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In this lesson, students will begin to explore the mathematical operation "subtraction" in a wonderful Minecraft World divided into three large zones.
Welcome to this Minecraft: Education Edition lesson! Before you begin, take a few moments to let us know your thoughts or feedback on how we can improve this lesson in order to better enhance the learning experience that is delivered in your classroom!
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Click and watch this teacher preparation video to help you understand how to teach this lesson. Check out the YouTube link as a reference: https://youtu.be/TBRso9oT9ms
Start Here: Teacher Preparation Video
Write on paper the result of the subtractions found in the Minecraft world
Build the result of the subtractions depicted on the slates using blocks
Challenge your friends to solve your subtractions
Stay focused on the goal (follow the coloured paths to find every subtractions) avoiding distractions
Be collaborative while building on the third area
Creativity
Collaboration
The basic idea is that students join the Subtraction World, discover and find every subtractions while following the coloured paths.
The world is really ready to be used and it is basically divided in three very large zones.
In the first zone, students will need to follow a blue path and discover the subtractions. Whenever a subtraction is found, students should write using veeery old technologies ;) - a pencil and a blank paper - the result of that subtraction.
In the second zone, just after students have left their horses in the stable, a new path needs to be followed. The yellow path will conduct students to several 'allow block' areas where they should build the result of the subtraction written on the slates and write again on their sheets the same result. They can try to confuse their friends building wrong results on the 'allow block' area: the right result will be that one written on their own papers.
The latest zone starts on a remote village. A very long bridge will conduct every student to a large 'allow block' area where now they can build their own subtractions and challenge their friends to solve them.
Use the supporting files to let kids complete the following activities:
Write on paper the result of the subtractions found in the Minecraft world
Build the result of the subtractions depicted on the slates using blocks
Challenge your friends to solve your subtractions
Stay focused on the goal (follow the coloured paths to find every subtractions) avoiding distractions
Be collaborative while building on the third area
Students will improve their ability to calculate subtractions.
Students will be able to play in single player mode in this world, modify every subtraction problem so they can then exchange ideas, play the new modified world and solve several other different subtractions.
Check out the Tips & Tricks video playlist that will help you and your students better use Minecraft: Education Edition in the classroom:
https://youtube.com/playlist?list=PLkh9rrdH-ARER03ojhFYtmoFDVuACYJLa
More videos added periodically so make sure you check often for more content!
Click and watch the student pause and play video with your class, pausing and playing as needed. This will help your students understand how to navigate through this lesson and Minecraft world and complete the activities located within them. Enjoy!
Check out the YouTube link of this video for your reference: https://youtu.be/OEw7gow0PcY
Student 'Pause & Play' Video
NUMBER
General Outcome: Develop number sense.
Specific Outcome:
10. Apply mental mathematics strategies for basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]
Specific Outcome:
10. Apply mental mathematics strategies and number properties in order to understand and recall basic addition facts and related subtraction facts to 18. [C, CN, ME, PS, R, V]
Specific Outcome:
3. Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals) by: • using personal strategies for adding and subtracting • estimating sums and differences • solving problems involving addition and subtraction. [C, CN, ME, PS, R]
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Students are expected to know the following:
number concepts to 10
addition and subtraction to 20 (understanding of operation and process)
addition and subtraction to 100
addition and subtraction facts to 20 (introduction of computational strategies)
addition and subtraction to 1000 (Gr 3), 10 000 (Gr 4), 1 000 000 (Gr 5)
addition and subtraction facts to 20 (emerging computational fluency)
multiplication and division facts to 100 (developing computational fluency)
Curricular Competencies
Develop mental math strategies and abilities to make sense of quantities
Use technology to explore mathematics
Understanding and solving
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Students are expected to know the following:
number concepts to 10
addition and subtraction to 20 (understanding of operation and process)
addition and subtraction to 100
addition and subtraction facts to 20 (introduction of computational strategies)
addition and subtraction to 1000 (Gr 3), 10 000 (Gr 4), 1 000 000 (Gr 5)
addition and subtraction facts to 20 (emerging computational fluency)
multiplication and division facts to 100 (developing computational fluency)
Properties and Relationships
B2.1 use the properties of addition and subtraction, and the relationship between addition and subtraction, to solve problems and check calculations.
