P. 1
Subtract from 100

# Subtract from 100

|Views: 3|Likes:
Packed With Math 2-3 Lesson 13
Packed With Math 2-3 Lesson 13

Categories:Types, School Work

See more
See less

07/09/2013

pdf

text

original

# 13

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)

54

Packed with Math: 2–3

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

13

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.

Packed with Math: 2–3

55

13 Subtract from 100
Name ________________________________________________ Prediction:

100 - ___ ___ = ___ ___

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

56

Packed with Math: 2–3

Subtract from 100
Name ________________________________________________

13

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 - ___ ___ =