Math equations for 1st graders
1st Grade Math Worksheets
Rich with scads of practice, the CCSS aligned printable 1st grade math worksheets with answer keys help kids solve addition and subtraction problems within 20, extend their counting sequence, understand place value and number systems, measure length and compare sizes, tell time, count money, represent and interpret data, and know the attributes of 2D and 3D shapes in geometry. Our free math worksheets for grade 1 kids give you a peek into what's in store!
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Geometry
Explore 2,200+ First Grade Math Worksheets
Counting and Adding Pictures
The pictures in two groups present a fascinating array of addition equations for 1st grade kids. Count the pictures in the two groups separately, and then combine the two to find the total number.
Subtracting on Number Lines | 0 to 10
Get the little hoppers to draw hops on the number lines in these printable grade 1 math worksheets and complete the subtraction equations involving numbers up to 10.
Identifying the Next Picture in a Repeating Pattern
Develop pattern awareness in kids with this set of pdf worksheets. Study the pattern, identify the pattern's core or terms that repeat in the same order and make a logical prediction of what comes next.
Reading and Writing Numbers from 1 to 25
Fluency with numbers is vital in first grade math. Task kids to look at the top of this printable chart, identify and read the numbers from 1 to 25 repeatedly, and copy them to complete the table.
Base Ten Blocks | Tens and Ones
Visualizing numbers is easy with place value blocks or base-10 blocks. Get kids to count the units and rods in the base-10 blocks and write the base-10 numerals.
Identifying Greater and Smaller 2-Digit Numbers
Cracking these 1st grade math worksheet pdfs is a true measure of your place value skills. Compare 2-digit numbers using symbols in Part A. Circle the greater number in Part B, and the smaller number in Part C.
Ordering Objects from the Shortest to the Longest
Arranging objects of three different sizes from the shortest to the longest, numbering them 1, 2, and 3 respectively, is all that is expected of grade 1 kids.
Telling Time | Hourly Increment
With these pdf math worksheets for grade 1 kids at your disposal, the time is ripe to practice reading clocks to tell the time in whole hours, and choosing the clock face that depicts the specified time.
Counting Dimes
Develop skills in counting the dimes and expressing the amount in dollars, trading dimes for dollars, and converting between them in word problems with this compilation of first grade math worksheet pdfs.
Counting Tally Marks
Let's travel back in time and practice counting using tally marks. First grade kids have a blast reading and counting each set of tally marks and writing the value it represents.
Identifying 2D Shapes | MCQ
Can the little architects of grade 1 distinguish between a rectangle and a square? Watch them recognize the two-dimensional figures and check the appropriate option that best describes each.
Number Line Addition | 0 to 10
This stack of 1st grade math worksheets has pre-drawn hops on the number lines. The starting-point of the hops, and the number of hops are the two addends and the endpoint is the sum.
Writing Subtraction Equations from Number Lines | 0 to 10
Examine the hops on the number line; identify the minuend, subtrahend, and the difference. Once this is done, completing the subtraction sentence is not a hard nut to crack!
Repeating Patterns | Cut and Glue Activity
Add a spark of fun with repeating picture patterns in this bundle of printable math worksheets for 1st grade kids. Comprehend the pattern, cut out the graphics and glue the one that comes next in order.
Display Chart - Numbers 1 to 25 | Theme based
The crawling number snails get kids to instantly memorize numerals from 1 to 25. This show-and-tell chart comprising snails-shells inscribed with numbers is a compulsive-print.
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Check Out These 50 First-Grade Math Word Problems of the Day
Opening your daily math lesson with a Math Word Problem of the Day is an excellent way to set the stage for learning. We all know that word problems are difficult for young learners to grasp, even when the mathematical operation portion of the problem is basic.
Incorporate these first grade math word problems one day at a time at the start of your math block to build confidence, critical thinking skills, and a learning community. Students will get used to reading slowly for meaning, while also identifying key information. Encourage students to write out equations and draw pictures to explain their thinking, since this helps them see the light when they are stuck!
Topics covered include addition, subtraction, multiplication, and comparison. All you need to do is post one of these first grade math word problems on your whiteboard or projector screen. Then let kids take it from there!
Want this entire set of word problems in one easy document? Get your free PowerPoint bundle by submitting your email here.
