Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.

Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.

Successfully reported this slideshow.

Like this presentation? Why not share!

- Copilacion de refranes, calavera lí... by Alejandra Araujo 63391 views
- Subtraction with zeros by Mylady Ramos 4082 views
- 100poemas mexicanos by jmorales023 42107 views
- Addition presentation power point by marshe6264 34174 views
- Subtraction with regrouping by KattStubbs 2591 views
- Addition Using A Number Line by Chris James 7763 views

6,091 views

Published on

No Downloads

Total views

6,091

On SlideShare

0

From Embeds

0

Number of Embeds

1,236

Shares

0

Downloads

55

Comments

0

Likes

1

No embeds

No notes for slide

- 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

No public clipboards found for this slide

Be the first to comment