ADDITION AND SUBTRACTION 27, PATTERNS AND ALGEBRA 24 – TEACHING EQUIVALENT NUMBER SENTENCES USING ADDITION AND SUBTRACTION
ESSENTIAL PRIOR, RELATED AND NEXT LEARNING
Identify students’ current levels of understanding using tracking data, and formative embedded or separate assessment for this concept, and for the essential prior learning.
Differentiate learning
by including the
segment of each
Teaching Plan that
children demonstrate
they are ready to
investigate.
Essential Prior Learning
Essential Related Learning
Place Value 19 – Place value of five-digit numbers
Addition and Subtraction 12, Patterns and Algebra 7 – Equivalent number
sentences and the equals sign meaning equality
Addition and Subtraction 19, Patterns and Algebra 13 - Difference in 3 ways
Addition and Subtraction 22, Patterns and Algebra 19 – Missing and
equivalent number sentences with addition and subtraction
Addition and Subtraction 24 – Add and subtract
five-digit numbers, including as money, using
place value
Use assessment data to select the levels of this concept, or essential related concepts, and the segments of each explicit teaching plan, to teach.
TEACHING VIDEOS, EXPLICIT TEACHING PLAN, INVESTIGATION, REFLECTION, PROBLEM SOLVING
The videos and the explicit teaching plan are divided into the same segments of the concept.
TEACHING SEGMENT and VIDEO 1: Use equivalent number sentences involving addition and subtraction to find unknown quantities.
VIEW the videos before teaching, to develop YOUR understanding and metalanguage, then teach the concept using YOUR understanding and metalanguage and the Explicit
Teaching PowerPoint, and/or SHOW the video to the whole class / groups of children / individual children to develop THEIR understanding and metalanguage
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ADDITION AND SUBTRACTION 27, PATTERNS AND ALGEBRA 24 – TEACHING EQUIVALENT NUMBER SENTENCES USING ADDITION AND SUBTRACTION
ADDITION AND SUBTRACTION 27, PATTERNS AND ALGEBRA 24_OVERVIEW OF EXPLICIT TEACHING PLAN
(Year 4) ACMNA083, NSW MA2 5NA, MA2-8NA
Use equivalent number sentences involving addition and subtraction to find unknown quantities.
THIS IS A SUMMARY OF THE EXPLICIT TEACHING PLAN, DESCRIBING THE SEQUENCE WHICH WILL OCCUR OVER MULTIPLE LESSONS. THE COMPLETE EXPLICIT TEACHING PLAN STARTS ON PAGE 3.
SEGMENT 1: Children:
Solve missing  solve an unknown quantity problem, for example, ‘When a
number is added to 23, the answer is the same as 57 minus
and equivalent
19. What is the number?’
number
sentences,
 record an equivalent number sentence to match the
explaining
problem, for example, __ + 23 = 57 – 19
equality and
 solve one side of the equals sign, for example, __ + 23 = 38
the
relationship
 use their understanding of 3 ways to find difference to find
between
the missing number, for example,
addition and
subtraction.
+7
+8
Children
 ask one another questions about using equivalent number
sentences involving addition and subtraction to find unknown
quantities., for example:
 How can we record a sentence with an unknown number?
 What part of the sentence means equals?
 Could we record 57 minus 19 on one side of the equals sign?
 Could we record a number plus 23 on the other side of the
equals sign?
 Is this question asking us what is the difference between 23 and
38?
 Do we have 3 ways that we can find difference?
23
30
-7
23
30
 Could we start at 23 and add until we get to 38?
 Could we start at 38 and subtract until we get to 23?
-8
-3
15
38
 Could we subtract 23 from 38?
38
 What number is missing from the number sentence?
- 20
18
38
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ADDITION AND SUBTRACTION 27, PATTERNS AND ALGEBRA 24 – TEACHING EQUIVALENT NUMBER SENTENCES USING ADDITION AND SUBTRACTION
ADDITION AND SUBTRACTION 27, PATTERNS AND ALGEBRA 24_EXPLICIT TEACHING PLAN
(Year 4) ACMNA083, NSW MA2 5NA, MA2-8NA
THIS IS THE FULL LEARNING PLAN, WITH DETAILS OF ACTIONS AND QUESTIONS THAT MAY BE USED TO DEVELOP DEEP UNDERSTANDING OVER MULTIPLE LESSONS.