1. I had 6 pencils, and my teacher gave me 4 more. How many pencils do I have now?
2. Gina’s dog got 3 treats on Sunday and 0 treats on Monday. How many treats did Gina’s puppy get in all?
3. Joel went to the zoo with his family. During the first hour he was there he saw a bear, 2 tigers, and 3 lions. How many animals did Joel see in his first hour at the zoo?
4. Jackson sorted his toy cars by color. He has 6 blue cars, 5 green cars, and 4 black cars. How many cars does Jackson have in all?
5. Ben has 2 green balloons and 4 yellow balloons. How many balloons does he have altogether?
6. There are 3 kids in the Clark family. Tina is 3, Joshua is 4, and Samantha is 7. If you add up all their ages, what is the sum of the Clark kids?
7. If you go for a swim and 6 of your friends come along, how many friends are swimming in total?
8. Rachel’s mom had some flowers in a vase. 3 of the flowers wilted and Rachel’s mom took them out of the vase. Now there are 5 flowers in the vase. How many flowers were in the vase to start with?
9. Hayden’s cat had a litter of kittens. 3 kittens were gray, 2 kittens were spotted, and 7 kittens were black. How many kittens did Hayden’s cat have?
10. Pedro brought in 3 red leaves and 6 yellow leaves from the playground. How many leaves does he have in all?
11. Gabriella read 3 books on Monday, 6 books on Tuesday, and 4 books on Wednesday. How many books did Gabriella read in all?
12. If you have 3 cats, 2 guinea pigs, and a bunny. How many cute little noses do they have altogether?
13. If there are 3 inches of snow on the ground in the morning and we get 3 more inches of snow by dinner time. How many inches of snow did we get that day?
14. My cat has 4 paws and my brother’s dog has 4 paws. How many paws are there in all?
15. I had 10 pennies, but I lost 2 of them. How many pennies do I have now?
16. Santiago read 7 books over the summer. Ryan read 5 books. How many more books did Santiago read than Ryan?
17. Andrew put 10 stickers on his notebook. When he got to school he noticed some of the stickers had fallen off. Now Andrew only has 6 stickers on his notebook. How many stickers fell off Andrew’s notebook?
18. Nicole likes to help her mom pick tomatoes from their garden. She counted 9 tomatoes in the garden. 6 tomatoes were red and the rest were green. Nicole and her mom picked all the red tomatoes. How many green tomatoes did Nicole and her mom leave in the garden?
19. My sister and I have 20 pennies. If my sister has 10 pennies, how many pennies do I have?
20. The zoo had 8 tigers. 3 of the tigers moved to another zoo. How many tigers were left?
21. Esther read 3 poems. Magenna read some more poems. Altogether they read 7 poems. How many poems did Magenna read?
22. Haley’s dad bought 8 cheeseburgers. Haley ate 1 of them. How many cheeseburgers does Haley’s dad have left?
23. If you boil 7 eggs in water, and the number of eggs that float is one more than the number that sink, how many eggs float?
24. Rasheed loves to eat jellybeans. His favorite jellybeans are the yellow ones. There were 12 jellybeans in his bag. Rasheed removed all the yellow jellybeans and ate them, leaving 6 jellybeans in his bag. How many yellow jellybeans did Rasheed eat?
25. The gym teacher had 5 basketballs. The next week the gym teacher got some new basketballs. Now the gym teacher has 9 basketballs. How many new basketballs did the gym teacher get?
26. Jamal has 6 toy airplanes and his brother has 4 toy airplanes. How many more toy airplanes does Jamal have than his brother?
27. Antonio has some marbles. His brother Alex gives him 5 more. Now Antonio has 8 marbles. How many marbles did Antonio have to begin with?
28. If you have an 8-pack of crayons and you give your friend 3 of them to use during drawing time. How many crayons do you have in your pack now?
29. Emily has 4 pink erasers and some white erasers. She has 7 erasers in all. How many white erasers does Emily have?
30. Angel serves pizza at her birthday party. The pizza has 12 slices. 8 slices of pizza are eaten by Angel and her guests. How many slices of pizza are left?
31. If you have 9 toys on the floor and your little brother has 6 toys on the floor. How many more toys on the floor do you have?
32. There are 8 windows in the classroom. Some of the windows have decorations on them, 2 of them don’t have any directions. How many windows have decorations?
