Teaching of Elementary

Mathematics (Part 1)
TOPIC 2- ADDITION AND
SUBTRACTION
WITHIN 1000

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 INTRODUCTION

• Knowledge of the 4 operations (addition,

subtraction, multiplication and division) is
fundamental to learning mathematics in higher
level.
• Basic knowledge on computation is essential to
understand ideas in other subjects such as
science and social studies.
• Computation with whole numbers continue be
the central focus of elementary mathematics.

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Addition:
- Addition is an operation carried out on two
numbers (addends) to obtain a third number
(sum).
- Addition is related to the union of disjointed
groups of objects.
- Children develop the idea of addition by joining
groups of objects and slowly abstracting the
operation meaning from their actions.

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Addition:
(a) Addition without regrouping
- children readily learn to add two numbers
without regrouping without any hassle.
- Very often, we allow children to just add the
numbers in each column and do not think of
the place value of tens and ones.
- Attention should be focused on the meaning
of what the children are doing, rather than
on the mechanical procedure.

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Addition:
(b) Addition with regrouping
- Teaching addition with regrouping parallels
the teaching of addition without regrouping.
- Children may find it more difficult to add
with regrouping
- There are several ways together with
suitable aids that can be used to teach
efectively

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 PEDAGOGICAL CONTENT KNOWLEDGE
Example:
Leela has 25 rubber bands. Her friend gives her 18. How many
rubber bands has she now?
(i) Concrete Representation: Use manipulative materials
(ungrouped)

(ii) Concrete Representation: Use manipulative materials (grouped –

long and unit cubes)

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 PEDAGOGICAL CONTENT KNOWLEDGE
Example:
Leela has 25 rubber bands. Her friend gives her 18. How many
rubber bands has she now?
(iii) Pictorial Representation: Use pocket chart (place value mat)

(iv) Symbolic Representation: Use place chart (grouped – long and

unit cubes)

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 PEDAGOGICAL CONTENT KNOWLEDGE
- The mathematical sentence is first
introduced to the children:
Example: 16 + 6 = 22 or 6 + 16 = 22
- Children need to learn the vertical form too,
because it is used in algorithms and helps them
better to understand the concept of place
value:
Example:
16 6
+ 6 + 16
22 22
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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Subtraction:
- Subtraction is the inverse of addition.
- For many children learning subtraction seems
more difficult than learning addition.
- This could be because subtraction has several
meanings related to real-life situations such as
take-away, comparison and completion.

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Subtraction:
(a) Take-away: (155 – 7 = 148)
- To learn the take-away concept, children study
examples that involve removal or separation of a
subset from a set.
- Concrete materials demonstrate this interpretation
of subtraction more effectively than graphic
materials
- Story problems in which a subset is removed, lost,
eaten or so on are useful in helping children
understand this concept

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Subtraction:
(b) Comparison
- Two sets are compared.
- Example:
There were two circus performances. One was
attended by 859 people and the other by 934
people. How many more people came to the second
performance as compared to the first?
- The answer is called the “difference” and tells how
many more (or less) one number is than the other.

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Subtraction:
(c) Completion
- The numbers of two sets are given.
- What is the number of the set to be joined to the
smaller set to obtain the larger set?
- Example:
James completed a 900 postage stamp album
collection by putting in additional stamps. How many
additional stamps did he put into the album if there
were 856 stamps when he started?
- Can be solved by 856 + N = 900
or 900 - 856 = N

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Subtraction:
(d) Teaching and learning Practice
- Subtraction should be introduced through
discussion of actions on real objects and with
classroom learning aids such as chips, blocks and
ice-cream sticks.
- The easiest of the three subtraction concepts is
the take-away situation.
- Mathematical symbols should be delayed until
children understand the concept.

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Subtraction:
(d) Teaching and learning Practice

Sequence of teaching subtraction/addition:

1. Use a variety of problem settings and manipulative
materials to act out and model the operation.
2. Provide representation of objects in pictures,
diagrams and drawings to move a step away from
the concrete situation towards symbolisation.
3. Use symbols to illustrate the operation

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Problem Solving:
- A problem is one which involves a situation in which a
person wants something and does not know immediately
what to do to get it.
- Usually we start with normal problem like:
216
+592
- Then, we end with “story problem” which could be not a
problem actually for the children. It has to be adding
because the past week’s work has been on addition.

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 PEDAGOGICAL CONTENT KNOWLEDGE
Overview of Problem Solving:
Consider this problem:
You are given the digits 1,2,3,4,5 and 6. Use each of
them once and form three two-digit numbers to get a
sum of 102.
- To obtain the solution, the children will have to try
many possibilities, although, they have the prerequisites
- Routine problems involve an application of a
mathematical procedure in much the same way as it was
learned.
- Non-routine problems often require more thought for
the mathematical procedures to solve and the solution
is less obvious.

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 Stages of Conceptual Development for Addition and
Subtraction Within 1000:
(a) The meaning of addition.
(b) Addition without regrouping.
(c) Addition with regrouping.
(d) The meaning of subtraction.
(e) Subtraction without regrouping.
(f) Subtraction with regrouping.
(g) Solving number stories for addition and subtraction
(h) Making up number stories for addition and
subtraction.

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 Teaching and Learning Activities
- We should be prepared with sufficient
ideas and innovative TL activities to
attract pupils’ attention.
- It is our responsibility to gather as many
good activities possible so that our
planning of mathematics lessons would be
easy.
- If we could prepare a systematic lesson,
the lesson proper would be interesting
and full of fun

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1. Addition to the Highest Total of 1000
Activity 1:
Learning Outcomes:
1. To write numerals to 1000
2. To add two three-digit numbers with the
highest total of 1000
Procedure: Refer to page 31 and 32.

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1. Addition to the Highest Total of 1000
Activity 2:
Learning Outcomes:
1. To write numerals to 1000
2. To practice the algorithms for addition
within 1000
Procedure: Refer to page 33 and 34.

561
+ 59

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 2. Subtraction Within 1000
Activity 1:
Learning Outcomes:
1. To recognise numerals to 1000
2. To write numerals to 1000
3. To practice subtraction within 1000 using
calculator
Procedure: Refer to page 35 and 36.

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 2. Subtraction Within 1000
Activity 2:
Learning Outcomes:
1. To recognise numerals to 1000
2. To write numerals to 1000
3. To practice subtraction within 1000
Procedure: Refer to page 38 and 39.

Tic-tac-toe square

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 2. Subtraction Within 1000
Activity 3:
Learning Outcomes:
1. To write numerals to 1000
2. To practice subtraction within 1000
Procedure: Refer to page 40 and 41.

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3. Addition and Subtraction of Numbers in
Daily Life
Activity 1:
Learning Outcomes:
1. To write numerals to 1000
2. To practice addition and subtraction within 1000
3. To solve daily problems involving addition and
subtraction within 1000
Procedure: Refer to page 42 and 43.
Out of 316 tickets In a school, there
sold, 158 were for a are 645 pupils in the
football match. The morning session and
rest were for a 645 248 pupils in the 316
badminton match.
How many tickets
+248 afternoon session.
How many pupils are
-158
were sold for the there altogether?
badminton match?

A section of the Game Cards

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