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Subtraction of One Digit

Number from Two Digit
Minuends without
Regrouping
Learner's Module in Mathematics 1
Quarter 2 ● Module 7

JULIET T. PASPASAN
Developer
Department of Education • Cordillera Administrative Region

NAME: _ GRADE AND SECTION _

TEACHER: SCORE
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
No. 82 Military Cut-off, Baguio City

Published by:
DepEd Schools Division of Baguio City
Curriculum Implementation Division
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the DepEd Schools Division of Baguio City - Curriculum Implementation
Division (CID). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this
material for commercial purposes and profit.

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 PREFACE

This module is a project of the DepEd Schools Division of Baguio City through
the Curriculum Implementation Division (CID) which is in response to the
implementation of the K to 12 Curriculum.

This Learning Material is a property of the Department of Education, Schools

Division of Baguio City. It aims to improve students’ performance specifically in
Mathematics.

Date of Development September 2020

Resource Location DepEd Schools Division of Baguio City
Learning Area Mathematics
Grade Level 1
Learning Resource Type Module
Language English
Quarter/Week Q2/W7
Learning Competency Code M1NS-IIi-33.1
Subtracts mentally one-digit numbers
Learning Competency from two-digit minuends without
regrouping using appropriate strategies

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 ACKNOWLEDGEMENT
The developer wishes to express her gratitude to those who helped in the
development of this learning material. The fulfillment of this learning material would
not be possible without them.

Thank you all for your moral and technical support in the crafting of this learning
module. To my colleagues in our school for sharing your knowledge as I developed
this learning resource. To Jenny Ann A. Rosete, for sharing her expertise in improving
this module. Lastly, to the office of DepEd Division of Baguio City for giving us the
opportunity to discover our skills as module writers.

Development Team
Developer/s: Juliet T. Paspasan
Layout Artist: Claire R. Aplosen
Illustrator:

School Learning Resources Management Committee

Florida F. Cael, EdD School Head / Principal
Rubielyn T. Garcia Subject / Learning Area Specialist
Christine K. Falag-ey School LR Coordinator

Quality Assurance Team

Francisco C. Copsiyan EPS – Mathematics
Leticia A. Hidalgo PSDS – District VI

Learning Resource Management Section Staff

Loida C. Mangangey EPS – LRMDS
Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily B. Mabalot Librarian I
Ariel Botacion Admin. Assistant

CONSULTANTS

JULIET C. SANNAD, EdD

Chief Education Supervisor – CID

CHRISTOPHER C. BENIGNO, PhD

OIC – Asst. Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

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 TABLE OF CONTENTS
Page
Copyright Notice ………………………………………………….……...….….. ii
Preface …………………………………………………………………...…….… iii
Acknowledgement……………………………………………………. …….…... iv
Table of Contents……………………………………………………….……. … v
Title Page…………………………………………………………………………. 1
What I need to Know………………………………………………………….…. 2
Learning Objectives………………………………………………………….. 3
What I Know………………………………………………….…………………... 4
What’s In……………………………………………………………………...…... 5
What’s New..………………………………….……………….…………………. 6
What Is It……………………………………………………...………………….. 7
What’s More ……...…………………………………….………………………... 10
Activity 1…………………………………………………………………… 10
Assessment 1.………………………………………………………….… 10
Activity 2………….………………………………………………….…… 11
Assessment 2...……………………………………………………...…… 11
Activity 3…………………………………………………………………... 12
Assessment 3…………………………………………………………….. 12
What I have learned…………..……….………………………………………… 13
What I can do…………………………………….……………………….……… 14
Post-Assessment ……………..…...……………………….…………………… 15
Answer Key………………………………………………………………………. 16
Reference Sheet………………………………………………......…….…….… 17

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Subtraction of one Digit
Number from Two Digit
Minuends without
Regrouping
Learner's Module in Mathematics 1
Quarter 2 ● Module 7

JULIET T. PASPASAN
Developer

Department of Education • Cordillera Administrative Region

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 What I Need to Know

Welcome to this module on “Mental Computation

Involving Subtraction of One-Digit Number from Two digit
Minuends Without Regrouping” .

This module is intended to help you, learners,

understand and master the concept of mental
computation involving subtraction of numbers without
regrouping. It is designed to equip you with essential
knowledge and skills that you can apply to solve problems
in real life situations.

