# Lesson 25

How Do You Want to Subtract?

## Warm-up: Choral Count: Start At 50 (10 minutes)

### Narrative

The purpose of this Choral Count is for students to practice counting by one starting at a number other than one. These understandings help students make the transition from counting all to counting on when adding and subtracting.

### Launch

• “Count by 1, starting at 50.”
• Record as students count.
• Stop counting and recording at 100.

### Activity

• “What patterns do you see?”
• 1-2 minutes: quiet think time
• Record responses.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• "What numbers comes after 79? What number comes before 50?"

## Activity 1: Choose Your Own Subtraction Method (20 minutes)

### Narrative

The purpose of this activity is for students to find differences using methods they choose. As students work, they may feel more comfortable with one method than another. The numbers were chosen to encourage different methods (counting on and taking away) so students can consider the numbers in a specific expression as they find the difference. During the activity synthesis, students share which method they used for a specific problem and why they chose it (MP3).

MLR8 Discussion Supports. Synthesis: During partner work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “I heard you say . . . .” Original speakers can agree or clarify for their partner.
Engagement: Provide Access by Recruiting Interest. Provide choice. Invite students to decide which problem to start with.
Supports accessibility for: Social-Emotional Functioning, Attention

### Required Materials

Materials to Gather

### Launch

• Groups of 2
• Give students access to double 10-frames and connecting cubes or two-color counters.

### Activity

• “We have been learning about different methods for subtracting. Look at each equation and think about which method you want to use to find the missing number. You can use different methods for each problem if you would like.”
• 8 minutes: independent work time
• As students work, consider asking:
• “Which method did you use?”
• “Why did you choose that method for this equation?”
• “Do you use this method for every equation? Why or why not?”
• Monitor for students who take away three for $$19 - 3 = \boxed{\phantom{\f{4}}}$$, and can explain the benefit to choosing this method for these numbers.
• 4 minutes: partner discussion

### Student Facing

1. $$20 - 15 = \boxed{\phantom{\frac{aaai}{aaai}}}$$
Show your thinking using drawings, numbers, or words.
2. $$19 - 3 = \boxed{\phantom{\frac{aaai}{aaai}}}$$
Show your thinking using drawings, numbers, or words.
3. $$13 - 5 = \boxed{\phantom{\frac{aaai}{aaai}}}$$
Show your thinking using drawings, numbers, or words.
4. $$18 - 9 = \boxed{\phantom{\frac{aaai}{aaai}}}$$
Show your thinking using drawings, numbers, or words.
5. $$17 - 15 = \boxed{\phantom{\frac{aaai}{aaai}}}$$
Show your thinking using drawings, numbers, or words.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Invite previously identified students to share.
• “We can choose to use different methods for different equations depending on the numbers. If we need to take away a lot, we might choose to count on instead. If we only need to take away a few, we might choose to take away. Both methods will work, but we can think about which method is more efficient for each equation.”

## Activity 2: Solve Story Problems (15 minutes)

### Narrative

The purpose of this activity is for students to solve different types of story problems involving teen numbers. Each story problem can be solved using either addition or subtraction. Students may use either operation for the second and third problems and any method that makes sense to them. They write equations to match the stories and should be able to explain how they match (MP2).

### Required Materials

Materials to Gather

### Launch

• Groups of 4
• Give students access to double 10-frames and two-color counters or connecting cubes.

### Activity

• 6 minutes: independent work time
• Monitor for students who solve Kiran’s story problem by:
• Counting on from 9
• Taking away 9
• Subtracting from the ten or subtracting to get to 10
• 4 minutes: small-group discussion

### Student Facing

1. There are 12 pencils on the table.
The teacher picks up 7 pencils.
How many pencils are still on the table?
Show your thinking using drawings, numbers, or words.

Equation: _________________________________________

2. Clare collects 8 glue sticks from the red table.
She collects some more from the blue table.
Now she has 15 glue sticks.
How many did she collect from the blue table?
Show your thinking using drawings, numbers, or words.

Equation: _________________________________________

3. Kiran has 17 crayons.
He gives some to his friends.
Now he has 9 crayons.
How many did he give to his friends?
Show your thinking using drawings, numbers, or words.

Equation: _________________________________________

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Display Kiran’s story problem.
• Invite previous identified students to share their methods and equations.
• “How do their equations match their work? Where do we see the answer to the question in their equation?”

## Lesson Synthesis

### Lesson Synthesis

Display $$14 - 9 = \boxed {\phantom{4}}$$.

“Today we used different methods to solve story problems and find missing numbers in equations. Talk to your partner about how you can find the missing number in this equation using addition or subtraction.”

## Cool-down: Subtraction Methods (5 minutes)

### Cool-Down

For access, consult one of our IM Certified Partners.