Subtraction Using A Number Line
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The document discusses using a number line to subtract whole numbers. It explains that a number line can be used to subtract either by counting back, which involves subtracting the numbers in stages moving from the larger to the smaller number, or by counting on, which involves adding the numbers in stages moving from the smaller to the larger number. It provides examples of using counting back and counting on to solve 16 - 7. It also discusses subtracting larger numbers by either working with the tens place value first then the ones, or vice versa.
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