33. On Saturday, you brought home some fish from the pet store. If 15 of your 18 fish have stripes. How many of your fish are without strips?
34. 8 birds flew to the top of a fence. Some birds flew away and 6 birds stayed. How many birds flew away?
35. There were 6 books on Noah’s shelf. Olivia took some of the books. Now there are 2 books on the shelf. How many books did Olivia take?
36. Ethan has some folders in his backpack and 4 folders in his desk. He has 8 folders altogether. How many folders are in his backpack?
37. Liam has 8 t-shirts. 5 of them have superheroes on them, and the rest are solid colors. How many of Liam’s t-shirts are solid colors?
38. Mary was putting together a 20 piece puzzle. After she finished, she discovered that only 18 pieces were there. How many pieces were missing?
39. Nicholas has 7 cousins. Some of his cousins are girls and 3 of his cousins are boys. How many girl cousins does Nicholas have?
40. It snowed for 6 hours on Monday and 4 hours on Tuesday. How many more hours did it snow on Monday?
41. Charlie’s mom baked 12 chocolate chip cookies for dessert. Charlie ate 2 cookies and his mom and 1 cookie. How many chocolate cookies were left?
42. Melanie has 16 purple pens. Dante has 10 blue pens. Melanie has ____ more pens than Dante has.
43. Sofia has 75 pennies in her bank. How many more pennies will she need to have 100 pennies in her bank?
44. There were 9 cups of soda on the table. Some of the cups were knocked over, and 6 were still standing. How many cups of soda were knocked over?
45. Griffin has 20 board games. Some were under his bed, and 15 were in his closet. How many board games were under Griffin’s bed?
46. Antonio spotted 3 deer sitting at the top of a hill, but all he could see were their eyes. How many eyes did Antonio see in all?
47. Desmond saw 5 bunnies. He counted all of their ears. How many bunny ears did Desmond count?
48. Katie counted all of her toes, and then she counted all her mom’s toes. How many toes did Katie count altogether?
49. Which weighs more? A 15-pound red fox or a 24-pound wild turkey?
50. Which weighs more: a 150-pound white-tailed deer or a 110-pound kangaroo?
Enjoying these first grade math word problems? Check out our first grade hub for even more resources.
Get a PPT version of these word problems.
90,000 Mathematics lesson. "Solution of equations" 1 class Author: Nazovova Zhanneta Ivanovna
Nazvorova Zhanneta Ivanovna
9000 Subject Mathematics class 1
Place of the lesson on the topic | |||||||
Solution of equations. | First lesson | ||||||
Lesson type | Forms, techniques, methods, methods | ||||||
Lesson of the opening of new knowledge. | Frontal, pair work, creating a problem situation, games, educational dialogue. | ||||||
The goal of the lesson | Lesson Tasks | ||||||
Formation of skills to solve simple equations between the part and as many as | 9000 9000 9000 an unknown component based on the relationship between the part and the whole. developing - to develop the ability to search for the necessary information in a textbook and workbook to complete educational tasks, to form the ability to compare, generalize, establish cause-and-effect relationships. educational - to develop educational and cognitive interest and value attitude to new educational material; to form the ability to negotiate and come to a common decision in joint activities, to form the ability to work in pairs.
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The estimated result | |||||||
Know | 033 | - addition and subtraction table within 10; - algorithm for solving equations with an unknown term;
| - solve equations with unknown components-terms based on the relationship between the part and the whole; - pronounce the sequence of actions reflected in the work algorithm when solving equations; - select bases for classification and group mathematical records according to several criteria; - work according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of a teacher; - organize learning interaction in pairs; - determine the degree of success of their work in the course of assessment and self-assessment. | ||||
competencies/UUD | Pedagogical technologies |
| |||||
Educational, informative, communicative. | Method of problem learning, technology of game methods. | Interactive whiteboard, textbook, scales, math flower, cards, gnomes. | |||||
9000 9000 9000 Purpose0039 | Activities of the teacher | Activities of the student | competencies/ Aspects of competence/UUD 9000
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Stage I: motivation for learning activities 1 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Inclusion of students in educational activities at a personally significant level | Hello guys! And our math lesson today is not easy: we will go to visit the gnomes.
| Emotional mood. Teachers greet, check readiness for the lesson. |
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002Stage II: goal setting 2 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Readiness of students' thinking and awareness of the need to build a new way of action | Do not forget that in the mathematics lesson we develop mathematical speech, learn to prove, reason. Where they play together, They count skillfully, There, even a fairy tale can Appear boldly. | Showing interest in the study material. |
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| Inclusion in the educational process. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Stage III: updating of basic knowledge 7 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Organization of preparation and motivation to study the material necessary for the "discovery of new knowledge" | - Listening to the song, count how many dwarfs live in a fabulous mathematical country.
