Objective  Add and subtract multiples of 10 including counting on to subtract.

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Presentation transcript:

Objective  Add and subtract multiples of 10 including counting on to subtract.

Place Value Materials:Place value charts, personal white boards  Show 1 ten and 3 ones in number disks. Write the number below it.  Say the number in unit form.  1 ten 3 ones.  Say the number in standard form.  13.

Place Value Continued  Add 2 tens to your chart. How many tens do you have now?  What is 20 more than 13?  Add 3 tens to 33. How many tens do you have now?  6 tens.  What is 30 more than 33?  Say the number in unit form.  6 tens 3 ones.  Now subtract 4 tens from 63. What is 40 less than 63?  23.

How many more tens?  If I say 34 ─ 24, you say 10. To say it in a sentence you say 34 is 10 more than 24. Ready?  64 – 44.  Say it in a sentence.  64 is 20 more than – – – – 1759 – 49

Concept Development  Yesterday we added and subtracted 1 ten. Today, let’s add 2 tens, then 3 tens, and more!  How many do you see?  The Say Ten way?  What would have if I were to add 2 more tens? Turn and talk.  What is ? The say ten way.

Concept Development Continued  If I asked you to add 3 tens to 26, how could you solve that?  Let’s show that on the board using both simplifying strategies, the arrow way and number bonds. I know many of you can just do mental math!  I can write adding 3 tens the arrow way, as we did yesterday.  I can also break apart the tens and ones with a number bond, add the tens and then add the ones.  No matter which way I write it, when I add tens to a number, the ones stay the same! +10 The Arrow Way Number Bonds = = = 56 Mental Math = 56

Concept Development Continued  Now it’s your turn. On your personal white board, solve Show your board when you have an answer.  Let’s try a few others:

Concept Development Continued  Ok, now subtract 3 tens from 56. Take a moment and work on your personal board to solve 56 – 30.

Concept Development Continued  We have an extra simplifying strategy when we are subtracting. We can count up from the part we know.  What is the whole?  56.  What is the part we know?  30.  How could we show the missing part with an addition problem?  30 + ___ = 56.  ___ + 30 = 56.  We can use the arrow way, counting first by either tens or ones. Try it with a partner.

Story Problem Susan has 57 cents in her piggy bank. If she just put in 30 cents today, how much did she have yesterday? TThink of the part to whole relationship! RRDW! SSHARE!