School: Eyestone Elementary Subject: Mathematics Names: Anna Baker, Abby O’Keefe,

Cameron Harmon, Fiona Krieger, Jayde Van Diest, Julia Keon, Mackenzie Lorenzen, Madi Knutson, and
Renee Shuttleworth

Stage 1 – Desired Results

Big Idea:
A word or short phrase that defines the heart of the unit.
Teaching Strategies to solve subtraction facts to 20
Unit Summary:
Write a brief summary of your unit, including key points and when it will be taught.
This topic introduces students to several key strategies for solving subtraction facts to 20. These strategies
include counting to subtract, making 10 to subtract, and using addition to subtract. These strategies will serve
students by encouraging a deeper and more conceptual understanding of the relationship between addition
and subtraction.
Subtraction Fact Strategies
● Count to Subtract
● Make 10 to Subtract
Addition and Subtraction Relationship
● Fact families
● Think Addition to Subtract
Solving Word Problems
● Common Addition and Subtraction Situations
Established Goals:
The State Standard. Reference should clearly indicate which standard you are referring to, but may be
reworded to be more “kid-friendly.”

1.OA.C. Operations & Algebraic Thinking: Add and subtract within 20 5. Relate counting to addition and
subtraction

1.OA.C. Operations & Algebraic Thinking: Add and subtract within 20 6. Add and subtract within 20,
demonstrating fluency for addition and subtraction within. Use strategies such as counting on; making ten;
decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating
equivalent but easier or known sums

1.OA.B. Operations & Algebraic Thinking: Understand and apply properties of operations and the relationship
between addition and subtraction 4. Understand subtraction as an unknown-addend problem

1.OA.A. Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction 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

Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, VA: ASCD, 2011. Print. Module B: the UbD Template
 Understandings:
These are generalizations that capture what students
need to understand about the big ideas of the unit
and should be tied to the standards described in the
established goals above.
Students will understand that…
● When using a number line to subtract, you
can count back the number of spaces you are
subtracting or find the distance between the
two numbers.
● Some subtraction facts can be simplified by
making use of the numbers’ relationships to
10
● The inverse relationship between addition
and subtraction can be used to find
subtraction facts; every subtraction fact has at
least one related addition fact.
● There are different ways to solve subtraction
facts. Certain strategies may be easier to use
for different facts.
● Objects, drawings, and equations can help
you solve different types of word problems.
● Good math thinkers know how to think about
words and numbers to solve problems.
Students will know… (KNOWLEDGE)
These are the key terms, definitions, facts, important
events, and details that students need to know.
● (I can statements)
● I can subtract using a number line (4.1)
● I can make subtraction easier by making 10
to subtract (4.2)
● I can count on to subtract using 10 as a
landmark (4.3)
● I can make addition and subtraction facts
using the same 3 numbers (4.4)
● I can use addition facts to find subtraction
facts (4.5 and 4.6)
● I can explain the strategies I used to solve
subtraction problems (4.7)
● I can solve different kinds of addition and
subtraction problems (4.8)
● I can use reasoning to solve and write
number stories (4.9)
Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, VA: ASCD, 2011. Print. Module B: the UbD Template
Essential Questions:
These are designed to provoke and sustain inquiry,
and stimulate vital, ongoing thinking about the big
ideas.
● How can you use a number line to solve the
subtraction equation?
● How can you use count to 10 to solve
subtraction equations?
● How can I use addition facts I know to solve
subtraction equations?
● What strategies can I use to subtract?
● What tools can I use to solve word problems?
● How can I use objects to solve word
problems?
● How can I use drawings to solve word
problems?
● How can I use equations to solve word
problems?
● How can I use keywords to solve word
problems?
● What are key words in word problems?
Students will be able to…(SKILLS)
Measurable skills (not activities) that demonstrate
proficiency. Refer to pg. 106 in your Guide for some
helpful verbs.
● Be able to use tools to solve subtraction
problems up to 20
● Recognize addition facts up to 20
● Recognize subtraction facts up to 20
● Understand how to use a number line to
subtract
● Understand how to use making 10 to subtract
● Understand how addition facts can help to
solve subtraction facts
● Recognizing key words in word problems