NBT.2 Spiral Review: Building Tens (Days 1-7)

Objective

Students will be able to build multiples of 10 to 90 using base ten blocks.

Instructions

This warm-up activity is designed to be completed daily for approximately 5 minutes at the start of math class for 7 days. Each day focuses on reinforcing the concept of building multiples of ten using base ten blocks.

Day 1: Build It!

Teacher: "Good morning, mathematicians! Today, we're going to warm up our brains by building with our base ten blocks. I'm going to say a multiple of ten, and I want you to build it using your tens rods. Ready? Build 30!"

• Observe students as they build. Circulate and provide support.
• Teacher: "Show me your 30! How many tens rods did you use?" (Expected answer: 3)
• Repeat with 60.

Day 2: Count and Build

Teacher: "Let's continue building with tens! Today, we'll practice counting by tens and then building. Build 50!"

• Teacher: "How many tens rods make 50? Can you count by tens with me as we point to each rod? (10, 20, 30, 40, 50)."
• Repeat with 80.

Day 3: What's Missing?

Teacher: "Today, I'll show you some tens rods, and I want you to tell me what number I've built. Then, you'll build it too!"

• Teacher displays 4 tens rods.
• Teacher: "What number have I built? Now, build it yourself!" (Expected answer: 40)
• Repeat by displaying 7 tens rods (Expected answer: 70).

Day 4: Partner Build

Teacher: "Find a partner! Today, one partner will say a multiple of ten (up to 90), and the other partner will build it with their blocks. Then, switch roles!"

• Monitor pairs, ensuring they are taking turns and building correctly.

Day 5: Draw and Build

Teacher: "Let's try drawing and building! I'll say a number, and you'll first draw the tens rods in your math journal or on a whiteboard, then build it with your blocks."

• Teacher: "Draw and build 20!"
  
  
  
• Teacher: "Draw and build 90!"
  
  
  

Day 6: Quick Build Challenge

Teacher: "Time for a quick build challenge! I'll call out a number, and you'll race to build it as fast as you can. When you're done, show me your blocks!"

• Call out numbers like 40, 70, 10, 50 in quick succession.

Day 7: Story Problem Build

Teacher: "Today, we'll build numbers from a short story problem. Listen carefully!"

• Teacher: "Maria has 2 packs of 10 crayons. How many crayons does Maria have? Build it!" (Expected answer: 20)
• Teacher: "Tom saved 6 packs of 10 stickers. How many stickers does Tom have? Build it!" (Expected answer: 60)

Subtracting 10 with Manipulatives Script

Warm-Up: Spiral Review (5 minutes)

(Teacher: "Good morning, mathematicians! Let's get our brains ready with our building tens review! Today, we're going to build [refer to daily NBT.2 spiral review instructions, e.g., '60'] using our tens rods. Go ahead and build 60!"



(Circulate, observe, and provide quick feedback on student building.)

Introduction to Subtracting 10 (I Do) (10 minutes)

(Teacher): "Alright, listen up, Subtraction Superheroes! Today, we are going to become subtraction experts. Our mission is to learn how to subtract 10 from big numbers, from multiples of ten, using our super cool base ten blocks!"

(Teacher): (Display Subtracting 10 with Manipulatives Slide Deck - Slide 1)

(Teacher): "Look at our slide, 'Subtraction Superheroes!' Our mission is to learn to subtract 10 from numbers that are multiples of ten, and we'll use our base ten blocks to help us. This is super important for understanding how numbers work!"

(Teacher): (Display Subtracting 10 with Manipulatives Slide Deck - Slide 2)

(Teacher): "Watch me first! I'm going to start with the number 40. Can everyone see my base ten blocks here? How many tens rods do I need to make 40? That's right, 4 tens rods! Let's count them together: 10, 20, 30, 40."

(Teacher): "Now, our goal is to subtract 10. When we subtract 10, it means we are taking away one group of ten, or one tens rod. Watch as I take away one tens rod from my group of 40. (Physically remove one tens rod.)"

(Teacher): "How many tens rods do I have left now? Let's count them: 10, 20, 30. So, when I started with 40 and I subtracted 10, I was left with 30! That means 40 minus 10 equals 30! We took away one ten, and now we have three tens."

(Teacher): (Display Subtracting 10 with Manipulatives Slide Deck - Slide 3)

(Teacher): "Let's try another one together, but still watch me for this example. What if we start with 70? How many tens rods do I need to make 70? Yes, 7 tens rods! Let's count: 10, 20, 30, 40, 50, 60, 70."

(Teacher): "Now, what do we do when we want to subtract 10? We take away one tens rod! (Physically remove one tens rod.)"

(Teacher): "Look at what's left. How many tens rods do I have now? Let's count again: 10, 20, 30, 40, 50, 60. So, 70 minus 10 equals 60! Do you see how taking away one tens rod makes the tens digit go down by one?"

Guided Practice (We Do) (15 minutes)

(Teacher): (Display Subtracting 10 with Manipulatives Slide Deck - Slide 4)

(Teacher): "Excellent observation! Now, it's our turn to be subtraction partners! Get your own base ten blocks ready. Let's start with the number 50. Everyone, build 50 with your tens rods. Show me when you have 50!"

(Circulate and ensure students are building 50 correctly.)

(Teacher): "Great! You have 5 tens rods for 50. Now, remember our mission? We need to subtract 10. What do you think you need to do with your blocks to subtract 10? (Pause for responses, guide them to remove one ten rod.) Go ahead and take away one tens rod from your group of 50."

(Teacher): "Fantastic! Now, count your remaining tens rods. How many do you have? What number is that? Yes! 4 tens rods, which is 40! So, 50 minus 10 equals 40!"

(Teacher): (Display Subtracting 10 with Manipulatives Slide Deck - Slide 5)

(Teacher): "Let's try another one together! This time, build 30 with your blocks. Show me your 30."

(Wait for students to build 30.)

