NEWSLETTER

2 Module 7

Core Focus Ideas for Home

• Subtraction: One-digit numbers from two-digit numbers (bridging tens) • Counting back in tens or ones
• Subtraction: Count-on and count-back to subtract from any number is a key skill
• Subtraction: Two-digit numbers from three-digit numbers (bridging hundred) for subtraction. Take turns at
• 2D shapes naming a number between
51 and 99. Roll a standard
number cube and count back
Subtraction that many tens or ones.
• Students now use subtraction to compare two amounts (e.g. “Marta has 12 pencils
• Comparing the prices of
and Jeremy has 3. How many more pencils does Marta have than Jeremy?”).
similar items of food is a
• Answers to comparison subtraction problems can be solved by either counting practical way to think about
on or counting back. The difference can be recorded in a subtraction sentence subtraction as comparison.
(12 - 3 = 9), or an addition sentence (3 + 9 = 12). Ask your child to find the
difference between the prices
Subtraction: Reviewing two-digit numbers (hundred chart)
7.1
of two similar items. Ask if
they counted on or counted
Step In Look at the counter on this number chart.
back, and to explain why.
How would you move the counter 11 12 13 14 15 16 17 18 19 20
to show a number that is 2 less?
How would you move the counter
21
31
22
32
23
33
24
34
25
35
26
36
27
37
28
38
29
39
30
40
• Knowing the combinations
to show a number that is 10 less?
How would you move the counter
41 42 43 44 45 46 47 48 49 50 that make 10 (1 and 9,
to show a number that is 12 less? 51 52 53 54 55 56 57 58 59 60
2 and 8, 3 and 7, 4 and 6,
I would start at 47 and subtract the tens then 5 and 5) helps your child
the ones. 47 take away 10 is 37. Then 2 less is 35.
count on using a number line.
I subtracted the ones first. 47 take
away 2 is 45. Then 10 less is 35. Jumping to the next multiple
Complete each of these equations. Draw arrows on the chart above to help of 10 is an efficient strategy.
In this lesson,
your thinking. students count back the parts (tens and ones)
to subtract two-digit numbers from two-digit numbers. Ask, “How far from 63 to 70?”
16 - 1 = 39 - 20 = 55 - 3 = 35 - 21 =
or “How far from 24 to 50?”
• Students also use aStep
number
Up linearrows
1. Draw to show their
on the chart above thinking.
to show how youE.g.
out each of these. Then write the differences.
figure students see 67 - 23

and think 67 - 20 - 3, a.or 67 - 3 - 20.b. c.

34 - 2 = 43 - 10 = 50 - 1 =
d. e. f.
7.2 15 - 3 = Reinforcing
Subtraction: 55 -two-digit
30 = 32(number
numbers - 20 = line)
g. h. i.
© ORIGO Education

25 - 12How
= much will be50
left-in21the
= wallet 48 - 23 = $13
Step In
after buying the cap? $57
How
♦ 244 do you know? ORIGO Stepping Stones • Grade 2 • 7.1

Use this number line to show how you figured it out.

40 50 60

I started at 57 and counted back the tens

then the ones of the price. I can draw
jumps like this to show how I subtracted.

−3 −10

44 47 57
40 50 60

1. a. Draw jumps on this number line to show how you

In this lesson,
Step Up students
would ficount
gure out back
68 − 12.the parts (tens and ones)
on a number line.
©�ORIGO�Education

50 60 70

b. Draw jumps to show another way you could figure out 68 − 12.
© ORIGO Education

50 60 70

♦ 246 ORIGO Stepping Stones • Grade 2 • 7.2 1

NEWSLETTER

2 Module 7

• When the number being subtracted is small (e.g. 65 - 12), it can be easier to count
Ideas for Home
back. When the number being subtracted is large (e.g. 78 - 65), it can be easier
to count on. Students may use the strategy that makes the most sense to them. • Children can easily count on
or count back by ones, or
• Students make jumps of different amounts on the number line while solving
use a known fact, to subtract
problems. They also decide whether to first subtract the ones or the tens,
when they do not need to
depending on the numbers involved.
bridge a multiple of ten (e.g.
68 - 5). However, counting
7.8 Subtraction: Solving word problems
past a multiple of ten can be
t
Step In This poster shows the cost of tickets
to a concert. Some seats are closer
Concer difficult. Name any two-digit
to the stage, so they cost more.
number with the ones place
What is the difference in cost between the Gold
and General tickets? How do you know? Gold
Silver
$72
$55
less than 5 and have your
Two friends share their strategies. General $34
Lifen uses a number line.
child subtract 7, 8, or 9 (e.g.
−2 −2 −30
Jayden uses a written
“What is 73 take away 8?”)
method. He subtracts
the tens then the ones. Listen as your child explains
38 40 42 72

What is similar about the two strategies?

72 § 30 = 42
42 § 4 = 38
how they solved the problem.
What steps does Jayden follow?
• Ask your child to look for
Use Jayden’s strategy to
figure out the difference
I would count on to figure
out the difference. shapes in the home and
in cost between the Gold
and Silver tickets. 55 + 15 = 70
70 + 2 = 72 environment. Doors and
15 + 2 = 17
windows are often rectangles,
In this lesson,
Step Up students
1. choose and use a place-value strategy
Use the ticket prices at the top of the page to solve this but look for other shapes,
problem. Show your thinking.
to subtract two-digit numbers. such as triangles, and shapes
Victoria has $150 in her purse. She buys one Silver ticket.
How much money does she have left?
with more than 4 sides, such
2D shapes
as hexagons and pentagons.
• Students learn that polygons are closed shapes with sides that are all straight.
© ORIGO Education

$
They also learn that polygons have the same number of corners as they have • Take turns at giving directions
♦ 264
sides, e.g. a quadrilateral has four sides and four corners.
ORIGO Stepping Stones • Grade 2 • 7.8
to draw shapes by naming
the number of sides and
• The sides and angles of a polygon do not have to be identical. An octagon corners, and whether the
can have all sides the same length (think of a stop sign) or different lengths. sides are the same length
or have different lengths.
7.10 2D shapes: Identifying quadrilaterals
E.g. say, “Draw a shape with
Step In Look at these shapes. What is the same about them?
five sides and five corners
What is different? with different side lengths.”

A
B
C Glossary
These are examples of some
E F
D of the closed shapes that
are taught in this lesson.
Which of the shapes are polygons?
How do you know?
Polygons that have exactly four sides are called quadrilaterals.

The quad part of the word quadrilateral

means four. The lateral part means side.
quadrilateral pentagon

In this lesson,
Step Up students
1. identify quadrilaterals as polygons that
Color the quadrilaterals.

have exactly four sides.

©�ORIGO�Education

a. b. c. d.

hexagon octagon
e. f. g. h.
© ORIGO Education

♦ 270 ORIGO Stepping Stones • Grade 2 • 7.10

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