Or

Subtract single digit numbers

• Subtract single digit numbers
• Course: Mathematics
• Section: Number and place value
• Outcome: Single digit subtraction.
• Activity Type: Printable
• Activity ID: 3339

Testimonials

“What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!”
Patricia Celikbilek, Teacher

Awarded June 2012 “Best Educational Website for Teaching and Learning”

United Kingdom – National Curriculum expand/collapse

• KS1.Ma2 – Number
• Knowledge, skills and understanding

• Solving numerical problems

• KS1.Ma2.4 – Pupils should be taught to:

• KS1.Ma2.4.a – Choose sensible calculation methods to solve whole-number problems (including problems involving money or measures), drawing on their understanding of the operations

• Using and applying number

• KS1.Ma2.1 – Pupils should be taught to:

• Problem solving

• KS1.Ma2.1.a – Approach problems involving number, and data presented in a variety of forms, in order to identify what they need to do

• KS1.Ma2.1.b – Develop flexible approaches to problem solving and look for ways to overcome difficulties

• KS1.Ma2.1.c – Make decisions about which operations and problem-solving strategies to use

• Calculations

• KS1.Ma2.3 – Pupils should be taught to:

• Number operations and the relationships between them

• KS1.Ma2.3.a – Understand addition and use related vocabulary; recognise that addition can be done in any order; understand subtraction as both 'take away' and 'difference' and use the related vocabulary; recognise that subtraction is the inverse of addition; give the subtraction corresponding to an addition and vice versa; use the symbol '=' to represent equality; solve simple missing number problems [for example, 6 = 2 + ? ]

• Mental methods

• KS1.Ma2.3.c – Develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the x2 and x10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20

• KS1.Ma2.3.e – Carry out simple calculations of the form 40 + 30 = ?, 40 + ? = 100, 56 - ? = 10; record calculations in a number sentence, using the symbols +, -, x, ÷ and = correctly [for example, 7 + 2 = 9] .

• KS2.Ma2 – Number and algebra
• Knowledge, skills and understanding

• Calculations

• KS2.Ma2.3 – Pupils should be taught to:

• Mental methods

• KS2.Ma2.3.d – Recall all addition and subtraction facts for each number to 20

Australia – Australian Curriculum expand/collapse

• Number and Algebra
• Number and place value

• ACMNA015 – Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

• Number and Algebra
• Number and place value

• ACMNA029 – Explore the connection between addition and subtraction

• ACMNA030 – Solve simple addition and subtraction problems using a range of efficient mental and written strategies

• Patterns and algebra

• ACMNA036 – Solve problems by using number sentences for addition or subtraction

• Number and Algebra
• Number and place value

• ACMNA055 – Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation

New Zealand – National Standards expand/collapse

• 4.NA – Number and algebra
• 4.NA.1 – Apply basic addition and subtraction facts, simple multiplication facts, and knowledge of place value and symmetry to:

• 4.NA.1.a – Combine or partition whole numbers

• 5.NA – Number and algebra
• 5.NA.1 – Apply additive and simple multiplicative strategies and knowledge of symmetry to:

• 5.NA.1.a – Combine or partition whole numbers

United States – Common Core State Standards expand/collapse

• K.OA – Operations & Algebraic Thinking
• Mathematics

• K.OA.2 – Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

• 1.OA – Operations & Algebraic Thinking
• Mathematics

• 1.OA.1 – Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

• Mathematics

• 1.OA.4 – Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

• Mathematics

• 1.OA.6 – Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).