Subtraction Using A Number Line

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Subtraction Using A Number Line

  1. 1. Subtraction Of Whole Numbers Using A Number Line (the 1st step towards using a standard written method for subtraction) For more maths help & free games related to this, visit: www.makemymathsbetter.com
  2. 2. 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
  3. 3. 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:
  4. 4. 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: -6 10 16
  5. 5. 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: -1 9 -6 10 16
  6. 6. 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: To “Count On” you need to add on from the smaller number to the larger number in stages: -1 9 -6 10 16
  7. 7. 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: To “Count On” you need to add on from the smaller number to the larger number in stages: -1 9 -6 10 +3 7 10 16
  8. 8. 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: To “Count On” you need to add on from the smaller number to the larger number in stages: -1 9 -6 +3 7 16 10 +6 10 16
  9. 9. 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
  10. 10. 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: -6 80 86
  11. 11. 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: -1 79 80 -6 86
  12. 12. 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 -1 79 80 -6 86
  13. 13. 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: “Counting Back” subtracting the tens first, followed by the units: - 40 39 -1 79 80 -6 86 - 40 46 86
  14. 14. 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: “Counting Back” subtracting the tens first, followed by the units: - 40 39 -1 79 80 -6 40 -6 86 - 40 46 86
  15. 15. 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: “Counting Back” subtracting the tens first, followed by the units: - 40 39 -1 39 40 -1 79 80 -6 -6 86 - 40 46 86
  16. 16. 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: +3 47 50
  17. 17. 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: +3 47 50 +6 56
  18. 18. 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: +3 47 50 + 30 +6 56 86
  19. 19. 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: “Counting On” adding on the tens first, followed by the units: +3 47 50 + 30 +6 86 56 + 30 47 77
  20. 20. 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: “Counting On” adding on the tens first, followed by the units: +3 47 50 + 30 +6 + 30 47 86 56 +3 77 80
  21. 21. 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: “Counting On” adding on the tens first, followed by the units: +3 47 50 + 30 +6 + 30 47 86 56 +3 77 80 +6 86
  22. 22. That’s it for now...... For more help with your maths, try my book: mastering multiplication tables on amazon.com

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