1.
Subtraction Of Whole Numbers Using
A Number Line
(the 1st step towards using a standard written
method for subtraction)
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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......
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