Math Facts
B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 20, and explain the strategies used
Addition and Subtraction
B2.4 use objects, diagrams, and equations to represent, describe, and solve situations involving addition and subtraction of whole numbers that add up to no more than 50
Properties and Relationships
B2.1 use the properties of addition and subtraction, and the relationships between addition and multiplication and between subtraction and division, to solve problems and check calculations
Math Facts
B2.2 recall and demonstrate addition facts for numbers up to 20, and related subtraction facts.
Addition and Subtraction
B2.4 use objects, diagrams, and equations to represent, describe, and solve situations involving addition and subtraction of whole numbers that add up to no more than 100
Mental Math
B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 1000, and explain the strategies used
Addition and Subtraction
B2.4 demonstrate an understanding of algorithms for adding and subtracting whole numbers by making connections to and describing the way other tools and strategies are used to add and subtract
Teacher supports
B2.5 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 1000, using various tools and algorithms
Properties and Relationships
B2.1 use the properties of operations, and the relationships between addition, subtraction, multiplication, and division, to solve problems involving whole numbers, including those requiring more than one operation, and check calculations
Addition and Subtraction
B2.4 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 10 000 and of decimal tenths, using appropriate tools and strategies, including algorithms
Addition and Subtraction
B2.4 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 100 000, and of decimal numbers up to hundredths, using appropriate tools, strategies, and algorithms
Demonstrate an understanding of addition of numbers with answers to 20 and the corresponding subtraction facts, concretely, pictorially, physically, and symbolically by:
using familiar and mathematical language to describe additive and subtractive actions from their experience
creating and solving problems in context that involve addition and subtraction
modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically. ([C, CN, ME, PS, R, V])
Demonstrate understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by:
representing strategies for adding and subtracting concretely, pictorially, and symbolically
creating and solving problems involving addition and subtraction
analyzing the effect of adding or subtracting zero
analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition and subtraction statements.([C, CN, ME, PS, R, V])
Demonstrate understanding of addition of whole numbers with answers to 1000 and their corresponding subtractions (limited to 1, 2, and 3-digit numerals) including:
representing strategies for adding and subtracting concretely, pictorially, and symbolically
solving situational questions involving addition and subtraction
estimating using personal strategies for adding and subtracting.([CN, ME, PS, R, V])
Demonstrate an understanding of addition of whole numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4-digit numerals) by:
using personal strategies for adding and subtracting
estimating sums and differences
solving problems involving addition and subtraction.
([C, CN, ME, PS, R])
K.N.6. Compare quantities, 1 to 10, using one-to-one correspondence by ordering numbers representing different quantities
1.N.5. Compare and order sets containing up to 20 elements to solve problems by using referents one-to-one correspondence
1.N.9. Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially, and symbolically, by using familiar and mathematical language to describe additive and subtractive actions from their experience creating and solving problems in context that involve addition and subtraction modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically [C, CN, ME, PS, R, V]
1.N.10. Describe and use mental mathematics strategies, including Q counting on, counting back Q using one more, one less Q making 10 Q starting from known doubles Q using addition to subtract to determine the basic addition and related subtraction facts to 18. [C, CN, ME, PS, R, V]
2.N.8. Demonstrate and explain the effect of adding zero to or subtracting zero from any number.
