars to Rosa.
How many cars did Max have left?

Click on the headings below to see examples of strategies first grade students might use to solve the problem.

Students may use a variety of manipulatives to represent their strategy: pencils, cubes, fingers, etc.

Counting All

Students who “count all” count three times to solve a subtraction problem. They count the total, count the amount they are subtracting, and then count to see what is left to find the answer.

drawing of 12 pencils, the last 4 are outlined and have a line through each, below the pencils is written =8

Counting On or Counting Back

Numerical Reasoning

Observing Students

The first grade class in the following video shares strategies to solve:

Libby had 10 goldfish crackers for snack.
She shared her snack with Jonah and gave him four.

The teacher asks the students to retell the story, they discuss the action in the story and then several students share their strategies.

Watch how the teacher first sets up the story problem expectations.

She then facilitates a discussion using the story problem routine.

Notebook

Think of several moves the teacher made to help students work independently on story problems. Record your thoughts in your notebook.

Insert video V2.1 and V2.2 located in session 2 Video file