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Subtraction Of Whole Numbers Using A Number Line
(the 1st step towards using a standard written method for subtraction)
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A number line can be used to record the stages of a subtraction question in 2 different ways. You can either use it to “count back” or use it to “count on”. For example: 16 - 7 = 9
A number line can be used to record the stages of a subtraction question in 2 different ways. You can either use it to “count back” or use it to “count on”. For example: 16 - 7 = 9
To “Count Back” you need to subtract from the larger number to the smaller number in stages:
A number line can be used to record the stages of a subtraction question in 2 different ways. You can either use it to “count back” or use it to “count on”. For example: 16 - 7 = 9
10 16
- 6To “Count Back” you need to subtract from the larger number to the smaller number in stages:
A number line can be used to record the stages of a subtraction question in 2 different ways. You can either use it to “count back” or use it to “count on”. For example: 16 - 7 = 9
9 10 16
- 1 - 6To “Count Back” you need to subtract from the larger number to the smaller number in stages:
A number line can be used to record the stages of a subtraction question in 2 different ways. You can either use it to “count back” or use it to “count on”. For example: 16 - 7 = 9
9 10 16
- 1 - 6To “Count Back” you need to subtract from the larger number to the smaller number in stages:
To “Count On” you need to add on from the smaller number to the larger number in stages:
A number line can be used to record the stages of a subtraction question in 2 different ways. You can either use it to “count back” or use it to “count on”. For example: 16 - 7 = 9
9 10 16
- 1 - 6To “Count Back” you need to subtract from the larger number to the smaller number in stages:
7 10
+ 3To “Count On” you need to add on from the smaller number to the larger number in stages:
A number line can be used to record the stages of a subtraction question in 2 different ways. You can either use it to “count back” or use it to “count on”. For example: 16 - 7 = 9
9 10 16
- 1 - 6To “Count Back” you need to subtract from the larger number to the smaller number in stages:
7 10 16
+ 3 + 6To “Count On” you need to add on from the smaller number to the larger number in stages:
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting Back” subtracting the units first, followed by the tens: 80 86
- 6
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting Back” subtracting the units first, followed by the tens: 79 80
- 1
86
- 6
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting Back” subtracting the units first, followed by the tens:
- 40
39 79 80
- 1
86
- 6
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting Back” subtracting the units first, followed by the tens:
- 40
39 79 80
- 1
86
- 6
- 40
8646
“Counting Back” subtracting the tens first, followed by the units:
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting Back” subtracting the units first, followed by the tens:
- 40
39 79 80
- 1
86
- 6
- 6 - 40
40 8646
“Counting Back” subtracting the tens first, followed by the units:
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting Back” subtracting the units first, followed by the tens:
- 40
39 79 80
- 1
86
- 6
- 6 - 40
39 40 86
- 1
46
“Counting Back” subtracting the tens first, followed by the units:
47 50
+ 3
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting On” adding on the units first, followed by the tens:
+ 6
47 50
+ 3
56
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting On” adding on the units first, followed by the tens:
+ 6 + 30
47 50 86
+ 3
56
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting On” adding on the units first, followed by the tens:
+ 6 + 30
47 50 86
+ 3
56
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting On” adding on the units first, followed by the tens:
+ 30
47 77
“Counting On” adding on the tens first, followed by the units:
+ 6 + 30
47 50 86
+ 3
56
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting On” adding on the units first, followed by the tens:
+ 30
47 77
+ 3
80
“Counting On” adding on the tens first, followed by the units:
+ 6 + 30
47 50 86
+ 3
56
When working with bigger numbers, you can either work with the tens first, followed by the units or work with the units first, followed by the tens .For example: 86 - 47 = 39
“Counting On” adding on the units first, followed by the tens:
+ 6+ 30
47 77 86
+ 3
80
“Counting On” adding on the tens first, followed by the units:
That’s it for now......
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