2.N.9. Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by using personal strategies for adding and subtracting with and without the support of manipulatives creating and solving problems that involve addition and subtraction explaining that the order in which numbers are added does not affect the sum explaining that the order in which numbers are subtracted may affect the difference [C, CN, ME, PS, R, V]
2.N.10. Apply mental mathematics strategies, including using doubles making 10 using one more, one less using two more, two less building on a known double using addition for subtraction to develop recall of basic addition facts to 18 and related subtraction facts. [C, CN, ME, R, V]
3.N.7. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as taking the subtrahend to the nearest multiple of ten and then compensating thinking of addition using doubles
3.N.9. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by using personal strategies for adding and subtracting with and without the support of manipulatives creating and solving problems in contexts that involve addition and subtraction of numbers, concretely, pictorially, and symbolically. [C, CN, ME, PS, R]
3.N.10. Apply mental math strategies to determine addition facts and related subtraction facts to 18 (9 + 9). [C, CN, ME, R, V]
Natural numbers
– operation, operation sense: addition (adding, uniting, comparing), sum, subtraction (taking away, complement, comparing), difference, term, missing term, number line, multiplication (repeated addition, Cartesian product) and division (repeated subtraction, sharing, number of times x goes into y)
– choice of operation: addition, subtraction
– own processes for mental computation: addition, subtraction
– own processes for mental computation: addition, subtraction, multiplication, division
– operations to be memorized: - additions (0 + 0 to 10 + 10) related to the corresponding subtractions
– own processes for written computation: addition, subtraction
N5: Compare quantities, 1 to 10, using one-to-one correspondence.
N5 Compare sets containing up to 20 elements, using: referents; one-to-one correspondence to solve problems.
N8: Identify the number, up to 20, that is one more, two more, one less and two less than a given number.
N9: Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically by: • using familiar and mathematical language to describe additive and subtractive actions from their experience • creating and solving problems in context that involve addition and subtraction
• modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically.
N10: Describe and use mental mathematics strategies (memorization not intended), such as:
• counting on and counting back
• making 10
• doubles
• using addition to subtract to determine the basic addition facts to 18 and related subtraction facts
N9 Demonstrate an understanding of addition (limited to 1 and 2-digit numerals) with answers to100 and the corresponding subtraction by: using personal strategies for adding and subtracting with and without the support of manipulatives; creating and solving problems that involve addition and subtraction; explaining that the order in which numbers are added does not affect the sum; explaining that the order in which numbers are subtracted may affect the difference.
N9: Demonstrate an understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by: using personal strategies for adding and subtracting with and without the support of manipulatives; creating and solving problems that involve addition and subtraction; explaining that the order in which numbers are added does not affect the sum explaining that the order in which numbers are subtracted may affect the difference.
N10 Apply mental mathematics strategies, such as: • using doubles • making 10 • one more, one less • two more, two less • addition for subtraction to determine basic addition facts to 18 and related subtraction facts.
N7: Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as: • taking the subtrahend to the nearest multiple of ten and then compensating • thinking of addition • using doubles.
N9: Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals) by:
• using personal strategies for adding and subtracting with and without the support manipulatives; • creating and solving problems that involve addition and subtraction concretely, pictorially and symbolically
N10 Apply mental mathematics strategies and number properties, such as:
• using doubles; making 10;
• using the commutative property;
• using the property of zero;
• thinking addition for subtraction to determine answers for basic addition facts to 18 and related subtraction facts.
N3 Demonstrate an understanding of addition of numbers with sums to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals) by: using personal strategies for adding and subtracting; estimating sums and differences; solving problems involving addition and subtraction.
N5 Describe and apply mental mathematics strategies, such as: skip counting from a known fact; using doubling or halving; using doubling or halving and adding or subtracting one more group; using patterns in the 9s facts; using repeated doubling to determine basic multiplication facts to 9 × 9 and related division facts.
N10 Apply mental mathematics strategies and number properties, such as: • using doubles; making 10; • using the commutative property;
• using the property of zero;
• thinking addition for subtraction to determine answers for basic addition facts to 18 and related subtraction facts.
