tion DIFFERENTIATION: Supporting the Range of Learners @s) (STEAD suggest that some students use a number line to work through the solution with the start that they choose. Ifsome students can solve the problems easily but have not used the starter problem that involves changing one of the numbers and then adjusting for the change, challenge them now to solve the problems with these starts. You can also provide several problems with larger numbers for students to solve. DISCUSSION Dol Add or Subtract? Math Focus Points for Discussion ~ Developing arguments about how the differences represented by two subtraction expressions are related (e.g., 432 — 198 and 432 — 200) ~ Using story contexts and representations to support explanations about related subtraction expressions 20MIN CLASS Bring the class together and focus the following discussion on the first starter problem for Problem 1, 97 — 40. Ask whether anyone used this start to solve 97 — 39. If pair of students did use this start, ask them to share how they finished the problem. If no pair of students used this start, ask these questions: How would you finish solving 97 ~ 39 if you started with 97 ~ 40? What would you do next? Often students know that the difference of 57 found by subtracting 40 from 97 must be changed by one in order to find the difference for 97 — 39, but they are not sure whether to add or subtract that one. Ask students to use a story or a representation to justify their ideas about how to adjust the difference. They can firse think of a story or picture that shows 97 — 39 and then show how it would change to show 97 — 40. Studente might say: “I thought about 97 basketball players in the ") gym and 39 of them leave to go play their Bs games. But accidentally 40 of them go out. So that leaves 57. But really too many people went away. So one has to come back, so that's 58. You have to add on the one.” ‘kat eat anh ‘esl loft vo tthe ven res“I did it on the number line. | jumped back 40, and that got me to 57. But you can see that if you only jump back 39, you don't go back as far. You went back one too many, 60 you have to add one on to get 58.” 39. A 57 58 Sample Student Work “I drew it like this. | just thought of it as a huge a) cake with 97 slices. You can slice off 40 slices, Bot and you have 57 slices left. But that’s one too many, 60 If people eat only 39 slices, there's one more left.” 1457256 Sices Wet Semple Seadent Work ‘These stories and representations help students visualize the relationship becween 97 — 39 and 97 ~ 40. Working through one or two of the examples asa whole lass enables more students to participate in the discussion. Keeping the numbers small in this discussion allows students to focus on these relationships—how the operation of subtraction works ‘and how changing one of the numbers in a subtraction expression alters