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Subtracting Tens © Pearson Education, Inc. Name Name Subtracting Tens 1. 2. 3. Intervention Lesson C12 7 tens 5 tens 2 tens 70 50 20 7 tens 2 tens 5 tens 70 20 50 6 tens 2 tens 4 tens 60 20 40 Math Diagnosis and Intervention System Intervention Lesson C12 Materials: Snap cubes, 70 for each pair or group 1. Have children make seven 10-trains. Then have them take five of the 10-trains away and cross out 5 of the ten-trains shown. Ask: Seven tens minus five tens equal how many tens? Have children write 2. Ask: How much is 7 tens? Have children write 70. Ask: How much is 5 tens? Have children write 50. Ask: How much is 2 tens? Have children write 20. Say: So, 70 50 20. 2. Do the other problems similarly. Subtracting Tens (continued) Write the numbers. Subtract. 4. 5. 6 tens 1 ten 6 tens 2 tens 60 10 50 60 20 40 6. 7. 4 tens 4 tens 8 tens 7 tens 40 40 0 80 70 10 8. 9. 7 tens 4 tens 7 tens 7 tens 70 40 30 70 70 0 80 Intervention Lesson C12 Intervention Lesson C12 79 Math Diagnosis and Intervention System Intervention Lesson C12 © Pearson Education, Inc. Teacher Notes Math Diagnosis and Intervention System Intervention Lesson C12 Ongoing Assessment Ask: How much is 8 tens minus 3 tens? 50 Error Intervention If children have trouble deciding how much a set of ten is, then use A7: Counting by 10s to 100. If You Have More Time Put children in pairs. Give each pair nine 10-trains. Have children work together to write 4 different subtraction sentences starting with 90, such as 90 60 30; 90 40 50. If time allows, have them do the same for eight 10-trains. © Pearson Education, Inc. 1
© Pearson Education, Inc. 1 Finding Parts of 100 © Pearson Education, Inc. Name Name Finding Parts of 100 1. 2. Math Diagnosis and Intervention System Intervention Lesson C13 55, 56 , 57 , 58 , 59 , 60 , 70 , 80 , 90 , 100 55 45 100 55, 65 , 75 , 85 , 95 , 96 , 97 , 98 , 99 , 100 55 45 100 Materials: Snap cubes, 100 for each pair or group 1. Have children show five 10-trains and one 5-train of cubes. Ask: How can you find out how many more snap cubes it will take to make 100? Give children time to discuss possible ways. Say: One way is to add ones until you make the next ten. Then count by tens until you get to 100. Start with 55 and add one snap cube at a time until you reach a ten. Have the children add a snap cube to the 5-train, say 56, and write 56. Have them do this until they reach 60. Say: Now count by tens. Have the children add a 10-train down to the pile, say 70, and write 70. Do this until they reach 100. Say: You added 5 ones and 4 tens. How much is 5 ones and 4 tens? Have children write 45. Say: So you had to add 45 to 55 to get 100. 55 45 100. 2. Have children show five 10-trains and one 5-train of cubes again. Say: Another way is to add tens first and then add ones. Start with 55 and add tens until you reach either 100 or a number in the 90s. Have the children add a 10-train to the pile, say 65, and write 65. Have them do this until they reach 95. Say: Now count by ones until you reach 100. Have children add a snap cube to the 5-train, say 96, and write 96. Do this until they reach 100. Say: You added 4 tens and 5 ones. How much is 4 tens and 5 ones? Have children write 45. 3. Ask: Does it matter if you count by ones first or tens first? No Finding Parts of 100 (continued) Add on to find the other part of 100. Use mental math or cubes. 3. 4. 25 75 100 90 10 100 5. 6. 33 67 100 64 36 100 7. 37 63 100 8. 85 15 100 9. 56 44 100 10. 71 29 100 11. Reasoning The lunchroom holds 100 children. There are 60 children eating in the lunchroom. How many more can join them? 60 40 100 40 children 82 Intervention Lesson C13 Intervention Lesson C13 81 Math Diagnosis and Intervention System Intervention Lesson C13 © Pearson Education, Inc. Teacher Notes Math Diagnosis and Intervention System Intervention Lesson C13 Ongoing Assessment Ask: One hundred children are in the second grade. Eighty-four of them have already had their picture taken. How many children have not gotten their picture taken yet? 16 Error Intervention If children have difficulty understanding while using snap cubes, then use the same process, but with filling partial ten-frames with counters and then adding complete ten frames. If You Have More Time Have children work in pairs with 9 ten-trains, ten individual cubes, and a bag. One child hides a combination of 10-trains and individual cubes in the bag. The other child tells how many are in the bag by looking at the ones outside. Then, they change roles and repeat. Intervention Lesson C13
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Grade 1: Step Up to Grade 2

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