- Once upon a time there were gnomes in their cozy house, On the edge of the forest, by a small stream. There are exactly seven of these Brothers, You know them all. Every week around Brothers go one after another. - Guess what the names of the gnomes are? - What is the third day of the week; fifth day of the week; the day before Friday; day running Sunday and Tuesday. - Only the most attentive and quick-witted are allowed into the mathematical country. And the simulator will help us in this. - Elder brother - Monday - A hard worker, not an idler. He opens the week, He forces everyone to work. - One day Monday was sawing a log and thought: how many cuts does he need to make to get 4 parts of this log? - Tuesday is very fond of growing flowers. And then one day he grew an unusual flower, on the petals of which there were mathematical concepts that we had already met in mathematics lessons. (The following concepts are written on the petals: term, sum, reduced, subtracted, difference, expression, equality, inequality, part, whole) - In front of you are various mathematical records.
- your task is to divide these records into each group by selecting the corresponding card. - What groups can these mathematical records be divided into? - On what basis did you divide mathematical records into groups?
- What two groups could you divide these expressions into? 8-2 6+2 8-3 4+4 8-4 1+7 8-5 0+8 -look carefully at the first column of expressions. What pattern did you notice?
- What should be the following expressions? - What pattern did you notice in the second column? - What other expressions can be added to this column? - Well done, you already know a lot. - Do you think we will be able to make new discoveries or have we already learned everything? - Yes, you are absolutely right. Today at the lesson we will learn some new mathematical concept.
Now let's verbally solve the problem. - Wednesday in a hollow found a squirrel 5 small hazelnuts, Here are three more. What a squirrel! Here is the mistress! Count the nuts!
- How did you solve the problem? To which column can her decision be attributed?
| Listen to the song and count the gnomes.
The names of the gnomes are the names of the days of the week.
solve an orally logical problem, give the answer: 3 parts.
9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 002
Do the classification on the board.
Expressions, equalities, inequalities.
An expression is a notation in which numbers are connected by an action sign. Equality is a notation in which numbers are connected by an equals sign. An inequality is a notation in which numbers are connected by comparison signs. Sums, differences.
Decreasing the same, subtracted increases by one, which means that the differences will also decrease by one. 8-6, 8-7, 8-8
Expressions representing the composition of the number 8.
State their guesses.
Orally solve the problem and argue its solution: 5+3 = 8 | Cognitive
9000 9000
9000
| Reception "Solution of non-standard tasks".
| Fixation of existing subject educational knowledge (skills), known methods of activity. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Stage IV: difficulty fixation 5 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Creation of a problem situation, as a result of which students independently put forward the goal and objectives of the lesson in the form of questions. | - Thursday follows his brother, He has a lot of ideas, He takes on everything boldly, And the work began to boil. - Today Thursday has prepared a mathematical riddle for you. - Who will tell me what kind of object is on my table?
- Look at the chamomile, think and say, which mathematical concept from those that we already know does the scale symbolize? - Why equality?
- What mathematical symbol can be placed between the scales?
- And now on the left I will put these symbols: ? + ?, and on the right - the number 9. - What happened? - What do the empty boxes mean in this equation?
- You have cards on the tables. Try to make such equations so that they are true. - Let's look at the cards. Are there any errors? - Composition, what date did we repeat? - Well, but Thursday was like this: 2 + x = 9 - Do you think he did the right thing?
|
Libra symbolizes equality.
Perhaps because the scales are balanced.
Equal sign
Various terms, the sum of which is 9.
After completing the task, the children put their cards on the board.
