1. + Lesson 7 and 8

2. +  Write 30-7 on your whiteboards  Let’s take out 10 from 30 using a number bond on your whiteboards.  This this what you got?  Great! We have 20 and 10  Circle your easy problem.  Did you circle 10-7? Yes!  10 – 7 is…? 33  20 + 3 is…?  23  So, 30 – 7 is …?  23 Try this as fast as you can! 40 – 7 Try this as fast as you can! 50 – 5 Try this as fast as you can! 70 – 5 Try this as fast as you can! 80 – 8 Try this as fast as you can! 90 – 8

3. + Concept Development Part 1 I am going to draw a 5-group column. 10 – 9 is…? 1 11 – 9 is…? Talk to your partner. How do the the two number sentences relate to the picture? 11 – 9 =___ 1 10 10 – 9 = 2 1 + 1 =2

4. + Concept Development Part 1 I am going to change my drawing. Now my problem is 12 – 9 Let’s break it apart. Remember to take a ten. Explain to your partner how 10 – 9 helps us to solve 12 – 9 Knowing our partners of 10 makes that easier! Did you noticed that we always took from ten? After we took from ten we put the parts together. 12 – 9 = ___ 2 10 10 – 9 = 1 2 + 1 = 3

5. + We can do this another way! Show me 12 fingers. …but you only have 10 Put 2 pretend fingers in you mind. Let’s subtract 12-9. Take 9 from your real fingers all at once. How many fingers are left? If you said 1 you forgot about your pretend fingers. So, What is 12 – 9? Concept Development Part 2 Watch how I solve without a drawing. What is the first step to solve? Take from 10 Give me the number sentence to take from 10. What is the next step? Add the parts that are left. Give me the number sentence.

6. + Concept Development Practice You can use your white boards, number bonds, or pretend fingers to solve these problems 12- 8 11 – 5 13 – 6 11 - 7

7. + Application Problem Ricardo gave 5 tacos to his sister. He started with 13. How many tacos does Ricardo have left?

8. + Extra Practice 15 – 7 = ____ 14 – 6 = ____

9. + Rules for practice This time, tell me if I take from a ten or take from the ones. When I say 13 – 2, you say “take from the ones” since 3 ones – 2 ones = 1 one But if I say 13 – 9, you say “take from a ten” since we can’t do 3 ones – 9 ones. Ready? 24 – 1  Take from the ones 24 – 9  Take from a ten 16 – 2  Take from the ones 32 – 1  Take from the ones 15 – 6  Take from the tens 16 – 6  Take from the ones 18 – 8  Take from the ones 13 – 8  Take from the tens Take from a Ten or Take from the Ones

10. + Write 30 – 7 on your boards. Let’s take out 10 from 30 using a number bond. Show the ten on the right. Show me your board Ready the parts from left to right 20 and 10 10 – 7 is…? 3 20 + 3 is? 23 So, 30 – 7 is …? 23 Take out Ten and Subtract Practice : 40 – 7 50 – 5 70 – 5 80 – 8 90 - 8

11. + Jacob has 13 bouncy balls. He gives 8 of them to his friend Pete. How many bouncy balls does Jacob have left? Take a moment to solve. Talk with your partner. What number sentence could you use to solve? What strategy did you use to solve? If you didn’t already work with your partner to solve using the take from ten strategy. Show you work on your white boards.

12. + Jacob has 13 bouncy balls. He gives 8 of them to his friend Pete. How many bouncy balls does Jacob have left? Let’s get back to our story. What does the 5 mean in our story of Jacob and Pete? Jacob has 5 bouncy balls left! Let’s pretend Jacob has 23 bouncy balls and shares 8 with Pete. Work with a partner to see how many balls Jacob has left. Show your work. How did you solve? Great! Now solve 43 – 8. Work with you partner to solve using the take from ten strategy.

13. + Concept Development practice Work with a partner to practice these problems. 15 – 7 25 – 7 55 – 7 14 – 9 24 – 9 64 – 9

14. + Application Problem Emma has 45 pencils. Eight pencils are sharpened. How many pencils are not sharpened?

15. + Extra Practice

16. + Student Debrief  Look at problem 1. What patterns do you see?  Look at problem 2a. How does knowing your partners of 10 help you solve both 14- 8 and 14 + 8?  What do you have to know to be able to use the take from ten strategy?  What do you think the math goal of this lesson was?  What would be a good name for this lesson?