Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 36582
Use Addition to Solve Subtraction
Students are given a subtraction problem and asked to solve the problem using a related addition fact.
Subject(s): Mathematics
Grade Level(s): 1
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, MAFS.1.OA.2.4, Inverse, addition and subtraction facts
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_UseAdditionToSolveSubtraction_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be completed individually or in small groups.
1. The teacher gives the student the Use Addition to Solve Subtraction worksheet.
2. The teacher asks the student, “What do we know about addition and subtraction?”
3. The teacher asks the student, “Is there a related addition fact that would help you solve the problem 10 – 7 = ______?” If the student tries to subtract instead of using
inverse operations to solve the problem, the teacher prompts the student by asking, “Seven plus what equals 10?” The teacher waits for the student to respond. If the
student responds correctly, the teacher asks the student how he or she might use 7 + 3 = 10 to solve the equation 10 – 7 = _______. Then, the teacher asks the
student to solve 10 – 7 = _______.
Note: If the student is successful with step 3, the teacher proceeds to step 4. If the student continues to struggle and wants to subtract to find the answer, the
teacher should stop the task and refer to Level I of the rubric.
4. The teacher prompts the student to use a related addition fact to solve the problem 9 – 3 = ______.
Note: The teacher should observe if the student is able to say 6 + 3 = 9 so 9 – 3 = 6 without any further prompting.
TASK RUBRIC
Getting Started
Misconception/Error
page 1 of 4 The student does not demonstrate an understanding of subtraction as an unknown-addend problem.
Examples of Student Work at this Level
The student uses a strategy such as Counting Down to solve the subtraction problem (10 – 7 = ____), and knows that the answer is three; however, the student cannot
identify the corresponding addition equation, even with prompting.
Questions Eliciting Thinking
You know that 10 – 7 = 3. So, what added to seven makes 10? (Write out both 10 – 7 = 3 and 7 + ____ = 10 for the student so that he or she can see the equations.)
If 9 – 3 = 6, what added to six makes nine? (Write out both 9 – 3 = 6 and 6 + ____ = 9 for the student so that he or she can see the equations.)
Can you see a relationship between these pairs of equations?
Instructional Implications
Model related addition and subtraction problems with cubes. For example, start with 10 cubes and take away seven leaving three. Then, show how adding back the same
seven cubes yields the original amount of 10. Relate the model to equations.
Use a number line to show the relationship between addition and subtraction (e.g., the difference between 7 and 10 is the same as the amount that must be added to
seven to make 10.)
Have the student write related addition and subtraction equations (e.g., 6 – 2 = 4 and 4 + 2 = 6).
Moving Forward
Misconception/Error
The student can identify an addition problem related to a given subtraction problem, but only with significant prompting from the teacher, and even so, is not always
successful.
Examples of Student Work at this Level
Initially, the student says that 10 + 7 will help solve the problem 10 – 7.
With prompting, the student determines that if 7 + 3 = 10, then 10 – 7 = 3. But, given the problem 9 – 3 = ____, the student says that the addition fact 9 + 3 would
help find 9 – 3. The student is unable to identify the addition equation that can be used to solve 9 – 3 = ____, even with prompting from the teacher.
Questions Eliciting Thinking
What added to seven makes 10? How can we use that to help us know the addition problem that relates to the subtraction problem of 10 – 7? What is 10 - 7? What addition facts go with that problem?
If 9 – 3 = 6, what added to six makes nine? (Write out both 9 – 3 = 6 and 6 + ____ = 9 for the student so that he or she can see the equations.)
Can you see a relationship between these pairs of equations?
What do you know about addition and subtraction? How are they related?
Instructional Implications
Provide the student opportunities to see how addition and subtraction are related.
Use a number line to show the relationship between addition and subtraction (e.g., the difference between 7 and 10 is the same as the amount that must be added to
seven to make 10).
Have the student solve related addition and subtraction problems and then discuss how the two sets of problems are alike.
Have the student write related addition and subtraction equations (e.g., 6 – 2 = 4 and 4 + 2 = 6). Present the Counting On To strategy in the context of Compare (Result Unknown) subtraction problems as a way to use addition to solve subtraction problems.
Almost There
Misconception/Error
Some guidance from the teacher is needed in order for the student to identify an addition problem related to a given subtraction problem.
Examples of Student Work at this Level
page 2 of 4 With guidance, the student can identify a corresponding addition equation, and can use it to solve a given subtraction equation.
The student is able to identify the addition equation that can be used to solve 10 - 7 = ____ with some guidance from the teacher
The student is able to identify the addition equation that can be used to solve 9 - 3 = ____ with some guidance from the teacher.
Questions Eliciting Thinking
Why is 7 + 3 = ____ the addition problem that helps us find 10 - 7?
What do we know about the numbers 10, 7, and 3?
How are addition and subtraction related?
Will this always work with subtraction problems? Can you find an addition fact that goes with any subtraction problem?
Instructional Implications
Provide the student with subtraction problems and ask him or her to write the related addition problem. Focus on the relationship between the problems rather than simply
moving numbers to fit the equations.
Present the Counting On To strategy in the context of Compare (Result Unknown) subtraction problems as a way to use addition to solve subtraction problems.
Allow other students in the class to share their thinking about how to solve subtraction problems using addition strategies.
Got It
Misconception/Error
The student has no misconceptions or errors.
Examples of Student Work at this Level
In response to the second problem, the student says 6 + 3 = 9 so 9 – 3 = 6 without any further prompting.
The student is able to describe, in general, how pairs of addition and subtraction problems are related.
The student can explain the inverse relationship between addition and subtraction.
Questions Eliciting Thinking
How do you know that 7 + 3 = 10 is the addition problem that helps us solve 10 - 7?
Do you think we can always use addition to solve subtraction problems? Why?
Instructional Implications
Allow the student opportunities to generalize this relationship. Encourage the student to try to do so without using numbers and rather to simply describe the way each
operation works.
Provide the student with a subtraction problem that has larger numbers (e.g., 37 – 29 = ____) to determine if he or she can generate the addition equation that could be
used to solve this problem.
Have the student create his or her own problems where inverse operations can be used as a strategy for solving.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Use Addition to Solve Subtraction worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
page 3 of 4 Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.1.OA.2.4:
Description
Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that
makes 10 when added to 8.
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