HOW TO USE THIS MODULE

This module contains several lessons. To make the most
out of them, you need to do the following:
1. Scan the list of Learning Objectives to get an idea of the
knowledge and skills you are expected to gain and
develop as you study the module. These outcomes are
based on the content standards, performance standards,
and learning competencies of the K to 12 Curriculum
Mathematics 1.

2. Take the What I Know. Your score will determine your

knowledge of the lessons in the module. If you get 100% of
the items correctly, you may proceed to the next module.
Otherwise, you must go through the lessons.

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3. Each Lesson aims to develop one of the learning
objectives set for the module. It starts with an activity that
will help you understand the lesson and meet the required
competencies.

4. Take your time in reading this module. Write down points

for clarification. You may discuss these points with your
teacher.

5. Perform all activities and answer all worksheets. The

activities and assessments are designed to enhance your
understanding of the lesson. The activities will also give you
an idea how well you understand the lessons. Review the
lessons if necessary, until you have achieved a satisfactory
level of understanding.

6. At the end of the module, take the Post-Assessment to

evaluate your overall understanding about the lessons.

LEARNING OBJECTIVES
At the end of the module, you should be able to:
• Subtract mentally one-digit number from two-
digit minuends without regrouping using
appropriate strategies.

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 What I Know

Let us determine how much you already know about

subtraction of one-digit number from two-digit minuends
without regrouping. If you got 10 correct answers well
done. If you got 0 -9 correct answers, you can do better by
proceeding with the module.

Subtract the following mentally.

1. 1 6 2. 1 8 3. 2 3 4. 2 4
- 5 - 8 - 2 - 3

5. 5 8 6. 6 7 7. 7 6
- 6 - 5 - 0

8. 8 9 9. 9 6 10. 6 3
- 1 - 4 - 2

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 What’s In

In our previous lesson, we learned how to subtract 1 to

2–digit numbers with regrouping. Remember that in
subtracting these numbers, we need to follow these steps:

1. Write the subtraction phrase in column.

2. Regroup the ones and tens.

3. Then subtract the ones first followed by the tens.

1 15 1 15
1st Step: 2 5 2nd Step: 2 5 3rdStep: 2 5
- 1 6 - 1 6 - 1 6
_ _ _ _ _ 9

Self-Check: Subtract the numbers following the 3 steps.

1. 2 4 2. 3 7 3. 4 6

- 1 5 - 1 8 - 2 9

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 What’s New

Read and understand the problem. Solve it mentally.

Jenny bought 16 lemons in the market. She used 4 lemons
for her lemonade in the lunchtime and kept the others for
her dinner. How many lemons were left ?

Observe the way the children solved the problem.

16 – 4 =
1st step:6–4=2
2nd step: 12
So, 12 lemons were left.

Algorithm Method

16 – 4 =
1st step:16=10+6
2nd step: 6-4=2
So, 12 lemons were left.

Subtracting in Parts

16 – 4 =
1st step: 16=10+6
2nd step: 10 - 4=6
3rd step: 6 +6 = 12
So, 12 lemons were left.

Bridging through Ten

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 What is It

Mental Computation is a daily practice of computing

numbers into our minds. Just like the three children in the
previous page, they solved the problem mentally in many
ways but they came up with the same answer.

In solving the problem, we must first remember this:

Place Value Tens ones

Minuend 1 6
Subtrahend - 4
Difference

Solution 1: Using Algorithm

a. How did you arrive in your answer?
16 - 4 =

Step 1: Subtract the ones digit of subtrahend from the

ones digit of minuend
16 and 4
6-4=2
Step 2: Mentally place the tens digit 1 before 2,
and read it as 12
Answer: There were 12 lemons left.
b. Why did you place 1 before 2?
The number in the tens digit will just be carried in the
difference. So it means that the answer composed of 1
tens and 2 ones.
1 6
- 4
1 2

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Solution 2: Subtracting in Parts

1. Minuends up to 18
a. How did you arrive in your answer?

16 - 4 =

Step 1. Expand the minuend. 16 = 10 + 6

Step 2. From the expanded form of minuend,
subtract the smaller addends to the ones digit of the
subtrahend, so 6 – 4 = 2
Step 3. The difference in step 2 will be added to the
larger addends of the expanded form of the minuend.
10 + 2 =12.

