standard_description: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
problem_activity: Narrative
The purpose of this activity is for students to subtract in a way that makes sense to them. Students use a method of their choice and share their methods with one another. This can serve as a formative assessment of how students approach finding the value of a difference when a ten must be decomposed when subtracting by place. Although students may use many methods to subtract, including those based on counting or compensation, the synthesis focuses on connecting these methods to those based on place value where a ten is decomposed.
Monitor and select students with the following methods to share in the synthesis:
Uses connecting cubes to make 82 and removes 9 blocks. Counts back or counts all to find the difference.
Subtracts 2 from 82 to get to a ten, 80, and then subtracts 7 from 80 by counting back (with or without blocks).
Uses base-ten blocks to show 82 and decomposes a ten to get 12 ones. Subtracts 9 ones from 12 ones and counts the remaining blocks.
Required Materials
Materials to Gather
Base-ten blocks
Connecting cubes
Launch
Groups of 2
Give students access to connecting cubes and base-ten blocks.
Activity
“Find the difference for
\(82 - 9\)
.”
“Show your thinking using drawings, numbers, or words.”
“Be prepared to share your thinking.”
As student work, consider asking:
“What did you do first? Why?”
“What did you take away first? Why?”
“How did you show 82 at first? Did you have to make any changes to take away 9? Explain.”
“What tool did you use? Why?”
Student Facing
Find the value of
\(82 - 9\)
.
Show your thinking. Use blocks if it helps.
Student Response
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Activity Synthesis
Ask selected students to share in the given order.
“Why did _____ need to change 82 to 7 tens and 12 ones to subtract ones from ones?” (There are too many ones to take away, so she traded a ten for 10 ones to show decomposing a ten.)


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