GRADE 1 –
QUARTER 3
WEEK 7 – DAY 1
• Solve problems involving
subtraction where both
numbers are less than 20.
Preliminary
Activities:
Ask the students:
Do you still
remember what
does it mean when
we say subtraction?
Good Job!
Today, we are going to
learn how to solve
problems involving
subtraction where both
numbers are less than 20.
Unlocking of
Difficulties:
subtraction
difference
subtraction facts
SUBTRACTIO
N WITH
NUMBERS
LESS THAN
20
Direction: Read the problem below and
answer the following questions.
Problem #1:
There are seven Boy Scouts
and four Girl Scouts inside
a classroom. How many
more Boy Scouts are there
than Girl Scouts?
Ask:
How many Boy
Scouts are there?
Ask:
How many Girl
Scouts are there?
Ask:
What are we
asked to find in
the problem?
Ask:
How many more
Boy Scouts are
there than Girl
Scouts?
Good Job!
Expected answer:
7–4=3
There are three (3) more
Boy Scouts than Girl Scouts.
Here are the
possible solutions
to find the
correct answer.
Strategies #1:
1. using counters
Let the black chips
represent the Boy
Scouts and the There are three Boy
white chips Scouts who do not
represent the Girl have a match with
Scouts. the Girl Scouts.
Strategies #2:
2. counting Three more Girl Scouts
are needed to match
on or using the number of Boy
addition Scouts, which is seven.
4+3=7
Strategies #2:
3. Subtracting
the number
of Girl Scouts
from the
number of Boy 7–4=3
Scouts
Ask:
How did you find
the answers? Do
you have the same
strategy as the one
I have mentioned?
Good Job!
Remember that the word “more”
does not always imply addition. It is
important that you carefully read
the problem to determine the
appropriate method for solving it.
Direction: Read the problem below and
answer the following questions.
Problem #
A
2:box can contain 12
pencils. If there are already
5 pencils in the box, how
many more pencils do we
need to fill it up?
Ask:
How many
pencils a box
can contain?
Ask:
How many
pencils are there
in the box?
Ask:
What are we
asked to find in
the problem?
Ask:
How many more
pencils do we
need to fill it up?
Good Job!
Here are the
possible solutions
to find the
correct answer.
Strategies #1:
1. using counters
Let the popsicle
sticks represent
the pencils. Seven more pencils are
needed to fill the box.
Strategies #2:
2. counting on
Strategies #2:
3. Subtracting five pencils from
the total number of pencils.
12 – 5 = 7
Direction: Observe the two containers of
marbles. Then, answer, the following
questions.
1. How many marbles are in container A? _________
2. How many marbles are in container B? _________
3. a. Which container has more marbles? _________
b. How many more marbles are in this container
than in the other container? _____________
c. Show how you got your answer below.
Remember:
Ask:
What should
they do to solve
problems?
Remember:
To solve the problem, you must:
1. Read the problem carefully to make
sure that they understand the problem.
2. Identify the information given in the
problem.
3. Determine what needs to be solved.
Remember:
To solve the problem, you must:
4. Decide on a method to solve the problem
(e.g., drawing a
picture, using counters, writing a number
sentence).
5. Solve the problem by carrying out the chosen
strategy and performing the calculations.
6. Review the solution to ensure it makes sense
and answers the problem correctly.
Direction: Answer the following
problems.
GRADE 1 –
QUARTER 3
WEEK 7 – DAY 2
• Subtract 1-digit numbers from
2-digit numbers using concrete
and pictorial models, without
regrouping.
Preliminary
Direction: Write a subtraction number
Activities:
sentence for each given illustration.
1. 2.
10 – 4 = 6 8–1=7
Good Job!
Today, we are going to learn
how to illustrate subtraction
of 1-digit numbers from
2-digit numbers using
concrete and pictorial
models, without regrouping.
Unlocking of
Difficulties:
subtract tens
take away ones
minuend
subtrahend
difference
SUBTRACTIO
N OF 1-DIGIT
NUMBERS
FROM 2-DIGIT
NUMBERS
Direction: Read the problem below and
answer the following questions.
Problem #1:
Elsa had 15 beads on her
bracelet. If she removed 4
beads to make it tighter,
how many beads would
be left on her bracelet?
