The Difference Between Numbers
In previous lessons, students represented addition and subtraction equations on the number line and wrote equations to match representations on a number line.
In this lesson, students deepen their understanding of subtraction as taking from and as an unknown addend problem. Students represent subtraction methods on the number line and compare how each representation shows the difference. The number line is also used to help students visualize when counting on and counting back strategies may be useful when subtracting 2 two-digit numbers. For example, \(17 - 14\) can be solved by starting at 17 and counting back 14. It can also be solved by starting at 14 and counting on 3. In this case, counting on would likely be helpful because the numbers are close together and the structure of the number line helps show why this strategy is effective (MP7).
- Action and Expression
- On a number line, represent counting on and counting back strategies for solving subtraction equations.
- Let’s represent ways to subtract on the number line.
Materials to Gather
Materials to Copy
- Number Line to 100
- Place the number line recording sheets in sheet protectors. They will be used in the next activity and future lessons.
|Activity 1||15 min|
|Activity 2||20 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
- Number Puzzles: Addition and Subtraction (1–4), Stage 4: Within 100 with Composing (Addressing)
- Number Line Scoot (2–3), Stage 1: Twos, Fives, and Tens (Addressing)
Print Formatted Materials
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|Student Task Statements||docx|
|Lesson Cover Page||docx|
|Cool Down||Log In|
|Teacher Guide||Log In|
|Teacher Presentation Materials||docx|