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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
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

To “Count Back” you
need to subtract from
the larger number to
the smaller number in
stages:

-6

10

16
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
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
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
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
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:

-6
80

86
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
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
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
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
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
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
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
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
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
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
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
That’s it for now......

For more help with your maths, try
my book:
mastering multiplication tables
on amazon.com

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Subtraction Using A Number Line

  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. That’s it for now...... For more help with your maths, try my book: mastering multiplication tables on amazon.com