(Teacher): "Now, take away 10 from your 30. What happens? How many tens are left? What is 30 minus 10? (Listen for '20'.) Exactly! You had 3 tens, you took away 1 ten, and now you have 2 tens, which is 20."

(Teacher): (Display Subtracting 10 with Manipulatives Slide Deck - Slide 6)

(Teacher): "One more together! Build the number 80. Make sure you have the correct number of tens rods."

(Wait for students to build 80.)

(Teacher): "Now, take away 10. What's left? What is 80 minus 10? (Listen for '70'.) You got it! 8 tens, take away 1 ten, leaves 7 tens, or 70. You are all doing so well!"

Independent Practice (You Do) (15 minutes)

(Teacher): (Display Subtracting 10 with Manipulatives Slide Deck - Slide 7)

(Teacher): "Alright, Subtraction Superheroes, you've watched me, and we've practiced together. Now it's time for you to show what you know all by yourselves! You're going to use your base ten blocks to help you solve problems on a worksheet."

(Teacher): "I'm going to hand out the Subtracting 10 with Manipulatives Worksheet. Please use your blocks for each problem, and then write your answer on the worksheet. If you get stuck, remember to go back to your blocks and count carefully. You've got this!"

(Distribute worksheets. Circulate, provide individual support, and monitor student work. Ask questions like, "How many tens did you start with? How many did you take away? How many are left?")

Cool Down & Share (5 minutes)

(Teacher): (Display Subtracting 10 with Manipulatives Slide Deck - Slide 8)

(Teacher): "Fantastic work today, everyone! You were truly subtraction superheroes. What did you learn today about subtracting 10? How did using those base ten blocks help you solve the problems?"

(Call on a few students to share their strategies or answers. Collect worksheets.)

(Teacher): "You all did an amazing job understanding how to take away a ten. Give yourselves a pat on the back!"

Subtracting 10 with Base Ten Blocks

Name: _________________________

Directions: Use your base ten blocks to help you subtract 10 from each number. Draw the tens rods if it helps you, then write your answer.

1. Start with 40.
   Take away 10.
   How many are left?

   40 - 10 =
   
   
   

2. Start with 70.
   Take away 10.
   How many are left?

   70 - 10 =
   
   
   

3. Start with 20.
   Take away 10.
   How many are left?

   20 - 10 =
   
   
   

4. Start with 50.
   Take away 10.
   How many are left?

   50 - 10 =
   
   
   

5. Start with 90.
   Take away 10.
   How many are left?

   90 - 10 =
   
   
   

6. Start with 30.
   Take away 10.
   How many are left?

   30 - 10 =
   
   
   

7. Start with 60.
   Take away 10.
   How many are left?

   60 - 10 =
   
   
   

8. Start with 80.
   Take away 10.
   How many are left?

   80 - 10 =
   
   
   

Subtracting 10 with Drawings Script

Warm-Up: Spiral Review (5 minutes)

(Teacher): "Good morning, mathematicians! Let's get our brains ready with our building tens review! Today, we're going to build [refer to daily NBT.2 spiral review instructions, e.g., '50'] using our tens rods. Go ahead and build 50!"



(Circulate, observe, and provide quick feedback on student building.)

Introduction to Subtracting 10 with Drawings (I Do) (10 minutes)

(Teacher): "Alright, awesome thinkers! Yesterday, we were subtraction superheroes using our actual base ten blocks. Today, we're going to learn another super cool way to subtract 10: by drawing our tens rods!"

(Teacher): (Display Subtracting 10 with Drawings Slide Deck - Slide 1)

(Teacher): "Look at our slide, 'Drawing Out Subtraction!' Our adventure today is to learn to subtract 10 by drawing our tens rods. This helps us see the numbers in our mind and understand what's happening when we take away a ten!"

(Teacher): (Display Subtracting 10 with Drawings Slide Deck - Slide 2)

(Teacher): "Watch me first! I'm going to start with the number 50. Instead of using real blocks, I'm going to draw them on the board. How many tens rods should I draw for 50? That's right, 5 tens rods! (Draw 5 tens rods clearly on the board/doc cam.) Let's count them: 10, 20, 30, 40, 50."

(Teacher): "Now, our goal is to subtract 10. Just like with our blocks, when we subtract 10, we take away one group of ten. But with drawings, we show 'taking away' by drawing a big 'X' over one of our tens rods! (Draw a clear X over one of the drawn tens rods.)"

(Teacher): "How many tens rods do I have left that are not crossed out? Let's count them: 10, 20, 30, 40. So, when I started with 50 and I subtracted 10, I was left with 40! That means 50 minus 10 equals 40! We drew 5 tens, crossed out 1 ten, and now we have 4 tens."

(Teacher): (Display Subtracting 10 with Drawings Slide Deck - Slide 3)

(Teacher): "Let's try another one. What if we start with 80? How many tens rods do I need to draw for 80? You got it, 8 tens rods! (Draw 8 tens rods.) Let's count them together: 10, 20, 30, 40, 50, 60, 70, 80."

(Teacher): "What do we do to subtract 10? We cross out one tens rod! (Draw a clear X over one of the drawn tens rods.)"

(Teacher): "Now, how many tens rods are left? Let's count: 10, 20, 30, 40, 50, 60, 70. So, 80 minus 10 equals 70! Notice how when we cross out one ten, the number in the tens place goes down by one, just like with our blocks."

Guided Practice (We Do) (15 minutes)

(Teacher): (Display Subtracting 10 with Drawings Slide Deck - Slide 4)

(Teacher): "Alright, Super Artists! Now it's our turn to draw together! Get your whiteboards and markers, or a piece of paper and pencil, ready. Let's start with the number 60. Everyone, draw 6 tens rods for 60. Make sure your tens rods look like tens rods, not ones cubes!"

(Circulate and ensure students are drawing 60 correctly.)

(Teacher): "Excellent! You have 6 tens rods for 60. Now, remember our mission? We need to subtract 10. How do you show taking away one tens rod in your drawing? (Pause for responses, guide them to cross out one ten rod.) Go ahead and cross out one tens rod from your drawing of 60."