Number 9 composition. | Educational and cognitive, communicative | Work in pair
9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000,000,000,000,000,000,0002,000,000,0002,000,000,0002,000,000,0002,000,000,000,0002,000,000,0002,000,000,0002,000,000,0002
9
| Formation of search activity skills. Formation of skills of educational cooperation, collective discussion of problems, assumptions. The ability to analyze and act from the point of view of the content of the subject. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Stage V: identification of the place and cause of the difficulty 5 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Creation of a problem situation, as a result of which students independently put forward the objectives of the lesson. | - Yes, guys, there really is an unknown number in this equation. Thursday did not know what number to put, so he wrote "x". In mathematics, it is customary to denote an unknown number by letters of the Latin alphabet. Today we have to answer the questions: what is the name of this equality, how is it solved? Thursday was looking for treasures, because he was a dwarf treasure hunter. One day Thursday found a chest with a note in it. Let's help you read it. Algorithm for solving equations.
- What new concept did you come across? - So, we met with a special equality. In mathematics, it is called an equation.
Unknown number here is indicated through.
- We have already met with an unknown number. Who remembers where? - How did we designate an unknown number in problems? - Can you guess how the unknown number is indicated in the equation? And in the equation, the unknown number will designate “x” |
Read the algorithm for the solution of equations for the impaired consistency.
9 equation
We found in the tasks. Question mark.
Child options. | Educational, informative, communicative. | Partially search methods, productive methods. | The appearance of the purpose of the lesson. The ability to cooperate, enter into a discussion, analyze, prove, defend one's opinion. Ability to set goals, plan one's work. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Stage VI: building a project to overcome the difficulty 6 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Organization of children's assimilation of a new method of action when solving examples with their pronunciation in external speech.
| - To learn how to solve equations, we need an algorithm. Let's put things in order in the algorithm and put everything in its place. Algorithm for solving equations.
- To solve an equation means to find out what number should be put in place of "X" in order to get the correct equality. - Guys, can you solve the equation using the algorithm? Draw a circle in the box for your ability to solve the equation. - I can
- I can, but I doubt
9,0002
0004
| Educational and cognitive, communicative |
| Formation of search activity skills. Formation of skills of educational cooperation, collective discussion of problems, assumptions. The ability to analyze and act from the point of view of the content of the subject. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
VII Stage: Physical Culture ( Ability to apply the rules for protecting your health) Primary consolidation in external speech for 5 minutes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Inclusion of new knowledge in the knowledge system; repetition and consolidation of previously studied; organization of independent fulfillment by each student of tasks for a new way of action; organization of self-examination by students of their decisions according to the standard; creating a situation of success for everyone; providing an opportunity to identify the causes of errors and correct them.
| - Let's start learning how to solve equations today. Let's try to solve Thursday's equation in a notebook. And the algorithm that must be performed when solving equations will help us in this. Let's read it and think about what we can already do in it.
- Who is the bravest and wants to solve the equation at the blackboard? - Here we have solved the equation. Was it difficult for you to decide? REFERENCE: x + a = b x = b - a | Perform the physical exercises presented in the text of the slide to the music.
Reread the algorithm in order to determine the possibility of independent solution of the equation. Solve the equation in a notebook, pronouncing the solution algorithm.
After completion, the work is checked against the standard. | Educational, informative, communicative. |
| Independently work according to the algorithm, focused on obtaining a specific result, present, explain the educational material orally. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Stage VIII: independent work with self-test according to the standard 5 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Self-test of the ability to apply new knowledge in typical conditions. | - Friday and Saturday love little birds. They often feed them bread crumbs and grains. Once, early in the morning, a small bird flew to them, which brought a bundle in its beak. When the gnomes unfolded it, they saw this. (task on the slide) Now try to solve the equations yourself, working in pairs. |
9002 | Educational and cognitive, communicative. | Work in pairs (mutual check). Independent work in a notebook (self-test)
| Understanding the meaning of the task; the ability to apply the original methods of information search; implementation of mutual control in the course of the task | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Stage IX: inclusion in the system of knowledge and repetitions 6 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Inclusion of new knowledge in the knowledge system, repetition and consolidation of previously learned. | “Gold is mined from the earth, and knowledge from a book” - Let's open a book that helps us comprehend the wisdom of a complex, but interesting and fascinating science - mathematics. |
Compose equations according to the drawing and solve them with comments. | Educational and cognitive, communicative | Work according to the textbook. | Formation of a personal attitude to the content of the proverb | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Stage X: reflection of learning activities in lesson 2 - 3 min. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Students' awareness of their learning activities; self-assessment of the results of their activities and the whole class. | This is how the gnomes lived In my clean house At the edge of the forest To the joy of all the animals! - Today at the lesson we were visiting cheerful, hardworking gnomes. We repeated the solution of examples within 10, solved the equations. Everyone worked diligently today, showed their diligence. - What new concept did we get acquainted with at the lesson today? What task did we set at the beginning of the lesson? - Did you manage to solve the task? - Can you solve the equation yourself? Draw a circle in the box for your ability to solve the equation. - I can
- I can, but I doubt the
- Continue: - Continue: - Continue: I succeeded ... 2. Now I can ... 3. I need this for … - I tell you all today: “Well done! Thank you for the lesson!" |
At this stage, a new content studied in the lesson is recorded and reflected and self -esteem are organized by students of their own educational activity.
