ST Lesson #4-Relating Addition and Subtraction Wellon, Excel, Haley H
ST Lesson #4-Relating Addition and Subtraction Wellon, Excel, Haley H
ST Lesson #4-Relating Addition and Subtraction Wellon, Excel, Haley H
Objective
Identify pairs of numbers with sums of 10
Communicate ideas with key math vocab: subtraction, subtraction equation, and minus
I can statement
I can calculate the difference between numbers up to 100
Iowa Core
1.NBT.C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, using concrete models or drawings and strategies
based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
I notice that the first and last equations go together because the same numbers are added but
in opposite order.
Introduction of Here are two problems that use the same numbers. One is an addition problem and the other
New Materials is a subtraction problem.
1. I had $7, and then I saved $3 more. How much do I have now?
Ask him which addition problem that is and circle it.
2. I had $10, but then I spent $3. How much do I have left?
Ask him which subtraction problem that is and circle it.
These two equations show how the numbers 7, 3, and 10 are related in addition and
subtraction.
Now we’ll subtract 3 from tens numbers such as 10,20,30, and 40. We know 10-3=7. I can
show this on the hundred-pocket chart.
*turn over the 10 card, count back 3, and turn over the 7 card. Write the equation on the
board.
*repeat this process 30-3, 40-3, …. Up to 100-3. Count back 3 from each 10 and write
equation on the board.
Knowing that 10-3=7 can help you subtract 3 from the other tens numbers.
*underline the last numbers in the equations on the board
52-7
We can use an open number line to solve the problem. I start at 52, subtract 2 to go back to
50, and subtract 5, ending up at 45. So 52 minus 7 equals 45.
Where do I start?
What jumps do I make?
Where do I end up?
So 52-7=45
Independent I want you to try doing this on your own on this worksheet
Practice
We will do the first one together.
Show the open number line on the board and have the students walk me through it
22-7=15
22-2=20
20-5=15