(Teacher): "Fantastic! Now, count your remaining tens rods. How many do you have? What number is that? Yes! 5 tens rods, which is 50! So, 60 minus 10 equals 50!"

(Teacher): (Display Subtracting 10 with Drawings Slide Deck - Slide 5)

(Teacher): "Let's try another one together! This time, draw 40 with your tens rods. Show me your drawing when you're ready."

(Wait for students to draw 40.)

(Teacher): "Now, take away 10 from your 40. What happens? How many tens are left? What is 40 minus 10? (Listen for '30'.) Exactly! You had 4 tens, you crossed out 1 ten, and now you have 3 tens, which is 30."

(Teacher): (Display Subtracting 10 with Drawings Slide Deck - Slide 6)

(Teacher): "One more together! Draw the number 90. Take your time to draw all your tens rods."

(Wait for students to draw 90.)

(Teacher): "Now, take away 10 by crossing out one of your tens rods. What's left? What is 90 minus 10? (Listen for '80'.) You got it! 9 tens, cross out 1 ten, leaves 8 tens, or 80. You are all becoming amazing at this!"

Independent Practice (You Do) (15 minutes)

(Teacher): (Display Subtracting 10 with Drawings Slide Deck - Slide 7)

(Teacher): "Alright, Drawing Subtraction Superheroes, you've watched me, and we've practiced together. Now it's time for you to show what you know all by yourselves! You're going to use your drawing skills to help you solve problems on a worksheet."

(Teacher): "I'm going to hand out the Subtracting 10 with Drawings Worksheet. Please draw your tens rods for each problem and then cross out one ten to subtract. Then, write your answer on the worksheet. Remember to draw neatly and count carefully. You've got this!"

(Distribute worksheets. Circulate, provide individual support, and monitor student work. Ask questions like, "How many tens did you draw? How many did you cross out? How many are left?")

Cool Down & Share (5 minutes)

(Teacher): (Display Subtracting 10 with Drawings Slide Deck - Slide 8)

(Teacher): "Fantastic work today, everyone! You were truly drawing subtraction superheroes. What did you notice today about subtracting 10 when you drew your blocks compared to when we used the real blocks yesterday? How did drawing help you?"

(Call on a few students to share their strategies or answers. Collect worksheets.)

(Teacher): "You all did an amazing job understanding how to take away a ten using your drawings. Give yourselves a round of applause!"

Subtracting 10 with Drawings

Name: _________________________

Directions: Draw tens rods to show the first number. Then, cross out one tens rod to subtract 10. Write your answer.

1. Start with 60.
   Draw 6 tens rods. Take away 10.
   How many are left?

   (Draw 6 tens rods here, then cross out one.)
   
   
   
   
   
   

   60 - 10 =
   
   
   

2. Start with 30.
   Draw 3 tens rods. Take away 10.
   How many are left?

   (Draw 3 tens rods here, then cross out one.)
   
   
   
   
   
   

   30 - 10 =
   
   
   

3. Start with 70.
   Draw 7 tens rods. Take away 10.
   How many are left?

   (Draw 7 tens rods here, then cross out one.)
   
   
   
   
   
   

   70 - 10 =
   
   
   

4. Start with 20.
   Draw 2 tens rods. Take away 10.
   How many are left?

   (Draw 2 tens rods here, then cross out one.)
   
   
   
   
   
   

   20 - 10 =
   
   
   

5. Start with 50.
   Draw 5 tens rods. Take away 10.
   How many are left?

   (Draw 5 tens rods here, then cross out one.)
   
   
   
   
   
   

   50 - 10 =
   
   
   

6. Start with 80.
   Draw 8 tens rods. Take away 10.
   How many are left?

   (Draw 8 tens rods here, then cross out one.)
   
   
   
   
   
   

   80 - 10 =
   
   
   

7. Start with 90.
   Draw 9 tens rods. Take away 10.
   How many are left?

   (Draw 9 tens rods here, then cross out one.)
   
   
   
   
   
   

   90 - 10 =
   
   
   

Subtracting 10 with Number Lines Script

Warm-Up: Spiral Review (5 minutes)

(Teacher): "Good morning, math adventurers! Let's get our brains ready with our building tens review! Today, we're going to build [refer to daily NBT.2 spiral review instructions, e.g., '70'] using our tens rods. Go ahead and build 70!"



(Circulate, observe, and provide quick feedback on student building.)

Introduction to Subtracting 10 with Number Lines (I Do) (10 minutes)

(Teacher): "Alright, awesome mathematicians! We've used blocks, and we've used drawings to subtract 10. Today, we're going on a new kind of adventure: a number line adventure to subtract 10!"

(Teacher): (Display Subtracting 10 with Number Lines Slide Deck - Slide 1)

(Teacher): "Look at our slide, 'Jump Back a Ten!' Our new strategy is to use a number line. It's like taking a little hop backwards to find our answer. This helps us see how numbers change when we take away a ten."

(Teacher): (Display Subtracting 10 with Number Lines Slide Deck - Slide 2)

(Teacher): "Watch me first! I'm going to start with the number 60. I'll draw a straight line, and then I'll mark 60 on the right side of my number line. (Draw an open number line and mark 60 clearly on the right.)"

(Teacher): "Now, our goal is to subtract 10. When we subtract on a number line, we move backwards, or to the left. So, from 60, I'm going to make one big jump backwards, and that jump will be for 10! (Draw a clear arc/jump to the left, and label it '-10'.)"

(Teacher): "Where do you think we land if we jump back 10 from 60? If we take away one ten from 6 tens, we're left with 5 tens. So, we land on 50! (Write 50 at the end of the jump.) That means 60 minus 10 equals 50!"

(Teacher): (Display Subtracting 10 with Number Lines Slide Deck - Slide 3)

(Teacher): "Let's try another one. What if we start at 30? (Draw a new number line and mark 30.)"

