Number Line Subtraction Donuts

Number Line Subtraction Donuts
Number Line Subtraction Donuts
Number Line Subtraction Donuts
Number Line Subtraction Donuts
Number Line Subtraction Donuts
Number Line Subtraction Donuts
Number Line Subtraction Donuts
Number Line Subtraction Donuts
File Type

Zip

(28 MB|70 pages)
Standards
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  • Product Description
  • Standards

Hands-on lesson plans, games, and printables to explore subtraction strategies with a number line. Students will explore the subtraction strategies of "counting back" and "counting up" in a concrete way, using a number line and wands. The old lady demonstrates subtraction by eating the donuts and provides a memorable and concrete way to explore the concept of subtraction.

Devouring Donuts: Number Line 0-20, Subtraction, Active Learning

Objective: Students will use a number line to demonstrate two strategies for subtraction: “counting back” and “counting up”. Students will explore the concept in a concrete way, by using the classroom number line and wands. Students will find the larger number with their old lady wand and then “eat” back (counting back) from that number to find the difference. Students will be finding how many donuts the old lady eats! Other students will follow along with their personal number lines. Student will complete extension activities to demonstrate their comprehension.

Head over to my blog, Differentiation Station Creations to see Devouring Donuts in action!

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If you loved "Devouring Donuts: Number Line 0-20, Subtraction, Active Learning", you need to take a look at these games and activities!

Bundle of Donuts! Addition, Subtraction, Number Lines, Games, and Printables.

Delicious Donuts: Addition to 20, Number Lines, Missing Addends, and More!.

Monster Munch: Addition to 20, Number Lines, Missing Addends, and More!.

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Differentiation Station Creations

Log in to see state-specific standards (only available in the US).
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Apply properties of operations as strategies to add and subtract. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Total Pages
70 pages
Answer Key
N/A
Teaching Duration
N/A
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