standard_description: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
problem_activity: Narrative
The purpose of this activity is for students to analyze the connections between algorithms and base-ten diagrams that represent subtraction. In particular, students relate how the two strategies show a hundred decomposed into tens and a ten into ones in order to facilitate subtraction.
As students work, encourage them to refine their descriptions of what is happening in both the diagrams and the algorithms using more precise language and mathematical terms (MP6).
MLR8 Discussion Supports.
Students should take turns finding a match and explaining their reasoning to their partner. Display the following sentence frames for all to see: “I noticed _____ , so I matched . . . .” Encourage students to challenge each other when they disagree.
Advances: Listening, Speaking, Representing
Engagement: Develop Effort and Persistence. Chunk this task into more manageable parts. Give students a subset of the cards to start with and introduce remaining cards once students have completed their initial set of matches.
Supports accessibility for: Organization, Social-Emotional Functioning
Required Materials
Materials to Copy
Diagrams and Algorithms
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Distribute one set of pre-cut cards to each group of students.
Activity
“This set of cards includes base-ten diagrams and algorithms that represent the same subtraction. Match each diagram to an algorithm. Work with your partner to explain your choices.”
8 minutes: partner work time
Student Facing
Your teacher will give you a set of cards. Match each diagram with an algorithm.
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Student Response
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Activity Synthesis
Select 2–3 students to share a match they made and how they know the cards go together.
“In the diagrams, why were the hundreds sometimes moved over into the tens place?” (This happened when there weren’t enough tens to subtract. We used a hundred to get more tens.)
“How was this shown in the algorithm?” (A hundred was crossed out and 10 more tens were added to the tens place, like in F, 20 was crossed out and 120 was written above it.)


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