(Teacher): "To subtract 10 from 30, what do I need to do on my number line? (Pause for responses, guide them to jump back 10.) Exactly! We jump back 10. (Draw the jump and label '-10'.)"

(Teacher): "Where do we land this time? If we have 3 tens and take away 1 ten, how many tens are left? 2 tens! So, we land on 20! (Write 20 at the end of the jump.) 30 minus 10 equals 20! See how the tens place changes, but the ones place stays zero?"

Guided Practice (We Do) (15 minutes)

(Teacher): (Display Subtracting 10 with Number Lines Slide Deck - Slide 4)

(Teacher): "Excellent thinking! Now, it's our turn to be number line jumpers together! Get your whiteboards and markers, or paper and pencil, ready. Let's start with the number 70. Everyone, draw a number line and mark 70 on the right side. Show me when you're ready!"

(Circulate and ensure students are drawing their number lines and marking 70 correctly.)

(Teacher): "Great! You have 70 on your number line. Now, what do we need to do to subtract 10? (Pause for responses, guide them to jump back.) Go ahead and make a jump back 10 spaces from 70. Remember to label your jump with '-10'!"

(Teacher): "Fantastic! Where did you land? What number is at the end of your jump? Yes! 60! So, 70 minus 10 equals 60!"

(Teacher): (Display Subtracting 10 with Number Lines Slide Deck - Slide 5)

(Teacher): "Let's try another one together! This time, draw a number line and mark 40. Show me your number line for 40."

(Wait for students to draw 40.)

(Teacher): "Now, jump back 10 from 40. What happens? Where do you land? What is 40 minus 10? (Listen for '30'.) Exactly! You jumped back from 4 tens to 3 tens, which is 30."

(Teacher): (Display Subtracting 10 with Number Lines Slide Deck - Slide 6)

(Teacher): "One more together! Draw a number line for the number 80. Make sure you mark 80 on the right."

(Wait for students to draw 80.)

(Teacher): "Now, take away 10 by jumping back on your number line. What's left? What is 80 minus 10? (Listen for '70'.) You got it! 8 tens, jump back 1 ten, leaves 7 tens, or 70. You are all becoming amazing number line navigators!"

Independent Practice (You Do) (15 minutes)

(Teacher): (Display Subtracting 10 with Number Lines Slide Deck - Slide 7)

(Teacher): "Alright, Number Line Navigators, you've watched me, and we've jumped together. Now it's time for you to show what you know all by yourselves! You're going to use your number line skills to help you solve problems on a worksheet."

(Teacher): "I'm going to hand out the Subtracting 10 with Number Lines Worksheet. Please draw a number line for each problem, make your jump back 10, and then write your answer on the worksheet. Remember to draw neatly and make clear jumps. You've got this!"

(Distribute worksheets. Circulate, provide individual support, and monitor student work. Ask questions like, "Where did you start on your number line? How big was your jump? Where did you land?")

Cool Down & Share (5 minutes)

(Teacher): (Display Subtracting 10 with Number Lines Slide Deck - Slide 8)

(Teacher): "Fantastic work today, everyone! You were truly number line masters. What did you notice today about subtracting 10 when you used your number lines? How did visualizing the jump help you?"

(Call on a few students to share their strategies or answers. Collect worksheets.)

(Teacher): "You all did an amazing job understanding how to take away a ten using number lines. Give yourselves a big round of applause!"

Subtracting 10 with Number Lines

Name: _________________________

Directions: Draw an open number line for each problem. Mark the starting number, then draw a jump backwards for -10. Label where you land and write your answer.

1. Start at 50.
   Jump back 10.
   Where do you land?

   (Draw your number line here. Mark 50, jump back -10, land on the answer.)
   
   
   
   
   
   

   50 - 10 =
   
   
   

2. Start at 80.
   Jump back 10.
   Where do you land?

   (Draw your number line here. Mark 80, jump back -10, land on the answer.)
   
   
   
   
   
   

   80 - 10 =
   
   
   

3. Start at 20.
   Jump back 10.
   Where do you land?

   (Draw your number line here. Mark 20, jump back -10, land on the answer.)
   
   
   
   
   
   

   20 - 10 =
   
   
   

4. Start at 60.
   Jump back 10.
   Where do you land?

   (Draw your number line here. Mark 60, jump back -10, land on the answer.)
   
   
   
   
   
   

   60 - 10 =
   
   
   

5. Start at 90.
   Jump back 10.
   Where do you land?

   (Draw your number line here. Mark 90, jump back -10, land on the answer.)
   
   
   
   
   
   

   90 - 10 =
   
   
   

6. Start at 40.
   Jump back 10.
   Where do you land?

   (Draw your number line here. Mark 40, jump back -10, land on the answer.)
   
   
   
   
   
   

   40 - 10 =
   
   
   

7. Start at 70.
   Jump back 10.
   Where do you land?

   (Draw your number line here. Mark 70, jump back -10, land on the answer.)
   
   
   
   
   
   

   70 - 10 =
   
   
   

Subtracting 10 using Addition/Subtraction Relationship Script

Warm-Up: Spiral Review (5 minutes)

(Teacher): "Good morning, math detectives! Let's get our brains ready with our building tens review! Today, we're going to build [refer to daily NBT.2 spiral review instructions, e.g., '40'] using our tens rods. Go ahead and build 40!"



(Circulate, observe, and provide quick feedback on student building.)

Introduction to Addition/Subtraction Relationship (I Do) (10 minutes)

(Teacher): "Alright, smart cookies! We've used blocks, drawings, and number lines to subtract 10. Today, we're going to uncover a secret power of math: how addition can actually help us solve subtraction problems! They're like best friends!"

(Teacher): (Display Subtracting 10 using Addition/Subtraction Relationship Slide Deck - Slide 1)

(Teacher): "Look at our slide, 'Math Magic: Addition Helps Subtraction!' We're going to learn how knowing an addition fact can instantly tell us a subtraction fact. This makes subtraction so much easier and faster once you understand the connection."