Resources: playing cards, pencil, paper
What could we do?
Focuses children’s
thoughts on the
Children think about, talk and listen to a friend about, then have the
concept, exposing opportunity to share what they already know.
current
understanding and
any misconceptions
Reviews
the meaning of the
equals sign.
(Addition and
Subtraction 12,
Patterns and
Algebra 7)
Display an equals sign =
Introduces using
equivalent number
sentences involving
addition and
subtraction to find
unknown
quantities.
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Email: [email protected]
Twitter: @learn4teach
What language could we use to explain and ask questions?
►
Today brings an investigation about equivalent number
sentences involving addition and subtraction.
►
What do you know about equivalent number sentences
involving addition and subtraction?
►
Talk about equivalent number sentences involving
addition and subtraction with a friend.
►
Is anyone ready to share what they are thinking about
equivalent number sentences involving addition and
subtraction?
►
We’ve investigated the equals symbol.
►
And we found the equals symbol means equality
►
Today we’re going to investigate how we can use
equivalent number sentences involving addition and
subtraction to find an unknown number.
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ADDITION AND SUBTRACTION 27, PATTERNS AND ALGEBRA 24 – TEACHING EQUIVALENT NUMBER SENTENCES USING ADDITION AND SUBTRACTION
Record, for example, When a number is added to 23, the answer is
the same as 57 minus 19. What is the number?
Record an equals sign, for example,
=
Point to ‘the answer is the same as’, for example, When a number is
added to 23, the answer is the same as 57 minus 19. What is the
number?
Point to 57 minus 19, for example, When a number is added to 23,
the answer is the same as 57 minus 19. What is the number?
Record, for example,
Here we have a problem: When a number is added to 23,
the answer is the same as 57 minus 19. What is the
number?
►
How could we record this as an equivalent number
sentence?
►
Could we record an equals sign?
►
What part of the problem means ‘equal’?
►
Does ‘the answer is the same as’ mean ‘equal’?
►
What is the answer the same as?
►
Is the answer the same as 57 minus 19
►
Could we record 57 minus 19 on one side of the equals
sign?
►
What is 57 minus 19 equal to?
►
Is 57 minus 19 equal to a number added to 23?
►
Could we record a number plus 23 on the other side of
the equals sign?
= 57 – 19
Point to a number is added to 23, for example, When a number is
added to 23, the answer is the same as 57 minus 19. What is the
number?
Record, for example,
►
__ + 23 = 57 – 19
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ADDITION AND SUBTRACTION 27, PATTERNS AND ALGEBRA 24 – TEACHING EQUIVALENT NUMBER SENTENCES USING ADDITION AND SUBTRACTION
Record, for example,
Record, for example,
__ + 23 = 57 – 19
__ + 23 = 38
Reviews
3 ways to find
difference.
( Addition and
Subtraction 19,
Patterns and
Algebra 13)
Record, for example,
+7
23
+8
30
►
What does our equivalent number sentence say?
►
Does our equivalent number sentence say ‘a number plus
23 equals 57 minus 19’?
►
How could we solve our equivalent number sentence?
►
Could we solve 57 minus 19 first?
►
What does 57 minus 19 equal?
►
Does 57 minus 19 equal 38?
►
So one side of our equals sign equals 38.
►
What does the other side of our equals sign have to
equal?
►
Does the other side of our equals sign also have to equal
38?
►
What number plus 23 equals 38?
►
Is this question asking us what is the difference between
23 and 38?
►
Do we have 3 ways that we can find difference?
►
Could we start at 23 and add until we get to 38?
►
How many did we add to 23 to make 38?
►
Did we add 15?
38
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ADDITION AND SUBTRACTION 27, PATTERNS AND ALGEBRA 24 – TEACHING EQUIVALENT NUMBER SENTENCES USING ADDITION AND SUBTRACTION
Record, for example,
-7
23
-8
30
15
Could we start at 38 and subtract until we get to 23?
►
How many did we subtract from 38 to make 23?
►
Did we subtract 15?
►
Could we subtract 23 from 38?
►
What is 38 minus 23?
►
Is 38 minus 23, 15
►
What number is missing from the number sentence?
►
Is 15 the missing number?
38
Record, for example,
-3
►
- 20
18
Record, for example,
38
15 + 23 = 57 – 19
Introduces
the investigation,
reflection and
problem solving
related to this
segment of the
concept.
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Email: [email protected]
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