ST Lesson #4- Relating Addition and Subtraction

Wellon, Excel, Haley H

Objective
Identify pairs of numbers with sums of 10

Use the inverse relationship of addition

Calculate the difference between numbers up to 100.

Communicate ideas with key math vocab: subtraction, subtraction equation, and minus 

I can statement 
I can calculate the difference between numbers up to 100

I can use the inverse relationship of addition

I can identify pairs of numbers with sums of 10

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.

The student will

be able to  Understand the relationship between addition and subtraction.

Identify between pairs of numbers with sums of 10

Add and subtract numbers up to 100

Understand how to use an open number line to add and subtract

Materials  Pocket chart, worksheet, exit ticket

Anticipatory Set 1+____=10

2+____=10
3+____=10
4+____=10
5+____=10
6+____=10
7+____=10
8+____=10
9+____=10
 What do you notice about these equations? 

I notice that the first and last equations go together because the same numbers are added but
in opposite order. 

Which other equations go together? 

  Now we are going to be subtracting 1-9 from 10.

10-9=____
10 minus 9 equals blank. What number is missing in this equation? 

Do the rest of the subtraction problems together on the board. 

Look for patterns in these subtraction equations. 

Tell me which subtraction equations go together. 

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. 

Let’s use this to help us figure out 20-3.

*use the hundred-pocket chart to count back 3 from 20. Write equation on the board. 
20-3=17

*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

What is the same about these numbers? 

They all end in 7
Look at the tens digit of each answer and the tens digit in each starting number.
The tens digit of the answer is always 1 less than the tens digit of the starting number
So, how does knowing 10-3=7 help you subtract 3 from other tens numbers? 
It shows that subtracting 3 from any number with 0 in the ones place gives you a number
with 7 in the ones place. 
Guided I saved $4. I saved $3 more. How much do I have? 
Practice  Use pocket chart to show this
I start at 4 and count on 3, so I land on 7. So the answer is 7 dollars. 
What would the equation be? 
4+3=7.

I had $7. I spent $3. How much is left? 

I start at 7 and count back 3, and I land on 4. So the answer is 4 dollars. 
What would the equation be? 
7-3=4

I can use an open number line to show both of these equations. 

4+3=
I start by writing a 4, the first number in the problem. I make a jump of 3 and write +3 to
label the jump. Since 4+3 is 7, I write 7 at the end of the jump. 

How would this look for subtraction? 

7-3=4

Let’s do some bigger numbers 

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 if I were to write an equation for this it would be 

52-2=50
50-5=45

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

Okay, do the next 4 on your own 

Closure  Have the student fill out an exit ticket