(Teacher): (Display Subtracting 10 using Addition/Subtraction Relationship Slide Deck - Slide 2)

(Teacher): "Watch me first! Let's think about an addition fact we know. What is 30 plus 10? (Pause for answers, guide to 40.) Yes, 30 + 10 = 40!"

(Teacher): "Now, here's the math magic! If we know that 30 + 10 makes 40, what do you think happens when we start with 40 and take away 10? We're just undoing the addition! So, 40 - 10 must take us right back to the other part, which is 30!"

(Teacher): "See? If 30 + 10 = 40, then 40 - 10 = 30! Adding 10 and subtracting 10 are like opposite actions. They cancel each other out!"

(Teacher): (Display Subtracting 10 using Addition/Subtraction Relationship Slide Deck - Slide 3)

(Teacher): "Let's try another one. We know that 50 + 10 equals what? (Guide to 60.) Right, 50 + 10 = 60. So, if we have 60, and we take away the 10 we just added, what will we be left with? (Pause for answers.)"

(Teacher): "Exactly! We'll be left with 50! So, 60 - 10 = 50! They undo each other perfectly. This is a super powerful math secret!"

Guided Practice (We Do) (15 minutes)

(Teacher): (Display Subtracting 10 using Addition/Subtraction Relationship Slide Deck - Slide 4)

(Teacher): "Alright, Math Magicians! Now it's our turn to uncover these math secrets together! Get your whiteboards and markers ready. First, I want everyone to solve this addition problem: 20 + 10 = ? Write your answer on your whiteboard!"

(Circulate and ensure students are solving 20 + 10 = 30.)

(Teacher): "Great! 20 + 10 = 30. Now, using that fact, how can it help us solve 30 - 10 = ? What's the answer? (Listen for '20'.) Yes! If 20 and 10 make 30, then 30 take away 10 leaves 20! You're making the connection!"

(Teacher): (Display Subtracting 10 using Addition/Subtraction Relationship Slide Deck - Slide 5)

(Teacher): "Let's try another one. First, solve: 60 + 10 = ?"

(Wait for students to solve 60 + 10 = 70.)

(Teacher): "Excellent! 60 + 10 = 70. Now, thinking about that fact, what is 70 - 10? (Listen for '60'.) How did the addition help you find the subtraction answer? (Encourage students to explain the connection.)"

(Teacher): (Display Subtracting 10 using Addition/Subtraction Relationship Slide Deck - Slide 6)

(Teacher): "One more together! Solve: 80 + 10 = ?"

(Wait for students to solve 80 + 10 = 90.)

(Teacher): "Super! 80 + 10 = 90. Now, what subtraction problem can you make from that to subtract 10? (Listen for '90 - 10 = ?') And what is the answer? (Listen for '80'.) You are all becoming experts at seeing the relationship between addition and subtraction!"

Independent Practice (You Do) (15 minutes)

(Teacher): (Display Subtracting 10 using Addition/Subtraction Relationship Slide Deck - Slide 7)

(Teacher): "Alright, Math Detectives, you've watched me, and we've practiced together. Now it's time for you to use your math magic on your own! You're going to use your addition smarts to help you solve subtraction problems on a worksheet."

(Teacher): "I'm going to hand out the Subtracting 10 using Addition/Subtraction Relationship Worksheet. For each problem, think about the addition fact that helps you, and then write your subtraction answer. You've got this!"

(Distribute worksheets. Circulate, provide individual support, and monitor student work. Encourage students to whisper the related addition fact to themselves if they need to.)

Cool Down & Share (5 minutes)

(Teacher): (Display Subtracting 10 using Addition/Subtraction Relationship Slide Deck - Slide 8)

(Teacher): "Fantastic work today, everyone! You truly unlocked the math magic between addition and subtraction. How did knowing your addition facts make solving these subtraction problems easier today?"

(Call on a few students to share their strategies or answers. Collect worksheets.)

(Teacher): "You all did an amazing job connecting addition and subtraction. Give yourselves a big round of applause for being such brilliant math detectives!"

Subtracting 10: Use Your Addition Superpowers!

Name: _________________________

Directions: For each subtraction problem, think about the addition fact that can help you. Then, write the answer.

1. If I know that 20 + 10 = 30,
   Then 30 - 10 =
   
   
   

2. If I know that 50 + 10 = 60,
   Then 60 - 10 =
   
   
   

3. If I know that 80 + 10 = 90,
   Then 90 - 10 =
   
   
   

4. If I know that 30 + 10 = 40,
   Then 40 - 10 =
   
   
   

5. If I know that 10 + 10 = 20,
   Then 20 - 10 =
   
   
   

6. If I know that 60 + 10 = 70,
   Then 70 - 10 =
   
   
   

7. If I know that 40 + 10 = 50,
   Then 50 - 10 =
   
   
   

8. If I know that 70 + 10 = 80,
   Then 80 - 10 =
   
   
   

Subtracting 10 with Variety of Strategies Script

Warm-Up: Spiral Review (5 minutes)

(Teacher): "Good morning, math whizzes! Let's get our brains ready with our building tens review! Today, we're going to build [refer to daily NBT.2 spiral review instructions, e.g., '80'] using our tens rods. Go ahead and build 80!"



(Circulate, observe, and provide quick feedback on student building.)

Introduction to Variety of Strategies (I Do) (10 minutes)

(Teacher): "Alright, super smart mathematicians! Over the past few days, you've learned so many amazing ways to subtract 10. You've used blocks, you've drawn pictures, you've hopped on number lines, and you've even used your addition superpowers! Today, we're going to put on our 'math toolbox' hats and use ALL these amazing strategies!"

(Teacher): (Display Subtracting 10 with Variety of Strategies Slide Deck - Slide 1)

(Teacher): "Look at our slide, 'My Math Toolbox: Subtracting Tens!' Our mission today is to use all the strategies we know, and the best part is, you get to choose the strategy that works best for you! It's like having different tools for different jobs in a toolbox."