Answer: There were 12 lemons left.

b. Why did you add 2 to 10?

We need to add 2 to 10 because we did not use the
larger addends 10, we only use the smaller addends 6.

2. Minuends up to 99

57 - 5 =

Step 1. Expand the minuend. 57 = 50 + 7

Step 2. From the expanded form of the minuend,
subtract the smaller addends to ones digit of
subtrahend , so 7– 5 = 2
Step 3. The difference in step 2 will be added to the
larger addends of the expanded form of
minuend. 50 + 2 = 52

Answer: 57 – 5 = 52

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Solution 3: Bridging through Ten

1. Minuends up to 18

a. How did you arrive in your answer?

16 – 4 =

Step 1. Expand the minuend. 16 = 10 + 6

Step 2. From the expanded form of the minuend,
subtract the larger addends to the ones digit of
subtrahend, so 10 - 4 = 6.
Step 3. The difference in step 2 will be added to
the smaller addends of the expanded minuend,
so 6 + 6 = 12.
Answer: There were 12 lemons left.
b. Why did you subtract 10 to 4?
It is easier to subtract a minuend 10 to any number.

2. Minuends up to 99.

a. 35 - 4 =

Step 1: Expand the minuend. 35 = 30 + 5

Step 2: From the larger addends of the
expanded form of minuend, expand 30 with an
addends of 10. 30=20 +10
Step 3: Get the addends 10 in step 2, and
subtract it to ones digit of subtrahend. 10 - 4 = 6
Step 4: The difference in step 3 will be added to
the smaller addends of the expanded form of
minuend. 6 + 5 = 11
Step 5: Finally, the sum of numbers in step 4 will
be added to the larger addends in step 2 .
20 +11 = 31
Answer: 35 – 4 = 31

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 What’s More

Activity 1
Subtract the numbers mentally using algorithm.

1. 1 3 2. 2 6 3. 5 8
- 2 - 5 - 4

Assessment 1
Find the difference of the numbers mentally using
algorithm method.

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Activity 2
Subtract the numbers mentally using subtracting in parts.

1. 1 9 2. 4 5 3. 7 8

- 8 - 1 - 6

Assessment 2. Subtract the numbers mentally using

subtracting in parts. Color the flower according to the
color of its difference in the box below.

Yellow Orange Red Violet Blue

32 81 21 54 26

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 Activity 3
Subtract the numbers mentally using bridging through ten.

1. 2. 3.
1 9 3 7 8 6

- 8 - 4- 2

Assessment 3.
Subtract the numbers mentally using bridging through ten.

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 What I Have Learned

There are many ways in subtracting mentally

one- digit number from two-digit minuends without
regrouping.

Color the star of the strategy you used in

subtracting numbers mentally.

Estimation method

Algorithm Method

Subtracting in parts

Counting sticks

Bridging through ten

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 What I Can Do

Solve the problem mentally. Encircle the letter of the

correct answer.

1. During the quarantine, Ben planted 28 pechay in his

backyard garden. Early this morning, he harvested 6
pechay to mix it with his pinikpikan soup. How many
pechay were left in his backyard garden?
A. 24 pechay B. 23 pechay C. 22 pechay

2. Lola Lolita bought 39 surgical facemask to be used by

her family. She gave 8 to her eldest son Benjie. How
many surgical mask were left to Lola Lolita?
A. 33 B. 32 C. 31

3. Lorna is selling faceshield in the market. She has 77

faceshield last Sunday and sold 7 faceshield today.
How many faceshield were left to her?
A. 70 B. 71 C. 72

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 Post-Assessment

Subtract the numbers mentally using any of the strategies.

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Answer Key

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References

Padilla,D.S.et.al.(2017) Mathematics 1. Teacher’s Guide. Pasig City,

Philippines:Prinpia Co., Ltd

Mansueto, M.C.et.al. (2003) Math and Me 1. Quezon City, Philippines: Bookman Inc.

Figure 1. page 3
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For inquiries or feedback, please write of call:
Department of Education – Schools Division of Baguio City
No. 82 Military Cut-off Road, Baguio City
Telefax: 442-4326 / 442-7819
Email Address: depedbaguiocity@gmail.com
Social Media: facebook.com/DepEdTayoBaguioCity

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