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From Karnataka Open Educational Resources
Subtraction using Place value and Standard Algorithm (view source)
Revision as of 11:59, 2 February 2023
, 11:59, 2 February 2023added Category:TIIE Mathematics using HotCat
* To analyze how to solve subtraction using standard algorithm.
* To analyze how to solve subtraction using standard algorithm.
* Able to compare the flat long units in solving subtraction.
* Able to compare the flat long units in solving subtraction.
* able to recall subtraction without carry over
* able to recognize the minuend and subtrahend.
* able to analyze the unit number of minuend is greater or lesser than the subtrahend.
* Able to predict why one tens is broken into ten units.
* Able to subtract the minuend number units and tens with the subtrahend units and tens.
* Able to solve more number of sums with carry over/ re-grouping.
=== '''Materials''' ===
=== '''Materials''' ===
geogebra file: <nowiki>https://www.geogebra.org/classic/uENt3Tj8</nowiki> , <nowiki>https://www.geogebra.org/m/uuk3mjne</nowiki>, black board,
geogebra file: https://www.geogebra.org/m/av6psbf7#material/xt3yPtRg , black board,
=== '''Subtraction without regrouping''' ===
=== '''Subtraction without regrouping''' ===
=== '''Subtraction with carry over/ re-grouping:''' ===
=== '''Subtraction with carry over/ re-grouping:''' ===
'''Materials:'''
'''Materials:'''
Black board, geogebra file '''<nowiki>https://www.geogebra.org/classic/ZbnCfzbA</nowiki>; <nowiki>https://www.geogebra.org/m/av6psbf7#material/xt3yPtRg</nowiki>.'''
Black board, geogebra file https://www.geogebra.org/m/av6psbf7#material/xt3yPtRg '''.'''
'''Procedure :'''
'''Procedure :'''
From the previous knowledge of the students in subtraction the sums of regrouping was introduced by considering any two number such as 26 and 19.
From the previous knowledge of the students in subtraction the sums of regrouping was introduced by considering any two number such as 26 and 19.
Now the facilitator tell the students to write it in the form of flat long units for the given numbers. Now the facilitator ask, Is it possible to remove 9 units out of 6 units. The students answered “No”. The facilitator asked then how do you solve it? Students thinks. The facilitator explains from the tens place one ten has to be broken into ten units then in the units place there will be totally 16 units which is shown in the figure. The facilitator ask Now is it possible to remove 9 from 16? The students answered “yes”. Then what’s the difference of 16 and 9? the students said 7.yes !!
Now the facilitator tell the students to write it in the form of flat long units for the given numbers. Now the facilitator ask, Is it possible to remove 9 units out of 6 units. The students answered “No”. The facilitator asked then how do you solve it? Students thinks. The facilitator explains from the tens place one ten has to be broken into ten units then in the units place there will be totally 16 units which is shown in the figure. The facilitator ask Now is it possible to remove 9 from 16? The students answered “yes”. Then what’s the difference of 16 and 9? the students said 7.yes !!
In the tens place from 2 tens 1 tens was already broken into ten units therefore only 1 ten is remaining. Now we will find the difference of the tens place value that is 1-1=0. The facilitator tells so the difference of 26-19 is 7. this was also explained by using standard algorithm of subtraction. Few sums were solved with the interaction of the students. And few sums were given to students for the practice.
In the tens place from 2 tens 1 tens was already broken into ten units therefore only 1 ten is remaining. Now we will find the difference of the tens place value that is 1-1=0. The facilitator tells so the difference of 26-19 is 7. this was also explained by using standard algorithm of subtraction. Few sums were solved with the interaction of the students. And few sums were given to students for the practice.
[[Category:TIIE Mathematics]]