(Teacher): (Display Subtracting 10 with Variety of Strategies Slide Deck - Slide 2)

(Teacher): "Watch me first! Let's try to solve 50 - 10. I'm going to pick two strategies to show you how they both work. My first strategy will be drawing! I'll draw 5 tens rods for 50. (Draw 5 tens rods.) Now, to subtract 10, I'll cross out one of my tens rods. (Cross out one rod.) I see 4 tens left, so 50 - 10 = 40!"

(Teacher): "Now, for my second strategy, I'll use our addition relationship! I know that 40 + 10 = 50. Since addition and subtraction are related, if 40 + 10 = 50, then 50 - 10 must be 40! Look, both ways gave me the same answer! That means both strategies are correct!"

(Teacher): (Display Subtracting 10 with Variety of Strategies Slide Deck - Slide 3)

(Teacher): "Let's try another one: 70 - 10. For this one, I'll use my actual base ten blocks first! I'll take 7 tens rods for 70. (Show 7 tens rods.) To subtract 10, I'll remove 1 tens rod. (Remove 1 rod.) I have 6 tens left, which is 60! So, 70 - 10 = 60!"

(Teacher): "Now, for a different strategy, I'll use a number line! I'll draw a number line, mark 70 on the right side. (Draw number line, mark 70.) Then, I'll jump back 10 spaces. (Draw -10 jump.) Where do I land? On 60! So, 70 - 10 = 60! See how many ways we can solve the same problem? It's pretty cool!"

Guided Practice (We Do) (15 minutes)

(Teacher): (Display Subtracting 10 with Variety of Strategies Slide Deck - Slide 4)

(Teacher): "Alright, strategy superstars! Now it's our turn to explore these strategies together. Let's solve 40 - 10. I want you to choose your favorite strategy to solve this. Will you use blocks, drawings, a number line, or an addition fact? Think about it, then solve it on your whiteboard or a piece of paper. You can even use your blocks if you prefer!"

(Circulate, observe which strategies students are using. After a moment, bring class attention back.)

(Teacher): "What did you get for 40 - 10? (Listen for '30'.) Fantastic! Who would like to share which strategy they used and how it helped them? (Call on a few students to explain their chosen method.) Wonderful! It's great to see so many different ways to get to the correct answer!"

(Teacher): (Display Subtracting 10 with Variety of Strategies Slide Deck - Slide 5)

(Teacher): "Let's try another one. This time, let's solve 80 - 10. Again, pick the strategy that feels best for you right now. Solve it, and be ready to share your answer and your method!"

(Allow time for students to work, then discuss.)

(Teacher): "What did you all get for 80 - 10? (Listen for '70'.) Excellent! Did anyone use a different strategy this time? Why did you switch? (Encourage discussion.)"

(Teacher): (Display Subtracting 10 with Variety of Strategies Slide Deck - Slide 6)

(Teacher): "One more together! Solve 30 - 10. Pick your favorite strategy and get to work!"

(Allow time for students to work, then discuss.)

(Teacher): "What's the answer to 30 - 10? (Listen for '20'.) How did you figure it out? (Listen for various explanations.) Great job, everyone! It shows you truly understand subtracting 10 when you can use different tools!"

Independent Practice (You Do) (15 minutes)

(Teacher): (Display Subtracting 10 with Variety of Strategies Slide Deck - Slide 7)

(Teacher): "Alright, My Math Toolbox adventurers! You've watched me, and we've practiced together, choosing our strategies. Now it's time for you to be super problem-solvers all on your own!"

(Teacher): "I'm going to hand out the Subtracting 10 with Variety of Strategies Worksheet. For each problem, I want you to choose your favorite strategy to solve it. You can draw, use mental math, or even imagine your blocks or number lines. Just find the answer and write it down. You've got this!"

(Distribute worksheets. Circulate, provide individual support, and observe the range of strategies students are using. Encourage students to briefly note their strategy if there's space, or just focus on the answer if not.)

Cool Down & Share (5 minutes)

(Teacher): (Display Subtracting 10 with Variety of Strategies Slide Deck - Slide 8)

(Teacher): "Wow! You all are truly strategy superstars! You used so many clever ways to subtract 10 today. Can someone share which strategy felt the most comfortable or fastest for them today? And why?"

(Call on a few students to share their preferred strategy and an example. Collect worksheets.)

(Teacher): "You all did an amazing job choosing and using strategies to take away a ten. Keep practicing all your math toolbox skills!"

Subtracting 10: Use Your Favorite Strategy!

Name: _________________________

Directions: For each problem, choose any strategy you like to subtract 10. You can use blocks, drawings, a number line, or think about addition facts. Write your answer.

1. 40 - 10 =
   
   
   

2. 70 - 10 =
   
   
   

3. 20 - 10 =
   
   
   

4. 60 - 10 =
   
   
   

5. 90 - 10 =
   
   
   

6. 30 - 10 =
   
   
   

7. 80 - 10 =
   
   
   

8. 50 - 10 =
   
   
   

9. Another way to solve 40 - 10 is:
   
   
   
   
   
   

10. Explain how you solved 70 - 10:
    
    
    
    
    
    

Subtracting 10 using Place Value Script

Warm-Up: Spiral Review (5 minutes)

(Teacher): "Good morning, number detectives! Let's get our brains ready with our building tens review! Today, we're going to build [refer to daily NBT.2 spiral review instructions, e.g., '90'] using our tens rods. Go ahead and build 90!"



(Circulate, observe, and provide quick feedback on student building.)

Introduction to Place Value (I Do) (10 minutes)

(Teacher): "Alright, super smart students! We've learned so many ways to subtract 10. Today, we're going to use our place value power to make subtracting 10 super speedy and easy! We're going to look very closely at the tens place in our numbers."

(Teacher): (Display Subtracting 10 using Place Value Slide Deck - Slide 1)

(Teacher): "Look at our slide, 'Place Value Power: Subtracting Tens!' Our mission is to understand how the tens place changes when we subtract 10. This will help us become super-fast at subtracting tens in our heads!"

