Topic+Eleven

= Topic Eleven - Subtraction with Tens and Ones = Pacing (Duration of Unit): 7 Days 1. Makes sense of problems and persevere in solving them. 2. **Reason abstractly and quantitatively.** 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. **Look for and make use of structure.** 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __ **Transfer:** __
 * __**Established Goals:**__


 * 1.NBT.6** Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

__**Student "I Can" Statements:**__


 * I can use different strategies to subtract multiples of 10 (10-90) from numbers under 100, write the matching number sentence and explain my strategy.

__**Prerequisite Standards:**__


 * K.NBT.1** Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.


 * 1.NBT.2** Understand that the two digits of a twodigit number represent amounts of tens and ones.


 * 1.NBT.2.A** Understand that 10 can be thought of as a bundle of ten ones — called a "ten." ||
 * __**Big Ideas:**__

There is more than one algorithm for each of the operations with rational numbers. Some strategies for basic facts and most algorithms for operations with rational numbers, both mental math and paper and pencil, use equivalence to transform calculations into simpler ones. Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * Basic Facts and Algorithms **
 * Practices, Processes, and Proficiencies **
 * What are ways to subtract two-digit numbers? ||
 * __**Students will know...**__


 * Subtracting groups of 10 is similar to subtracting numbers less than 10.
 * When subtracting tens from a two-digit number, only the tens digit changes.
 * There is more than one way to do a mental calculation. Techniques for doing subtraction calculations mentally involve changing the numbers or the expression so the calculation is easy to do mentally.
 * The traditional algorithm for subtracting a one-digit number from a two-digit number starts by subtracting ones. Sometimes 1 ten needs to be renamed as 10 ones before subtracting. Then the tens are subtracted.
 * Information in a problem can often be shown using a picture or diagram and can be used to understand and solve the problem. Some problems can be solved by writing and completing a number sentence or equation.

__**Vocabulary:**__

regroup || __**Students will be skilled at...**__


 * subtracting 10 from multiples of 10 in the range 10-90.
 * using a hundred chart to subtract multiples of 10 from two-digit numbers.
 * subtracting a multiple of 10 from a two-digit number.
 * subtracting multiples of 10 from two-digit numbers using mental math.
 * subtracting one-digit numbers from two-digit numbers with and without regrouping and record the difference in horizontal form. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__ ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 11-1** Subtracting groups of 10 is similar to subtracting numbers less than 10.
 * 11-2** When subtracting tens from a two-digit number, only the tens digit changes.
 * 11-3** When subtracting tens from a two-digit number, only the tens digit changes.
 * 11-4** There is more than one way to do a mental calculation. Techniques for doing subtraction calculations mentally involve changing the numbers or the expression so the calculation is easy to do mentally.
 * 11-5** The traditional algorithm for subtracting a one-digit number from a two-digit number starts by subtracting ones. Sometimes 1 ten needs to be renamed as 10 ones before subtracting. Then the tens are subtracted.
 * 11-6** Information in a problem can often be shown using a picture or diagram and can be used to understand and solve the problem. Some problems can be solved by writing and completing a number sentence or equation. ||
 * __**Resources:**__ ||