Mom puts fourteen carrot sticks on a plate. Rita eats six of them for
snack. Mom wants to know how many carrot sticks are left on the plate.
How many carrot sticks are left on the plate? Show all your mathematical
thinking.

Alternative Versions of Task

More Accessible Version

Mom puts seven carrot sticks on a plate. Rita eats four of them for
snack. Mom wants to know how many carrot sticks are left on the plate.
How many carrot sticks are left on the plate? Show all your mathematical
thinking.

More Challenging Version

Mom puts twenty-four carrot sticks on a plate. Rita eats eight of them
for snack. Rita gives seven of them to her friend to eat for a snack.
Mom wants to know how many carrot sticks are left on the plate. How many
carrot sticks are left on the plate? Show all your mathematical
thinking.

Strategies for Addition and Subtraction Unit

The
Strategies for Addition and Subtraction Unit involves understanding the
processes of addition and subtraction in order to solve problems and
answer questions such as:

If we know all of the parts, how can we find the whole?

If we know the whole and one of the parts, how can we find the missing part?

Given an equation, can you create an addition or subtraction situation to match it? How can you prove it matches the equation?

Standards covered in this Unit include: 1.3A, 1.3D, 1.3E, 1.3F, 1.5D, 1.5G

Exemplars Task-Specific Evidence

This task requires students to solve subtraction problems in which the
difference is unknown. Students also need to have number sense to 14.

TEKS Mathematical Process Standards

1.1A Apply mathematics to problems arising in everyday life, society, and the workplace.

1.1B Use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process and
the reasonableness of the solution.

1.1C Select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to solve problems.

1.1G Display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.

Underlying Mathematical Concepts

Number sense to 14

Subtraction — difference unknown (take from)

Possible Problem-Solving Strategies

Model (manipulatives)

Diagram/Key

Number line

Tally chart

Table

Possible Mathematical Vocabulary/Symbolic Representation

Model

Diagram/Key

Number line

Tally chart

Table

More than (>)/Greater than (>)/Less than (<)

Equivalent/Equal to

Minuend/Subtrahend

Difference

Number

Odd/Even

Equal shares

Amount

Total/Sum

Halves, half of

Possible Solutions

There are 8 carrots sticks left on the plate.

More Accessible Version Solution

There are 3 carrot sticks left on the plate.

More Challenging Version Solution

There are 9 carrot sticks left on the plate.

Possible Connections

Below are some examples of mathematical connections. Your students may discover some that are not on this list.

Rita ate 2 less carrots than left on the plate.

Rita ate an even amount of carrots.

Rita left an even number of carrots on the plate.

7 is half the total amount of carrots.

Relate to a similar task and state a math link.

Solve more than one way to verify the answer.

Addition is used to confirm the subtraction in the task.

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The Exemplars program is designed to assess students' problem-solving and mathematical-communication skills. It also supports higher-level thinking and extension of mathematical reasoning.