(Teacher): (Display Subtracting 10 using Place Value Slide Deck - Slide 2)

(Teacher): "Watch me first! Let's start with the number 40. I'll write it on the board. (Write 40.) Remember our place value chart? The 4 is in the tens place, so it means 4 tens. The 0 is in the ones place, so it means 0 ones."

(Teacher): "We want to subtract 10. We know that 10 is just 1 ten. So, when we subtract 10, we are taking away 1 ten. If I have 4 tens, and I take away 1 ten, how many tens are left? (Pause for answers, guide to 3 tens.) Yes, 3 tens!"

(Teacher): "What about the ones place? Did we take away any ones? No! So, the 0 in the ones place stays the same. So, 4 tens and 0 ones becomes 3 tens and 0 ones. That means 40 - 10 = 30! Did you see how just the tens digit changed?"

(Teacher): (Display Subtracting 10 using Place Value Slide Deck - Slide 3)

(Teacher): "Let's try another one, 70. How many tens are in 70? (7 tens.) And how many ones? (0 ones.)"

(Teacher): "Now, we subtract 10. If we have 7 tens and take away 1 ten, how many tens are left? (6 tens.) And what about the ones place? It stays the same, 0! So, 7 tens and 0 ones becomes 6 tens and 0 ones. That means 70 - 10 = 60! It's like counting backward by tens, but we're just looking at that tens digit!"

Guided Practice (We Do) (15 minutes)

(Teacher): (Display Subtracting 10 using Place Value Slide Deck - Slide 4)

(Teacher): "Excellent observation! Now, it's our turn to be place value detectives together! Get your whiteboards and markers ready. Let's solve 50 - 10. First, tell me, how many tens are in 50? (5 tens.) How many ones? (0 ones.)"

(Teacher): "Now, if we take away 1 ten, what happens to the '5' in the tens place? Does it get bigger or smaller? (Smaller.) Yes, it becomes a '4'! What about the '0' in the ones place? Does it change? (No.) That's right, it stays 0! So, what's our answer to 50 - 10? (40.) Wonderful!"

(Teacher): (Display Subtracting 10 using Place Value Slide Deck - Slide 5)

(Teacher): "Let's try another: 30 - 10. Focus on the tens place! How many tens do you start with in 30? (3 tens.) If you take 1 ten away, how many tens are left? (2 tens.) So, what is 30 - 10? (20.) You are thinking like place value experts!"

(Teacher): (Display Subtracting 10 using Place Value Slide Deck - Slide 6)

(Teacher): "One more together! Think about 80 - 10. What is the tens digit in 80? (8.) What will that tens digit be after you subtract 1 ten? (7.) And what happens to the ones digit? (Stays 0.) So, what's your answer? (70.) Super work, everyone! You're getting so good at seeing this pattern."

Independent Practice (You Do) (15 minutes)

(Teacher): (Display Subtracting 10 using Place Value Slide Deck - Slide 7)

(Teacher): "Alright, Place Value Detectives, you've watched me, and we've practiced together. Now it's your turn to use your place value smarts all by yourselves!"

(Teacher): "I'm going to hand out the Subtracting 10 using Place Value Worksheet. For each problem, I want you to think about how the tens place changes when you subtract 10. The ones place stays the same! Write down your answers. You'll be super fast with this strategy!"

(Distribute worksheets. Circulate, provide individual support, and monitor student work. Encourage students to explain their thinking if they get stuck, emphasizing the tens digit.)

Cool Down & Share (5 minutes)

(Teacher): (Display Subtracting 10 using Place Value Slide Deck - Slide 8)

(Teacher): "Fantastic job being place value detectives today, everyone! What did you notice about the tens digit when you subtracted 10 from a multiple of ten? (It goes down by one.) And what about the ones digit? (It stays the same.)"

(Call on a few students to share their observations. Collect worksheets.)

(Teacher): "You all did an amazing job using place value to understand how to take away a ten. Give yourselves a big round of applause!"

Subtracting 10: Place Value Power!

Name: _________________________

Directions: Look at the tens place! Subtract 10 from each number. Remember, only the tens place changes!

1. 40
   Tens place: 4
   Subtract 1 ten: 3 tens
   Ones place: 0

   40 - 10 =
   
   
   

2. 70
   Tens place: _______
   Subtract 1 ten: _______ tens
   Ones place: _______

   70 - 10 =
   
   
   

3. 20
   Tens place: _______
   Subtract 1 ten: _______ tens
   Ones place: _______

   20 - 10 =
   
   
   

4. 60
   Tens place: _______
   Subtract 1 ten: _______ tens
   Ones place: _______

   60 - 10 =
   
   
   

5. 90
   Tens place: _______
   Subtract 1 ten: _______ tens
   Ones place: _______

   90 - 10 =
   
   
   

6. 30
   Tens place: _______
   Subtract 1 ten: _______ tens
   Ones place: _______

   30 - 10 =
   
   
   

7. 80
   Tens place: _______
   Subtract 1 ten: _______ tens
   Ones place: _______

   80 - 10 =
   
   
   

8. 50
   Tens place: _______
   Subtract 1 ten: _______ tens
   Ones place: _______

   50 - 10 =
   
   
   

9. Why does only the tens place change when we subtract 10?
   
   
   
   
   
   
   

10. If you have 6 tens and take away 1 ten, how many tens are left? What number is that?
    
    
    
    
    
    
    

Subtracting 10 using Properties of Operations Script

Warm-Up: Spiral Review (5 minutes)

(Teacher): "Good morning, property explorers! Let's get our brains ready with our building tens review! Today, we're going to build [refer to daily NBT.2 spiral review instructions, e.g., '30'] using our tens rods. Go ahead and build 30!"



(Circulate, observe, and provide quick feedback on student building.)