Ask:
How many beads
does Elsa’s
bracelet have?
Ask:
What did she do
with the beads
on her bracelet?
Ask:
Why did Elsa
remove the four
beads from her
bracelet?
Ask:
What are we
asked to find in
the problem?
Good Job!
Expected answer:
15 – 4 = 11
There are 11 beads left on
Elsa’s bracelet.
Here are the
possible solutions
to find the
correct answer.
Strategies #1:
1. using counters
Use 15 counters and remove four
from them.
15 – 4 = 11
Strategies #
2:
2. Draw 15 beads and cross-out
four beads.
15 – 4 = 11
Strategies #
3.
3: Represent 15 as 1 ten and 5 ones.
If you remove 4 from the 10, 6
remains. Then, add this 6 to the 5
ones, which gives a total of 11.
Thus, 15 – 4 = 11
Let’s try these:
Direction: Using counters, subtract the given
equation.
1. 28 – 3 = _____
2. 33 – 2 = _____
3. 49 – 7 = _____
Here’s how you solve the equation:
1. 28 – 3 = _____
28 is 2 tens and 8 ones.
8 take away 3 leaves 5.
2 tens and 5 ones is 25.
Therefore, 28 – 3 = 25.
For numbers 2
and 3, follow the
same process as
in number 1.
Good Job!
Remember that the minuend was
represented by tens and ones.
Then, the subtrahend was taken
away from the ones. The
remaining number was then
added to the tens to get the
difference
Pair Work:
Direction: Write a subtraction number
sentence for each set of illustrations.
Pair Work:
Direction: Write a subtraction number
sentence for each set of illustrations.
Good Job!
Remember:
Direction: Answer the following question.
Ask:
How do we subtract
1-digit numbers from
2-digit numbers without
regrouping?
Remember:
We represented the minuend as tens
and ones. Then, the subtrahend was
taken away from the ones. The
remaining number was added to the
tens to get the difference.
Example: 39 – 6 = ___.
Remember:
The minuend 39 was represented as
3 tens and 9 ones. Six, which is the
subtrahend, was taken away from
nine. That leaves three. Adding 3 to
30 gives 33. So, 39 – 6 = 33.
Direction: Solve the following problems.
Direction: Solve the following problems.
GRADE 1 –
QUARTER 3
WEEK 7 – DAY 3
• Subtract 1-digit numbers from
2- digit numbers as tens and
ones (expanded form) without
regrouping.
Preliminary
Direction: Solve the following problems.
Activities:
Preliminary
Direction: Solve the following problems.
Activities:
Good Job!
Today, we are going to learn
how to subtract 1-digit
numbers from 2-digit
numbers in tens and ones
(expanded form), without
regrouping.
Unlocking of
Difficulties:
subtract difference
tens minus
ones
minuend
subtrahend
SUBTRACTION
OF 1-DIGIT
NUMBERS FROM
2-DIGIT
NUMBERS
USING
In our previous lesson, subtraction
of 1-digit numbers from 2-digit
numbers was done using counters,
and drawings and illustrations. In
this lesson, they will learn how to
subtract using the expanded form.
Let’s try solving
these:
29 – 8 = ___
Ask:
How to subtract
1-digit numbers from
2-digit numbers
without regrouping?
Good Job!
The minuend, 29, was expressed
as 2 tens and 9 ones. From the 9
ones, 8 were subtracted, leaving
1. This remaining 1 is then added
to 20, resulting in a total of 21.
Therefore, 29 - 8 = 21.
This time, we will subtract using
expanded form. Here are the process.
1. Say that the numbers
should be written in columns,
such that the digits with the
29
same place value are - 8
aligned in the same column.
Place the minuend above 21
the subtrahend.
This time, we will subtract using
expanded form. Here are the process.
2. Next, we have
to express the
numbers in
expanded form.
Ask:
What is the
expanded form of
29?
Ask:
What is the
expanded form of
8?
Good Job!
This time, we will subtract using
expanded form. Here are the process.
2. Next, we
2 9 = 20 + 9
have to express
the numbers in - 8= 8
expanded form.
This time, we will subtract using
expanded form. Here are the process.
3. Next, we will
subtract the
2 9 = 20 + 9
numbers in the
same column, - 8= 8
starting from the 20 + 1
ones place.
