options: Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
problem_activity: Narrative
The purpose of this activity is for students to subtract one-digit and two-digit numbers from a three-digit number using the methods that make sense to them. Each difference would require students to decompose a ten to subtract by place. They may count back or count on by place to find the difference. They may also use their understanding of place value and their experiences decomposing a ten when they subtracted within 100. In the synthesis, focus on connecting and comparing these different methods and making sense of representations that show decomposing a unit when subtracting by place.
When students use base-ten blocks, number lines, or equations to find the value of each difference they use appropriate tools strategically (MP5).
This activity uses
MLR7 Compare and Connect
. Advances: representing, conversing.
Engagement: Provide Access by Recruiting Interest.
Optimize meaning and value. Invite students to share ideas of items to sell (cupcakes, sports cards, video games, etc.) and use that as the context around the problems to solve. Discuss the action of selling to represent subtraction.
Supports accessibility for: Attention, Conceptual Processing
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
Activity
“Find the value of each expression in any way that makes sense to you. Explain or show your reasoning.”
3–4 minutes: independent work time
3–4 minutes: partner discussion
Monitor for an expression that generates a variety of student methods or representations to share in the synthesis, such as:
using base-ten blocks
drawing a number line
writing their reasoning in words
writing equations
Student Facing
Find the value of each expression in any way that makes sense to you. Explain or show your reasoning.
\(354 - 7\)
\(354 - 36\)
\(354 - 48\)
Student Response
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Activity Synthesis
MLR7 Compare and Connect
Invite one previously identified student who used a method that did not explicitly show decomposing a ten to share.
Invite one previously identified student to show how they decomposed a ten to subtract with base-ten blocks or a base-ten diagram.
“What is the same and what is different about the ways _____ and _____ represented the problem?” (____ used base-ten blocks and showed decomposing a ten. _____ showed a number line and counting back 36. They used the same numbers. They found the same difference.)


correct_option_index: 4