Introduction to Properties of Operations (I Do) (10 minutes)

(Teacher): "Alright, super smart mathematicians! Today is a special day because we're going to use a really advanced way of thinking about numbers to subtract 10. We're going to use something called 'properties of operations' – that just means smart ways to break apart numbers to solve problems!"

(Teacher): (Display Subtracting 10 using Properties of Operations Slide Deck - Slide 1)

(Teacher): "Look at our slide, 'Think Smart: Properties for Subtracting Tens!' Our mission is to learn how to break numbers apart to make subtracting 10 super easy. This is a powerful way to do mental math!"

(Teacher): (Display Subtracting 10 using Properties of Operations Slide Deck - Slide 2)

(Teacher): "Watch me first! Let's solve 40 - 10. Now, instead of blocks or drawings, I'm going to think about 40 in a new way. I know that 40 is actually made of two parts: 30 and 10. So, I can say 40 is the same as 30 + 10! (Write: 40 = 30 + 10)"

(Teacher): "If 40 is 30 + 10, then subtracting 10 from 40 is like saying (30 + 10) - 10. (Write: (30 + 10) - 10) Look closely: we have a '+ 10' and a '- 10'. What happens when you add 10 and then take away 10? They cancel each other out! They make a zero!"

(Teacher): "So, if the +10 and -10 disappear, what are we left with? Just 30! (Write: 30) See? 40 - 10 = 30! That's smart thinking, right? We just broke the number apart to make the subtraction disappear!"

(Teacher): (Display Subtracting 10 using Properties of Operations Slide Deck - Slide 3)

(Teacher): "Let's try another one: 60 - 10. How can we break apart 60 so that one part is 10? (Pause for answers, guide to 50 + 10.) Yes! 60 is the same as 50 + 10! (Write: 60 = 50 + 10)"

(Teacher): "So, 60 - 10 is like saying (50 + 10) - 10. (Write: (50 + 10) - 10) Again, we have a +10 and a -10. They cancel each other out! What are we left with? (50) That's right! 60 - 10 = 50! This property helps us think really quickly about subtraction!"

Guided Practice (We Do) (15 minutes)

(Teacher): (Display Subtracting 10 using Properties of Operations Slide Deck - Slide 4)

(Teacher): "Excellent thinking! Now, it's our turn to think smart together! Get your whiteboards and markers ready. Let's solve 50 - 10. First, how can we break apart 50 so that one part is 10? What plus 10 equals 50? (Guide to 40 + 10.) Write that down on your whiteboard: 50 = 40 + 10."

(Teacher): "Now, if 50 is 40 + 10, then what is (40 + 10) - 10? What happens to the +10 and -10? (They make zero.) So what are we left with? (40.) Yes! 50 - 10 = 40!"

(Teacher): (Display Subtracting 10 using Properties of Operations Slide Deck - Slide 5)

(Teacher): "Let's try another: 30 - 10. How can we break apart 30 to help us? What plus 10 equals 30? (Guide to 20 + 10.) So, write: 30 = 20 + 10."

(Teacher): "Now, if we have (20 + 10) - 10, what's our answer? (20.) You got it! You're breaking numbers apart like pros!"

(Teacher): (Display Subtracting 10 using Properties of Operations Slide Deck - Slide 6)

(Teacher): "One more together! Think about 80 - 10. How can we break apart 80 into 'something plus 10'? (Guide to 70 + 10.) Write it down. Then, what's (70 + 10) - 10? (70.) Fantastic! You are all becoming property masters!"

Independent Practice (You Do) (15 minutes)

(Teacher): (Display Subtracting 10 using Properties of Operations Slide Deck - Slide 7)

(Teacher): "Alright, Property Explorers, you've watched me, and we've practiced together. Now it's your turn to use your super math thinking all by yourselves!"

(Teacher): "I'm going to hand out the Subtracting 10 using Properties of Operations Worksheet. For each problem, think about how you can break apart the first number into 'something plus 10' to make subtracting 10 easy. Then write down your answers. This is a very grown-up math strategy!"

(Distribute worksheets. Circulate, provide individual support, and monitor student work. Encourage students to write down their 'breaking apart' if it helps them.)

Cool Down & Share (5 minutes)

(Teacher): (Display Subtracting 10 using Properties of Operations Slide Deck - Slide 8)

(Teacher): "Amazing work today, everyone! You truly used properties of operations to subtract 10. How did breaking apart the numbers help you make the subtraction so quick?"

(Call on a few students to share their thinking. Collect worksheets.)

(Teacher): "You all did an amazing job with this advanced thinking today! Keep practicing these smart math strategies!"

Subtracting 10: Break Apart and Solve!

Name: _________________________

Directions: Think about how to break apart the first number into a "something + 10". Then, subtract 10 to find your answer.

1. 40 - 10 = ?
   Think: 40 is the same as 30 + 10
   So, (30 + 10) - 10 =
   
   
   

2. 70 - 10 = ?
   Think: 70 is the same as _______ + 10
   So, (_______ + 10) - 10 =
   
   
   

3. 20 - 10 = ?
   Think: 20 is the same as _______ + 10
   So, (_______ + 10) - 10 =
   
   
   

4. 60 - 10 = ?
   Think: 60 is the same as _______ + 10
   So, (_______ + 10) - 10 =
   
   
   

5. 90 - 10 = ?
   Think: 90 is the same as _______ + 10
   So, (_______ + 10) - 10 =
   
   
   

6. 30 - 10 = ?
   Think: 30 is the same as _______ + 10
   So, (_______ + 10) - 10 =
   
   
   

7. 80 - 10 = ?
   Think: 80 is the same as _______ + 10
   So, (_______ + 10) - 10 =
   
   
   

8. 50 - 10 = ?
   Think: 50 is the same as _______ + 10
   So, (_______ + 10) - 10 =
   
   
   

9. How does breaking a number apart into "something + 10" help you subtract 10?
   
   
   
   
   
   
   

10. If 40 = 30 + 10, then what is 40 - 10? Explain your answer.