U.S. Traditional Subtraction Objective To introduce U.S. traditional subtraction.

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1 Algorithm Project U.S. Traditional Objective To introduce U.S. traditional subtraction. etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Doing the Project Recommended Use After Lesson Key Concepts and Skills Identify places in whole numbers and the values of the digits in those places. [Number and Numeration Goal ] Use subtraction facts to find differences of multidigit whole numbers. [Operations and Computation Goal ] Subtract multidigit numbers. [Operations and Computation Goal ] Write and solve subtraction number stories. [Operations and Computation Goal ] Key Activities Children explore and practice U.S. traditional subtraction with multidigit whole numbers. Key Vocabulary U.S. traditional subtraction Extending the Project Mathematical Practices SMP, SMP, SMP, SMP, SMP, SMP, SMP Content Standards.OA.,.NBT. Materials Math Journal or, pp. P P Student Reference Book, p. B $, $, $ bills (Math Masters, pp. ; optional) base blocks (optional) Children solve multidigit subtraction problems, first using the focus algorithm (tradefirst subtraction) and then using any algorithm they choose. Materials Online Additional Practice, pp. A D Student Reference Book, pp. and B Algorithm Project A

2 Date U.S. Traditional Algorithm Project to show your estimate. Use any strategy to solve the problem. Sample answer: =. Ballpark estimate: In one year, the pet store sold guppies and goldfish. How many more guppies were sold? guppies Use U.S. traditional subtraction to solve each problem.. Ballpark estimate: =. Ballpark estimate: = Doing the Project Solving a Problem (Math Journal, p. P) INDEPENDENT Ask children to solve Problem on journal page P. Tell them they may use base blocks, play money, paper and pencil, or any other tools they wish, except calculators.. Ballpark estimate: = Math Journal, p. P EMcuMJ_G_PP_P.indd. Ballpark estimate: = = // : PM Discussing Solutions (Math Journal, p. P) WHOLECLASS Discuss children s solutions to Problem on journal page P. = guppies Expect that children will use several different methods, which may include modeling with base blocks or other manipulatives, applying various paperandpencil methods such as counting up, and using tradefirst subtraction. Some children may also use U.S. traditional subtraction. Possible strategies: Modeling with base blocks Show with hundreds, tens, and ones. Trade hundred for tens. Trade ten for ones. Subtract by removing hundreds, tens, and ones. ( hundred, tens, and ones) remains. A Algorithm Project U.S. Traditional

3 Counting up = + = + = + = + = = = Using tradefirst subtraction Using U.S. traditional subtraction NOTE Tradefirst subtraction resembles U.S. traditional subtraction, except that in tradefirst subtraction, as the name implies, all the trading is done before any subtractions are carried out, allowing the person to concentrate on one task at a time. Introducing U.S. Traditional WHOLECLASS After you have discussed children s solutions, and even if one or more children used U.S. traditional subtraction, demonstrate it again as described below. Example : Step : Start with the s. Since >, you need to regroup. Trade ten for ones: = hundreds + ten + ones. Subtract the s: =. Algorithm Project A

4 Date U.S. Traditional Algorithm Project =. Ballpark estimate: There were children on the playground. When the school bell rang, went into the school. How many children were still on the playground? children. Ballpark estimate: =. Ballpark estimate: = Step : Go to the s. Since >, you need to regroup. Trade hundred for tens: = hundreds + tens + ones. Subtract the s: =. Step : Go to the s. You don t need to regroup. Subtract the s: =.. Ballpark estimate: =. Ballpark estimate: = = = more guppies than goldfish were sold. Example : Math Journal, p. P EMcuMJ_G_PP_P.indd // : PM Step : Start with the s. Since >, you need to regroup. There are no tens in, so trade hundred for tens and then trade ten for ones: = hundreds + tens + ones. Subtract the s: =. Date Math Journal, p. P U.S. Traditional Algorithm Project. Ballpark estimate: = Marcus had pictures on his computer. He deleted of them. How many pictures were left on his computer? pictures. Ballpark estimate: Write a number story for. Solve your number story. Fill in the missing numbers in the subtraction problems... = ; Number stories vary. Sample estimate shown. Step : Go to the s. You don t need to regroup. Subtract the s: =. Step : Go to the s. You don t need to regroup. Subtract the s: =. = You may want to work several more examples with the whole class. Suggestions: =? =? =? =? =? =? EMcuMJ_G_PP_P.indd // : PM A Algorithm Project U.S. Traditional

5 Practicing U.S. Traditional (Math Journal, pp. P P; Student Reference Book, p. B) PARTNER When children are ready, have them solve Problems on journal page P. They may find the example on Student Reference Book, page B helpful. Journal pages P P provide children with additional practice using U.S. traditional subtraction. Use these journal pages as necessary. Date U.S. Traditional Algorithm Project. Ballpark estimate: = Josh wrote a story with words. Zoe wrote a story with words. How many more words are in Zoe s story? words. Ballpark estimate: = Write a number story for. Solve your number story. ; Number stories vary. Sample estimate shown. Extending the Project Solving Multidigit INDEPENDENT Problems (Online Additional Practice, pp. A D; Student Reference Book, pp. and B) Fill in the missing numbers in the subtraction problems... Math Journal, p. P EMcuMJ_G_PP_P.indd // : PM Online practice pages A D provide children with additional practice solving multidigit subtraction problems. Use these pages as necessary. Encourage children to use the focus algorithm (tradefirst subtraction) to solve the problems on practice page A. Invite them to use any algorithm they wish to solve the problems on the remaining pages. Children may find the examples on Student Reference Book, pages and B helpful. Go to to access the additional practice pages. Online Master Name Date TradeFirst Online Additional Practice Algorithm Project to show your estimate. Use tradefirst subtraction to solve each problem.. Ballpark estimate: Ravi had marbles. He gave marbles to his cousin. How many marbles does he have left? marbles. Ballpark estimate: Sample answer: =. Ballpark estimate: = =. Ballpark estimate:. Ballpark estimate: = = = Online Additional Practice, p. A EMcuGOP_AD_P.indd A // : PM Algorithm Project A

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