Number
Students begin to explore addition and subtraction by solving story problems using concrete materials, pictures, words, and symbols. Students
solve story problems to help us understand the meaning of addition and subtraction
find and share solutions to addition and subtraction problems using different strategies such as counting, counting on, making ten, one more, one less, doubles
record number sentences that represent how students thought about the addition and subtraction problems
create and solve addition and subtraction story problems that connect to our experiences
continue to act out, model, and solve story problems to help us understand the meanings of addition and subtraction
model addition and subtraction story problems with concrete materials or pictures
find and share solutions to addition and subtraction problems
use strategies to find the answer to subtraction facts up to 18 – 9
▪learn to add and subtract two-digit numbers using personal strategies
write number sentences that represent how students thought about the addition and subtraction problems
Students recall our basic addition and subtraction facts, and students continue to work to solve problems involving the addition and subtraction of 1-, 2-, and 3-digit numbers. Students begin to learn about the meanings of multiplication and division. Students
continue to solve story problems to help us understand the meaning of addition and subtraction
create and solve story problems that connect to our experiences
model addition and subtraction story problems with concrete materials or pictures
find and share solutions to addition and subtraction problems
use strategies to quickly recall addition facts up to 9 + 9
use strategies to quickly recall subtraction facts up to 18 – 9
use strategies to mentally add and subtract 2-digit numbers
use personal strategies to add and subtract 3-digit numbers
describe and explain our personal strategies for adding and subtracting
record number sentences that represent how students thought about the problem
estimate sums and differences
solve addition and subtraction questions mentally using a variety of strategies
add and subtract whole numbers
solve and create story problems that add and subtract whole numbers
SCO 1N7 Identify the number, up to 20, that is: • one more • two more • one less • two less than a given number.
SCO 2N8 Demonstrate and explain the effect of adding zero to, or subtracting zero from, any number.
SCO 2N10 Apply mental mathematics strategies, for basic addition facts and related subtraction facts to 18.
SCO 2N9 Demonstrate an understanding of addition (limited to one- and two-digit numerals) with answers to 100 and the corresponding subtraction by:
• using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction
• using the commutative property of addition (the order in which numbers are added does not affect the sum)
• using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) • explaining that the order in which numbers are subtracted may affect the difference.
3N6. Describe and apply mental mathematics strategies for adding two two-digit numerals. [C, CN, ME, PS, R, V]
3N7. Describe and apply mental mathematics strategies for subtracting two two-digit numerals. [C, CN, ME, PS, R, V]
3N8 Apply estimation strategies to predict sums and differences of two two-digit numerals in a problem-solving context.
3N9 Demonstrate an understanding of addition (limited to one-, two- and three-digit numerals) with answers to 1000, and the corresponding subtraction, concretely, pictorially and symbolically, by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems in context that involve addition and subtraction of numbers.
3N10 Apply mental mathematics strategies and number properties, in order to understand and recall basic addition facts and related subtraction facts to 18.
SCO 4N3 Demonstrate an understanding of addition of whole numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals) by:
• using personal strategies for adding and subtracting
• estimating sums and differences
• solving problems involving addition and subtraction.
N8 Identify the number, up to 20, that is one more, two more, one less and two less than a given number.
N9: Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically by:
· using familiar and mathematical language to describe additive and subtractive actions from their experience
· creating and solving problems in context that involve addition and subtraction
· modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically.
N8: Demonstrate and explain the effect of adding zero to or subtracting zero from any number.
N9: Demonstrate an understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by:
• using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems that involve addition and subtraction
• explaining that the order in which numbers are added does not affect the sum
• explaining that the order in which numbers are subtracted may affect the difference.
N10: Apply mental mathematics strategies, such as:
• using doubles
• making 10
• one more, one less
• two more, two less
• building on a known double
• addition for subtraction to determine basic addition facts to 18 and related subtraction facts.
N7: Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as:
• taking the subtrahend to the nearest multiple of ten and then compensating
• thinking of addition
• using doubles.
N9: Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1, 2 and 3-digit numerals) by:
• using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially and symbolically.
N10: Apply mental mathematics strategies and number properties, such as:
• using doubles
• making 10
• using the commutative property
• using the property of zero
• thinking addition for subtraction to recall basic addition facts to 18 and related subtraction facts.
N3: Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4-digit numerals) by:
• using personal strategies for adding and subtracting
• estimating sums and differences
• solving problems involving addition and subtraction.
N5: Describe and apply mental mathematics strategies, such as:
• skip counting from a known fact
• using doubling or halving
• using doubling or halving and adding or subtracting one more group.