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Subtract from 100

Subtract from 100

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Published by Digi-Block
Packed With Math 2-3 Lesson 13
Packed With Math 2-3 Lesson 13

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Categories:Types, School Work
Published by: Digi-Block on Jul 09, 2013
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07/09/2013

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Topic:

Subtract from 100
Finding patterns when subtracting from 100.

In this activity students will:
Q Predict the difference when subtracting from 100. Q Model subtraction problems with blocks. Q Look for patterns. Q Write and explain their mathematical thinking.

Setup:
• Student arrangement: Individuals or Partners Individuals or partners need: • 2 activity sheets (one of each) • 1 block-of-100 • 1 place value mat with digit cards (optional)

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Packed with Math: 2–3

© Digi-Block

Subtract from 100
Introduction:
r Write a sample problem on the board: 100 - 24. r Wait a few seconds and ask students to predict the answer. Take time to record student predictions

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on the chart paper. Remind students that they are not estimating, but rather trying to predict exactly what will happen when they do the problem. r Ask a student to explain how to take away 24 blocks from the block-of-100. Have the student model for the class. r Record the steps on the chart paper. “First we unpacked the block-of-100 to make ten blocks-of-10. Then we took away the 2 tens. We had 8 tens left. Then we unpacked a block-of-10 to make ten ones. We took away 4 ones. We had 7 blocks-of-10 and 6 ones left.”

Activity:
Pass out the first activity sheet: r Write a new subtraction problem on the board: 100–38. r Have students predict the answer and model it with blocks. Ask them to explain their work with words, drawings, and pictures on their activity sheet. r Help students record their work with the blocks r Ask, “Did you have enough blocks to take away 3 tens and 8 ones?” “What did you have to do first?” “After you unpacked what did you do next?” When students finish recording the first problem, pass out the second activity sheet: r Write seven subtraction problems on the board: (100 – 14, 100 – 84, 100 – 13, 100 – 71, 100 – 43, 100 – 59, 100 – 7) r Have students predict and then model each problem with blocks. r Make sure students record their problems, predictions, and solutions on the activity sheet.

Assessment:

r How close are student predictions? r Are students able to describe how they use the blocks to subtract? How detailed are their

descriptions?
r Do students identify patterns?

Extensions:

r For further practice have students try other 2-digit and 3-digit subtraction problems. r As students become proficient at predicting, encourage students to describe their mental methods.

Help students transition from the blocks to written methods.

© Digi-Block

Packed with Math: 2–3

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13 Subtract from 100
Name ________________________________________________ Prediction:

100 - ___ ___ = ___ ___

Use words, drawings, and numbers to explain what you did with the blocks:

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Packed with Math: 2–3

This page may be copied for classroom use.

© Digi-Block

Subtract from 100
Name ________________________________________________

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Predict the answer to all the problems. Then try each problem with blocks.
Prediction:

100 - ___ ___ = ___ ___
Prediction:

100 - ___ ___ = ___ ___
Prediction:

100 - ___ ___ = ___ ___
Prediction:

100 - ___ ___ = ___ ___
Prediction:

100 - ___ ___ = ___ ___
Prediction:

100 - ___ ___ = ___ ___
Use words to explain how you predict the answer to the next problem:

100 - ___ ___ =
© Digi-Block

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This page may be copied for classroom use.

Packed with Math: 2–3

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