2. Addition and Subtraction 4 7 take away 2 =

3. Addition and Subtraction 4 7 take away 2 is 5 7 – 2 = 5

4. Addition and Subtraction 4 1.Sit with a friend. 2.Select cards to make numbers that are neither too easy nor too challenging to subtract. 3.Think about what number you could make a group of to give you enough to take away the other number. 4.Record your number sentence, using the symbols when you can explain what they mean.  make your group using counters. Record your group. Subtract the counters. Cross out the counters you subtracted. Count the remaining counters, or Reflection: How can we subtract by taking away from a group?  Count back from the number in your group, on a number line, recording the number line and explaining that each jump is subtracting 1. You should also subtract single-digit numbers from teen numbers. Reflection: How can we subtract by counting back from the number in our group on a number line? Investigation: Problem Solving There were 8 children on the bus. 3 children got off. How many children left on the bus? Problem Solving In a basketball game, the Blues scored 12 goals and the Reds scored 4 goals. How many more goals did the Blues score? Problem Solving Matt found these shells at the beach. He gave 3 shells to Kelly. How many shells does he have left?

5. Addition and Subtraction 4 7 take away 2 is 7 – 2 =

6. Addition and Subtraction 4 Sit with a friend. Select cards to make numbers that are neither too easy nor too challenging to subtract. Think about what number you could make a group of to give you enough to take away the other number. Record your number sentence, using the symbols when you can explain what they mean.  make your group using counters. Record your group. Subtract the counters. Cross out the counters you subtracted. Count the remaining counters, or Reflection: How can we subtract by taking away from a group?  Count back from the number in your group, on a number line, recording the number line and explaining that each jump is subtracting 1. You should also subtract single-digit numbers from teen numbers. Reflection: How can we subtract by counting back from the number in our group on a number line? Subtract the numbers on the calculator. Compare the answers. Are they the same? Investigation:

7. Addition and Subtraction 4

8. Investigation: 1.Sit with a friend. 2.Have a group of 50 counters. 3.Select 2 cards and subtract the numbers. 4.Take that number of counters from a pile of 50. 5.Continue playing until all counters have been taken. 6.The child with the most counters is the winner. Reflection: How can we subtract?

9. Addition and Subtraction 4 Investigation: Sit with a friend. Place some counters on the bus in the top row to act as children. Tell your friend ‘There are 8 children on the bus.’ Your friend takes away some counters to act as children. Your friend says, ‘3 children got off.’ How many children are left on the bus? Record a number sentence: 8 - 3 =5 Reflection: How can we subtract?

10. Addition and Subtraction 4 Investigation: Sit with a friend. Place some counters on the 20 frame train in the carriage on the left to act as children. Tell your friend ‘There are 12 children on the train.’ Your partner takes away some counters to act as children. Your friend says, ‘4 children got off.’ How many children are left on the train? Record a number sentence: 12 - 4 =8 Reflection: How can we subtract?

11. Addition and Subtraction 4 Investigation: 1.Sit with a friend. 2.Have a tower of 11 or 13 or 15 or 17 or 19 connecting blocks. 3.Take turns to subtract 1, 2 or 3 blocks. 4.The person who subtracts the last block, loses. 5.Use a strategy to make your friend subtract the last block. Reflection: How can we subtract?