This document outlines a structured approach to teaching and learning the
subtraction of whole numbers up to 99, breaking it down into key subtopics and
incorporating effective pedagogical strategies.
TOPIC: Subtraction of Whole Numbers up to 99
Introduction:
Subtraction is a fundamental arithmetic operation that helps us understand how much
is left when a quantity is removed, or the difference between two quantities.
Mastering subtraction up to 99 involves developing conceptual understanding, mental
fluency, and procedural skills, including regrouping.
SUBTOPICS:
* Understanding Subtraction: The "Take Away" Concept (Within 20)
* Objective: Students will grasp the meaning of subtraction as "taking away" or
"moving a part" from a whole.
* Strategies:
* Manipulatives: Use concrete objects (e.g., counters, blocks, fingers) to
physically demonstrate subtraction. For example, "If you have 5 apples and eat 2,
how many are left?" (Hint 'a').
* Modeling Simple Situations: Present simple, everyday subtraction problems
within 20. Model how to apply the "take away" strategy using manipulatives or
drawings to find the solution. (Hint 'b' and 'd').
* Vocabulary: Introduce and reinforce terms like "minus," "take away,"
"difference," "how many left."
* Developing Mental Subtraction Strategies (Sums Within 9)
* Objective: Students will develop quick recall and mental strategies for basic
subtraction facts.
* Strategies:
* Counting Back: For example, for 7 - 2, start at 7 and count back two
numbers: 6, 5.
* Fact Families: Relate subtraction to addition (e.g., if 3 + 4 = 7, then 7 -
4 = 3 and 7 - 3 = 4).
* Number Bonds: Understand how numbers break apart (e.g., 5 can be 2 and 3).
* Practice: Regular practice with flashcards, games, and quick mental drills
to build proficiency (Hint 'c' and 'e').
* Subtraction Within 20: Building Fluency and Visual Models
* Objective: Students will become proficient in subtracting numbers within 20
using various strategies.
* Strategies:
* Number Lines: Use number lines to visualize counting back or finding the
difference between two numbers.
* Ten Frames: Employ ten frames to help visualize numbers and the "take away"
process, especially when crossing ten.
* Decomposition: Break down numbers to make subtraction easier (e.g., for 15 -
7, think 15 - 5 = 10, then 10 - 2 = 8).
* Two-Digit Subtraction: Without Regrouping
* Objective: Students will subtract two-digit numbers where no borrowing
(regrouping) is required, focusing on place value.
* Strategies:
* Place Value Chart: Use a place value chart (tens and ones columns) to align
numbers correctly.
* Subtracting Ones First: Emphasize subtracting the ones digits first, then
the tens digits.
* Expanded Form: Show how to subtract by breaking numbers into tens and ones
(e.g., 45 - 23 = (40 + 5) - (20 + 3) = (40 - 20) + (5 - 3) = 20 + 2 = 22).
* Two-Digit Subtraction: With Regrouping (Borrowing)
* Objective: Students will understand and apply the concept of regrouping
(borrowing) when subtracting two-digit numbers.
* Strategies:
* Concrete to Abstract: Start with manipulatives (e.g., base-ten blocks) to
physically demonstrate trading one ten for ten ones.
* Visual Models: Use drawings or diagrams of base-ten blocks.
* Step-by-Step Algorithm: Teach the standard algorithm clearly, emphasizing
when and how to regroup from the tens place to the ones place.
* Practice: Provide ample practice with varied problems, including those where
regrouping is needed in the ones place, or when a zero is involved.
* Solving Everyday Subtraction Problems (Word Problems up to 99)
* Objective: Students will apply their subtraction skills to solve real-world
problems.
* Strategies:
* Problem-Solving Steps: Teach a systematic approach: read the problem,
identify what is known and what needs to be found, choose the correct operation,
solve, and check the answer.
* Keywords: Identify keywords that indicate subtraction (e.g., "how many
left," "difference," "how many more," "take away").
* Drawing Pictures: Encourage drawing simple diagrams to visualize the
problem.
* Contextual Examples: Use relatable scenarios from daily life to make
problems meaningful.