Explain that 9 - 8 = 1. We bring down the 20
since there are no tens in the number 8. This
means, 20 – 0 = 20.
Finally, we add the two resulting numbers,
20 + 1 = 21. Therefore, the difference is 21.
29 = 20 + 9
- 8= 8
21 = 20 + 1
Here are some other examples of how
we will subtract using expanded form.
Direction: Subtract the following numbers
using expanded form.
1) 23 – 2
2) 49 – 3
3) 61 – 1
4) 78 – 5
5) 87 – 4
6) 96 – 6
Good Job!
Remember:
Direction: Answer the following question.
Ask:
How do we subtract
1-digit numbers from
2-digit numbers without
regrouping using
expanded form?
Remember:
Steps in subtracting numbers using expanded
form:
1. Write the numbers in columns, such that the
digits with the same place value are aligned in
the same column. Place the minuend above the
subtrahend.
2. Express the numbers in expanded form, making
sure that the numbers with the same place value
are aligned in the same column.
Remember:
Steps in subtracting numbers using
expanded form:
3. Subtract the numbers in each
column, starting from the ones place,
and moving to the left.
4. Add the resulting numbers to find the
difference.
Direction: Subtract the following
numbers using expanded form.
1) 29 – 2
2) 94 – 4
3) 67 – 6
4) 48 – 5
5) 85 – 1
GRADE 1 –
QUARTER 3
WEEK 7 – DAY 4
• Subtract 1-digit number from
2-digit number in vertical form,
without regrouping.
Preliminary
Activities:
Direction: Subtract the following numbers
using expanded form.
1) 29 – 2
2) 94 – 4
3) 67 – 6
4) 48 – 5
5) 85 – 1
Good Job!
Today, we are going to
subtract 1-digit from
2-digit numbers in vertical
form with regrouping.
Unlocking of
Difficulties:
subtract difference
tens minus
ones
minuend
subtrahend
SUBTRACTION
OF 1-DIGIT
NUMBERS FROM
2-DIGIT
NUMBERS IN
VERTICAL FORM
In our previous lesson,
subtraction was done using
expanded form. In this lesson,
they will learn how to subtract
in vertical form.
Let’s try solving
these:
59 – 6 = ___
Ask:
How to subtract
using expanded
form?
Good Job!
First, write the numbers in columns, such that the digits with the
same place value are aligned in the same column. Place the
minuend above the subtrahend. Next, express the numbers in
expanded form, making sure that the numbers with the same
place value are aligned in the same column. Then, subtract
the numbers in each column, starting from the ones place.
Finally, add the resulting numbers to find the difference.
59 – 6
59 = 50 + 9
−6= 6
53 = 50 + 3
This time, we will subtract in vertical
form. Here are the process.
1. Say that the numbers
should be written in columns,
such that the digits with the
59
same place value are - 6
aligned in the same column.
Place the minuend above
the subtrahend.
This time, we will subtract in vertical
form. Here are the process.
2. Next, we will
subtract the numbers 59
in the same column, - 6
starting from 3
the ones place.
This time, we will subtract in vertical
form. Here are the process.
3. Subtract the numbers
in the tens column. But 59
since there are no tens
in the number 6, we - 6
bring down the 5. This 53
means, 5 – 0 = 0.
Ask:
Compare the
difference obtained
using expanded form
with the difference
obtained using the
vertical form?
Good Job!
This is a shorter
way in finding the
difference.
Here are some other examples of how
we will subtract in vertical form.
Direction: Subtract the following numbers in
vertical form.
1) 73 – 1
2) 89 – 6
3) 42 – 2
4) 38 – 4
5) 95 – 4
6) 69 – 5
Good Job!
Remember:
Direction: Answer the following question.
Ask:
How do we subtract
1-digit numbers from
2-digit numbers without
regrouping in vertical
form?
Remember:
Steps in subtracting numbers in vertical form:
1. Write the numbers in columns, such that the
digits with the same place value are aligned in
the same column. Place the minuend above
the subtrahend.
2. Subtract the numbers in each column,
starting from the ones place, and moving to
the left.
3. The resulting number is the difference.
Direction: Subtract the following numbers
using both expanded form and vertical form.
Direction: Subtract the following numbers
using both expanded form and vertical form.
