M124

Subtraction Skit

MathematicsGrade KGrade 1

Lyrics

Okay class, now it is time to subtract

When you see numbers and they have a little dash or a little line between them

That means we are going to subtract or take away from

When we were adding we made more

Now that we are subtracting we are going to take away

And make it less let’s try it

The 10 books on my desk

There are too many books on my desk

So I want to take some of them away

So I am going to take away 5 of the books away and put them in my desk

Okay done!

How many books are left on my desk?

That’s right 5 books are left

5 books less than what I had before

You have just subtracted 5 books so

How do you say that?

We can say 10 subtract 5=5

Or we can say 10 minus 5=5 that’s another way

Or we can say 10 take away 5 = 5

Here’s a hint! The bigger number goes on top

So you can take away from it

That’s why for this example we started with 10 books and took 5 away

Let’s try it again

This time we use our friendly fingers

Hold up 6 fingers now take 5 of the fingers you’re holding up away

What do you have left?

That’s correct 1 finger!

6 minus 5 or 6 subtract 5 is 1

And that is what you are! Number 1 (laughter)

Standards

CCSS.MATH.CONTENT.K.OA.A.4 — Fluently add and subtract within 5.
CCSS.MATH.CONTENT.K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CCSS.MATH.CONTENT.K.OA.A.5 — Fluently add and subtract within 5.
CCSS.MATH.CONTENT.K.OA.A.3 — For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
CCSS.MATH.CONTENT.1.OA.B.4 5 — Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
CCSS.MATH.CONTENT.1.OA.C.6 — 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).
CCSS.MATH.CONTENT.1.OA.D.8 — Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
CCSS.MATH.CONTENT.K.OA.A.1 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).