Children complete sentences depending on their condition, impressions from the lesson. | Educational and cognitive |
| Assessment of various types of activities in the lesson; formation of the ability to adequately assess one's activities. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Search for the subtracted, reduced and difference for first -graders
Long road to the world of knowledge begins with the first examples, simple equations and tasks. In our article, we will consider the subtraction equation, which, as you know, consists of three parts: reduced, subtracted, difference.
Now let's look at the rules for calculating each of these components using simple examples.
…
To make it easier and more accessible for young mathematicians to understand the basics of science, let's represent these complex and frightening terms with the names of numbers in an equation. After all, each person has a name by which they turn to him in order to ask something, tell something, exchange information. The teacher in the class, calling the student to the board, looks at him and calls him by name. So we, looking at the numbers in the equation, can very easily understand what number is called. And then turn to the number in order to correctly solve the equation or even find the lost number, more on that later.
But, without knowing anything about the numbers in the equation, let's get to know them first. To do this, we give an example: the equation 5−3= 2. The first and largest number 5 after we subtract 3 from it becomes smaller, decreases. Therefore, in the world of mathematics, it is called so - Reduced. The second number 3, which we subtract from the first, is also easy to recognize and remember - it is Subtrahendable. Looking at the third number 2, we see the difference between the Reduced and the Subtracted - this is the Difference, what we got as a result of the subtraction. Like this.
We met three brothers:
- Reduced
- Subtracted
- Difference.
But there are times when one of the numbers is lost or simply unknown. What to do? Everything is very simple - in order to find such a number, we need to know only two other values, as well as a few rules of mathematics, and, of course, be able to use them. Let's start with the easiest situation, when we need to find the Difference.
How to find the difference
Suppose we bought 7 apples, gave 3 apples to our sister and kept some for ourselves. Decreasing is our 7 apples, the number of which has decreased. The deductible is those 3 apples we gave. The difference is the number of apples left. What can be done to find out this number? Solve the equation 7−3= 4. Thus, although we gave 3 apples to our sister, we still have 4 left.1795 .
- Let's say we bought one kilogram of apples. We came home, ate 4 apples, and we had 6 left in the basket. How do we know how many apples we had? After all, we bought a kilogram, but did not calculate the exact amount. In this case, the Diminishing is just the original number of apples. Subtracted is the number that we ate, and the Difference is the remaining. We don't know the number of apples we had, so we put the letter X instead. We get this example: X-4=6. To find the unknown Reduced, you need to add the Difference to the Subtrahend, here is such a simple rule. That is, add 3+6=10. And here it is, our Diminutive 10.
- Now, to be sure, let's do a little check - substitute everything in its place and calculate the difference. So, 10 -4 = 6. The difference is the same, which means we did everything right. We had 10 apples, we ate 4, we have 6 left.
How to find the subtrahend
Imagine that we bought 7 apples, brought them home and went for a walk, and when we returned, there were only 4 left. In this case, the number of apples that someone ate in our absence will be subtracted. Let's denote this number as the letter Y. We get the equation 7-Y=4. To find the unknown subtrahend, you need to know a simple rule and do the following - subtract the Difference from the Reduced, that is, 7 -4 \u003d 3. Our unknown value was found, this is 3. Hooray! Now we know how much was eaten.
Just in case, we can check our progress and substitute the subtrahend found in the original example. 7−3= 4. The difference has not changed, which means we did everything right. There were 7 apples, ate 3, 4 left.
The rules are very simple, but to be sure and not forget anything, you can do this - come up with an easy and understandable subtraction example for yourself and, solving other examples, look for unknown values, by simply substituting the numbers and easily find the correct answer.