MONDAY - OCTOBER 2

SOLs: Math
2.7 The student, given two whole numbers, each of which is 99 or less, will
a) estimate the difference; and
b) find the difference, using various methods of calculation.
Materials:
Thinking Addition to Subtract Doubles Packet
Cubes

Preparation:
Print out enough copies of moovelous doubles for each student to have one

Introduction:
Last week we learned about adding doubles, what does that mean?
Ask for examples from the class
What does it mean to subtract two numbers?
Ask for examples from the class
What are some ways that we can use our doubles addition to help us subtract?
Just have students brainstorm this idea and give guesses

Implementation:
Do the packet with them to show them examples and further explain this concept
For question 1, have a student volunteer to give a number between 0 and 10,
use that number to do the double addition
Ex: 4 + 4 = 8
Show how we can use our double addition to do the subtraction underneath
Ex: 8 - 4 = 4
The same numbers are used, they are just in a different order
Maybe show them this using cubes
Get 4 cubes of one color, another 4 cubes of another color, and 8
cubes of a third color
Project them on the smartboard, put the four blocks, then the
other four blocks, then the eight blocks
Then switch around the order by putting the 8 blocks, then the first
4, then the second 4
As you are arranging the blocks, explain that we are putting 4 and
4 together to get 8, then say we are taking 4 away from 8 to get 4
Repeat this process for numbers 1-4
Continue on to the next page for guided practice
Begin by explaining what they did for question 1
If 1 + 1 = 2, then 2 - 1 = 1 (same numbers used, just in a different
order)
Use blocks again if necessary
Have students volunteer to fill in the blanks for numbers 2-4
Explain again that we are using doubles addition to help us subtract
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Then have students do the independent practice page on their own to allow them
to practice what we just went over and develop their own strategies
Walk around to help wherever needed
If students finish this page, allow them to do the back
Have them also do number 12, but explain it to them before they do it and
give an example
After all students have completed the packet, allow students to play a game to practice
what they have learned (make it where they can earn candy or money for their team)
I will write 3 numbers on the board
Ex:
4,4,8 10,20,10
6,12,6 14,7,7
3,3,9 9,18,9
4,2,2 5,5,10
8,8,16
I will call someone from each team an equal number of times to make it fair
The person I call on will need to use those three numbers I have on the board the
same way we practiced
Ex. if I call on a student and their numbers are 1,1,2, they need to tell me
how that can be a doubles addition problem (1 + 1 = 2) AND how it can
be a subtraction problem (2 - 1 = 1)
If they can tell me both, then their team gets money (or they get candy,
depending on how I want to run the prizes)

If there is still time left in the lesson after playing this game, I will have students complete
a math ticket with a question based on what we learned during class
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