ST Lesson #4- Relating Addition and Subtraction

Manson 

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

I can use an open number line to add and subtract 

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 Give Manson 10 blocks, have him separate them into two groups with different numbers.
Show how they all add to 10

Introduction of You’re going to be learning about subtraction. What you know about addition can help you
New Materials  with subtraction, so we’ll begin by looking for patterns in addition and subtraction equations. 

I’m going to write some addition equations with missing numbers.

 1 plus blank equals 10. What number is missing in this equation?

Do the rest of the equations on the white board (have him fill in the blanks as a warm up)

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. 

Tell me what other equations go together. Draw the lines for me to see. 

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

Practice  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. 

Here are two problems that use the same numbers. One is an addition problem and the other
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? 

Look at the tens digit of each answer and the tens digit in each starting number.
So, how does knowing 10-3=7 help you subtract 3 from other tens numbers? 

You can use an open number line to solve addition and subtraction problems. 

I saved $4. I saved $3 more. How much do I have? 

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

Independent Give him a worksheet for him to fill out on his own. Go over the first example before he
Practice  begins. Leave the pocket chart out for him to use if needed. 

Closure  Have the student fill out an exit ticket