Reflection: Subtracting with Decomposing - Section 3: Concept development


As seen in my reflection video, this was a smooth non-problematic lesson for my students.


My students are still getting used to the fact that they need to use numbers, words, and a model in their communication to me when solving problems.  I thought I might get some grumbles about now needing to check their subtraction work with addition, but, I didn't!  It is nice to see your students easily whip through an assignment, however, I can't honestly say that they whipped through it based on anything I did today.  The 9 subtraction problems they computed on the front side of the worksheet could have been done by most prior to my lesson. That being said, that side is still a great formative assessment for me to know if students need extra help or more support with subtraction.

I was really happy I got to use the word inverse when students noted the addition and subtraction relationship. I made a big dramatic scene about it and of course told them they wer using math practice 7!  The phrase that pays is also going well. I am finding my students trying to use it more and more.

  Subtraction Success
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Subtracting with Decomposing

Unit 8: Place value
Lesson 13 of 14

Objective: SWBAT use place value understanding to decompose numbers to subtract large numbers.

Big Idea: In this lesson, students use tape diagrams in order to subtract and make sense of subtraction as the inverse of addition.

  Print Lesson
Math, modeling, Place Value, Number Sense and Operations, subtraction, decompose numbers
  60 minutes
subtracting cover
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