# Lesson 11

Different Ways to Add and Subtract

## Warm-up: Number Talk: Use Tens (10 minutes)

### Narrative

This Number Talk encourages students to think about decomposing the subtrahend to get to a ten when subtracting. For example, in the first problem it is helpful to think about 6 as 2 + 4. This way you can subtract 2 to get to 30, and then subtract 4 from 30. The understandings elicited here will be helpful later in the lesson when students represent sums and differences on a number line by jumping to the nearest ten.

In reasoning together about the number line representation, and connecting the strategy of making a ten to jumping to the nearest ten, students need to be precise in their word choice and use of language (MP6).

### Launch

• Display one expression.
• “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

### Activity

• Record answers and strategy on a number line.
• Keep expressions and work displayed.
• Repeat with each expression.

### Student Facing

Find the value of each expression mentally.

• $$32 - 6$$

• $$43 - 8$$

• $$51 - 5$$

• $$52 - 7$$

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• “For $$52 - 7$$ some students decomposed the 7 to make it easier to get to a ten. How does this number line representation connect to that strategy?”
• Draw a number line showing 52 represented with a point, a jump of 2, and then a jump of 5.

## Activity 1: Compare Methods (15 minutes)

### Narrative

The purpose of this activity is for students to use a number line to compare different methods for getting to a ten when subtracting a two-digit number from a two-digit number. Students analyze and try a method where they add or subtract the tens first and then decompose the ones to reach a multiple of 10. Diego's method is an example of this for $$53 - 29$$.

They analyze a method that begins by decomposing the ones being added or subtracted to get to a multiple of ten. In the synthesis, students discuss each method and which one they prefer. Tyler’s method is an example of this for $$53 - 29$$.

Action and Expression: Internalize Executive Functions. Check for understanding by inviting students to explain where the parts of the problem can be found in their work with the number line. For example, “Where is the 29 in Diego/Tyler’s work? Where is the 53? Did you find the difference? Where is it?” Use different colored markers or pencils to represent the numbers and keep this visible throughout the activity.
Supports accessibility for: Memory, Organization, Conceptual Processing

### Required Materials

Materials to Copy

• Number Line to 100

### Launch

• Groups of 2
• Give each student a copy of the blackline master.
• “Diego and Tyler found the value of $$53 -29$$ on the number line. Each student represented how they found the difference. Explain each student’s method.”
• 1 minute: quiet think time
• 2 minutes: partner discussion
• Share responses.
• “What is the same and what is different about how Diego and Tyler found the difference?” (Diego started by subtracting the tens and Tyler started by subtracting the ones. They both decomposed the ones to make subtracting the ones easier. They both thought of a way they could decompose to get to a ten.)

### Activity

• “Now, you will have the opportunity to try out Diego and Tyler’s methods. Find the value of each expression. Represent the methods on the number line.”
• 8 minutes: independent work time
• 2 minutes: partner discussion

### Student Facing

Diego and Tyler found the value of $$53 - 29$$. Their work is shown.

Diego’s Method:

Tyler’s Method:

1. Use Diego’s method to find the value of $$82 - 35$$.

2. Use Tyler’s method to find the value of $$66-28$$.

### Student Response

For access, consult one of our IM Certified Partners.

### Activity Synthesis

• Invite students to share how they used each Tyler and Diego's methods.
• “Did you find Tyler’s method or Diego’s method more helpful? Explain.”
• “Is there another way we could use the number line to show a way to make it easier to find the value of $$53-29$$ by getting to a ten?”
• If not suggested by students, ask: “How could we start with 29 and use a method like Diego or Tyler’s?” (Start with 29, jump over 1 to get to 30, then it's easy to see all you need to do is jump 23 to get to 53.)
• Record the method and display throughout the lesson for students to reference.
• “How is this method the same as Diego or Tyler’s? How is different?”

## Activity 2: More Methods (20 minutes)

### Narrative

The purpose of this activity is for students to continue to develop fluency with addition and subtraction within 100. The numbers in each expression encourage the use of the methods students analyzed in the previous activity. However, students should be encouraged to use whatever method makes the most sense to them. Partners work together to create a visual display to share their representations of 1 sum and 1 difference including number lines and do a gallery walk to compare their representations to others (MP2).

This activity uses MLR7 Compare and Connect. Advances: representing, conversing

### Required Materials

Materials to Gather

Materials to Copy

• Number Line to 100

### Launch

• Groups of 2
• Give each student a copy of the blackline master and access to base-ten blocks.
• Assign Partner A and Partner B.

### Activity

• “Find the value of the sum and difference. You may continue to try Diego or Tyler's method or use any other way that makes sense to you. Use the number line if it helps to show your thinking.”
• 5 minutes: independent work time
• 3 minutes: partner discussion

### Student Facing

Partner A

1. Find the value of $$59 + 27$$.

2. Find the value of $$65 - 18$$.

Partner B

1. Find the value of $$68 - 39$$.

2. Find the value of $$22 + 49$$.

### Student Response

For access, consult one of our IM Certified Partners.

Students can use base-ten blocks or diagrams to find the value of each expression. Consider pairing these students with partners who use methods like those students analyze Activity 1. Consider asking:
• ”How did you decompose or compose a ten with the blocks? How can you tell by looking at the expression that you would need to decompose or compose a ten?”
• ”How is this like how your partner used the number line? How is it different?”

### Activity Synthesis

MLR7 Compare and Connect
• “Create a visual display that shows your thinking for 1 sum and 1 difference with a partner.”
• “You should include a number line for at least one expression in your display. You may want to include base-ten diagrams or other details to help others understand your thinking.”
• 5 minutes: partner work time
• 6 minutes: gallery walk
• ”What is the same and what is different between the representations?”

## Lesson Synthesis

### Lesson Synthesis

Display students’ work from the second activity showing the same sum or difference represented with a base-ten diagram and a number line.

“When we are adding and subtracting within 100, we may use different methods based on the numbers in the problem we’re working on. The number line can be helpful to show our thinking.”

“____ used base ten diagrams and ____ used a number line to show their thinking. What connections can we make between these representations and how they found sums and differences?”

## Cool-down: Sums and Differences (5 minutes)

### Cool-Down

For access, consult one of our IM Certified Partners.