Children often don't understand the concept of subtracting.Teaching students how to subtract can be done in a variety of ways.Introduce place values and two-digit subtraction after that.Try different techniques to see what works for you.Provide your students with a number of ways to solve subtraction problems, such as the Common Core's measurement method or the think-addition method.
Step 1: Give your students a problem.
Write or recite a word problem for your students.If they want to refer back to the problem, it's best to write it or give them a copy of it.There are oranges on the table.Jordan ate oranges.How many oranges are left?
Step 2: Explain the problem with a drawing.
A sheet of paper or a board with orange circles on it.You can label oranges with a number if you ask the students to count them.As you explain, Jordan ate 3 oranges and had to either cross out or erase them.Tell the students how many oranges are left.
Step 3: Discuss the problem with objects.
Students are asked to count oranges by placing them on the table.Explain that Jordan ate 3 oranges by removing them from the table.The students should count the oranges on the table.Students learn that math rules are universal when you switch up the items you use.Work through a problem using oranges and then use crayons.
Step 4: You can write a number sentence.
Explain to your students that they can use a number sentence to represent the word problem.The word problem is translated into a number sentence.Ask how many oranges are on the table.Write the number 8 on the board.Ask the students how many oranges Jordan ate.Write the number 3 on the board.Ask the students if the problem is an addition or subtraction.Ask the students to write down their solution between the numbers 8 and 3.
Step 5: Give your students a problem to solve.
Write or recite a word problem for your students.If you show them a written problem, they can refer back to it.There are animals at the store.New owners adopted 6 of the dogs.How many dogs are in the store?
Step 6: A number line can be used to solve the problem.
You can draw a number line on the board.Ask the students how many dogs there are.Ask the students how many dogs are adopted.Ask the students how many dogs are left at the pet store if you count down the number-line 6 places.It's a good idea to make a permanent number line for your students to reference.You could use a permanent marker on paper, a poster or the board, or you can use colorful washi tape on the wall.
Step 7: Write a number sentence.
Explain that the word problem can be represented by a number sentence.They have to translate the word problem into a number sentence.Ask them how many dogs are in the store.Write something on the board.Ask the students how many dogs have been adopted.Write the number 6 on the board.The students should be asked if this is an addition or a subtraction problem.Ask the students to write down their solution between the numbers 10 and 6.
Step 8: The concept of fact families should be introduced.
A fact family is a set of facts that use the same numbers.Each fact family has three numbers.Three numbers can be added or subtracted.A fact family consists of 10, 3, and 7.You can use these three numbers to create two addition number sentences.
Step 9: Give your students a problem to solve.
Write or state a word problem for your students to solve.I eat some of the candy.I don't know how many candies I have left.
Step 10: A fact family can be used to solve the problem.
Ask your students which number sentence they are trying to solve and walk through the process step by step.Write something on the board.Ask them to figure out the third member of the fact family.Write the number sentences on the board and fill in the blanks as the students give you the answers.
Step 11: The Common Core is conceptualized in this way.
The Common Core shows the concept of subtracting as measuring the distance between two points.To demonstrate this to your students, draw a number line from 0 to 10 on the board.Give your students a basic subtraction problem.The number 4 is on your number line.This is where you start.You can find the number 9 on your number line.This is your final destination.The distance between the two points is five.9-4=5 is what it is.
Step 12: There is a two-digital subtraction problem.
Explain to your students that there are more stopping points along the way to the final destination when you solve a two-digit subtraction problem.Provide your students with a two-digit subtraction problem.You can find the number 31 on your number line.This is where you will start.The number 73 is on your number line.This is where you will end up."Stop" at the next place.Go from 31 to 40.Take the distance and write down the answer."Stop” at the tens place.Move from 40 to 70.Write the answer down on a piece of paper.You should drive to your final destination.Move from 70 to 73.Write down the answer on a piece of paper.Add together the three measures.73-31 equates to 42.
Step 13: There is a three-digital subtraction problem.
Explain to your students that the distance between the stops will be greater when they solve a two-digit subtraction problem.Provide your students with a three-digit subtraction problem.You can find the number on your number line.This is where you will start.You can find the number on your phone.This is where you will end up."Stop" at the next place.Go from 398 to 400.Write down the answer when you measure the distance."Stop" at the hundreds place.Go from 400 to 800.Write down the answer: 400.You should stop at the tens place.Move from 800 to 810.Write down the answer on a piece of paper.You should drive to your final destination.Go from 814 to 825.Write the answer down on a piece of paper.Add together the 4 measurements.Therefore, 815-398-417.