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**Subtract Multiples of 100 and Some Tens**

Lesson 5.3:

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**Subtracting Multiples of Hundreds and Tens**

What is 2 tens less than 130? Give the subtraction number sentence. 130 – 20 = 110 What is 2 hundreds less than 350? 350 – 200 = 150 What is 6 tens less than 150?

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**Subtracting Multiples of Hundreds and Tens**

What is 3 hundreds less than 550? Give the subtraction number sentence. What is 7 tens less than 250?

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Application Problem Diane needs 65 craft sticks to make a gift box. She only has 48. How many more craft sticks does she need? Solution

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**Concept Development Problem 1**

570 – 100 is...? 570 – 100– 10 is? How much did we take away in all? 110 Say the complete number sentence for our last problem. 570 – 110 = 460

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**Concept Development Problem 1**

Turn and talk to your partner about the steps in subtracting 110 from 570. We made it into two steps: first taking away the hundred, and then the ten, to make it easier.

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**Concept Development Problem 2**

Let’s try another. 450 – 200 is...? 250 450 – 200 – 10 is...? 240 Subtract another 40. How many now? 200 Talk with your partner. What just happened?

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**Concept Development Problem 2**

We started with 450. We took away 200 and then 10 to make 240. Then we took away 40 more to get 200. We took away 250 in all, one chunk at a time. What if I needed to solve 450 – 260? Could I use 450 – 250 to help me? Just subtract 10 more. 450 – 250 – 10 is...? 190

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**Concept Development Problem 3**

Now with your base ten blocks, show me 780 – 300. Draw 780 in your notebook. Cross out 3 hundreds to show 480 on the board. Now we have 480. How many do we need to take away from 780 to get 400? Turn and talk. 80 more Some people might say we have to take 380 away. Start with 780 and take away 380 with your blocks. Do you get 400? Try it. Cross out 3 hundreds and 8 tens on the board to get 400.

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**Concept Development Problem 3**

Now I want to solve 780 – 390. What do I need to do to solve this? Turn and talk. Start with 780 – 380, which is 400, then take away 10 more. Sometime we have to unbundle a hundred. What is 780 – 390? 390 Now let’s show this problem using the arrow way.

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**Concept Development Problem 4**

In this part, you will record your answers on in your notebooks and then turn them over. When I say ready, you will show me your work. 400 – 200 440 – 200 440 – 240 440 – 260? Talk with a partner. We can use 440 – 240 and take away 20 more to get 180. We can say 440 minus 200, then take away 40 more to make 200, then 20 more. We can take 200 away, then 20, and 20, and 20.

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**Concept Development Problem 4**

Let’s look at it the arrow way. Now try 620 – 430. Draw it the arrow way.

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**Practice Problems 1. Solve using the arrow way. a. 570 – 200 570 – 270**

570 – 290 b – 400 760 – 460 760 – 480

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**Practice Problems 1. Solve using the arrow way. c. 950 - 500 950 - 550**

d – 320 820 – 360 820 – 390

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Practice Problems 2. Solve using a simplifying strategy. Use scratch paper if needed. a. 530 – 400 = ___ – 430 = ___ – 460 = ____ b = ___ – 660=___ = ___ c = ___ = __ = ___ d = ___ = __ = ___

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**Practice Problems 3. Solve. a.88 tens – 20 tens = _________**

b.88 tens – 28 tens = ________ c.88 tens – 29 tens = _________ d.84 tens – 28 tens = ________ e. What is the value of 60 tens? ________________ f. What is the value of 56 tens? _________________

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Exit Ticket 1. Solve using a simplifying strategy. Show your work if needed. = ____ = ____ = _____ Solve. a. 67 tens – 30 tens = _____ tens. The value is ______. b. 67 tens – 37 tens = _____ tens. The value is ______. c. 67 tens – 39 tens = _____ tens. The value is ______.

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