Lesson 1

Mental Math: Find Sums and

Differences
Objective: Today, we will
add and subtract whole
numbers mentally using a
variety of methods.
Let’s take a look at today’s
vocabulary, then we’ll
practice using each
strategy.
 Vocabulary
Commutative Property of Addition
Associative Property of Addition
Identity Property of Addition
Compensation
Counting On
Commutative Property of Addition
states that we can add in any order and
the sum stays the same.

For example 16+30 = 30+16

Commutative Property of Addition
Quick Practice

42 + 7 = 7 + ______

132 + 89 = ____ + 132

The Associative Property of Addition
states that we can change the
grouping of the addends and the sum
will remain the same. Notice the
addends are in the same order.

Example (2+3) + 5 = 2 + (3+5)

Associative Property of Addition
Quick Practice

(12 + 4) + 8 = 12 + ( __ + __)

19 + (1 + 5) = (__ + __) + 5
 Identity Property of Addition
states if you add zero to a number,
the number remains unchanged.

For example. 834 + 0 = 834

Identity Property of Addition
Quick Practice

14 + 0 = ____

53 + ___ = 53
 Compensation is another
strategy used to mentally
add or subtract.
9+3 = 10+2
Why does this work?
 9 + 3 = 10 + 2
We moved one from the group of 3 and
used it to make a 10.
 Compensation
Think about what we practiced on the
previous problem.
99 + 12 = 100 + 11
Why would these two equations be
equal?
 Compensation
99 + 12 = 100 + 11
We are using compensation when we adjust the
numbers to make addition or subtraction
easier.
In this example, we subtracted one from the 12
and added it to the 99.
Think: Jada collected 29
sandstone rocks and 17 shale
rocks. How many rocks did she
collect altogether? Try to use
compensation to solve.
 Compensation
29 + 17 = 30 + 16

She collected 46 rocks!

Counting on is another
strategy used to make
mental addition and
subtraction easier.
When counting on to solve a subtraction problem, start at
the lesser number and count on to determine the
difference between the two numbers. If subtracting 14 – 7,
we can start at 7 and count on 7 more to get to 14.
Therefore, the difference is 7.
 Counting On
With larger numbers, count up to the nearest 5
or 10 to make subtraction easier. Remember,
when you subtract you are finding the
difference between numbers. You can start at
the larger number and count down OR it’s often
easier to start at the smaller number and count
up. Let’s try one together.
 Counting On
300 – 126
Start at 126 and count up. What’s the difference?

126 130 200 300

+4 + 70 + 100
Answer on next slide.
 Counting On
We counted on 100 and 70 and 4
so the difference is 174!
126 130 200 300

+4 + 70 + 100
 Counting On
You try! Count on to determine the
difference of 500 – 289.
289 500

Answer on next slide.

 Counting On
We counted on 200 + 10 + 1 so the
difference is 211.
289 290 300 500

+1 +10 +200
 When adding or
subtracting, think
about these
strategies, and choose
what’s best for the
problem you’re solving
at that time.
You try! Choose your
strategy.
500 – 129
Answer on next slide.
500 – 129
371
You try! Choose your
strategy.
36 + 82
Answer on next slide.
36 + 82
118
You try! Choose your
strategy.
1,600 – 399
Answer on next slide.
1,600 – 399
1,201
You try! Choose your
strategy.
6,999 + 123
Answer on next slide.
6,999 + 123
7,122
 Tracy collected 102 cans of food
for the food drive at his school.
His friend Steven collected 166
cans. How many cans did they
collect in all? Use any strategy you
like to solve mentally. You may use
paper to help, if needed.
Answer on next slide.
102 + 166 =
268 cans
Tracy collected 102 cans of
food for the food drive at
his school. His friend Molly
collected 63 fewer cans.
How many cans did Molly
collect?
Answer on next slide.
 102 – 63 =
39
cans collected by Molly
Closing Discussion: In this lesson,
you practiced using mental math
to add and subtract. What are
some of the strategies we used
to make addition and
subtraction easier to do
mentally?
 Lesson 2
Mental Math: Estimating
Sums and Differences
Objective: Today, we will
round greater whole
numbers to estimate sums
and differences.
Discussion: Connect to real life!
When is a situation where you
need an estimate of a total or
difference rather than an exact
amount? What would you do?
 When rounding, we change a
number to the nearest 5, 10,
100 or 1,000. You can choose
HOW to round, based on what
you notice in the problem.
Example: Round 36 to the nearest 10.

Answer on then next slide.

36 rounds to 40
Example: Round 436 to the nearest 10.

Answer on then next slide.

436 rounds to 440.
Example: Round 1,236 to the nearest 10.

Answer on then next slide.

1,236 rounds to 1,240
When we rounded 36 to the nearest
10 we got 40.
When we rounded 436 to the nearest
10 we got 440.
When we rounded 1,236 to the
nearest 10 we got 1,240.
What do you notice?
We can use our
understanding of
place value and
rounding to find
an estimate.
When finding an estimate,
round the numbers FIRST.
Why would we not round the
answer (after finding the
exact answer)?
On the following examples,
rounding is shown in a few
ways. Unless the problem tells
you how to round, you can
choose based on how close you
need your estimate to be.
 Estimate the sum of 78 +34
You may round both numbers to the nearest ten
80 + 30 = 110
You may round just the 78 and leave the 34
80 + 34 = 114
You may round one number to the nearest 10 and the
other to the nearest 5
80 + 35 = 115
Another Example 1,324 + 135
Round both to the nearest hundred and add
1,300 + 100 = 1,400
or
Use first digit in each number as the rounding place and add
1,000 + 100 = 1,100
or
Round both to the nearest ten and add
1,320 + 140 = 1,460
Estimate by rounding
to the nearest ten.
179 + 17

Answer on then next slide.

180 + 20 =200
 Estimate by
rounding
to the nearest ten.
308 - 82
Answer on then next slide.
310 – 80 =
230
 Estimate by
rounding
to the nearest hundred.
362 + 125

Answer on then next slide.

400 + 100 =
500
Estimate by rounding
to the nearest hundred.
5,478 – 1,505

Answer on then next slide.

5,500 – 1,500 = 4,000
 Estimate the
difference.
3,579 – 1,683
Answer on then next slide.
3,600 – 1,700 = 1,900
Or
4,000 = 2,000 = 2,000
 Malik lives 735 miles from St.
Louis. Donavan lives 189 miles
from St. Louis. About how much
farther from St. Louis does
Malik live than Donavan?

Answer on then next slide.

Estimate the Difference! 735 – 189
Here are some reasonable estimates…
700 – 200 = 500
740 – 190 = 550
740 – 200 = 540
Did you get a different estimate?
What was your strategy?
 Mrs. Conley has 32 students in
her class. Mrs. Sosa has 31, Mrs.
McIlvain has 28, and Mrs. Baird
has 18. About how many students
are in these 4 classes together?

Answer on then next slide.

 32 + 31 + 28 + 18

Estimate: 30 + 30 + 30 + 20 = 110 students

Did you get a different estimate? What

numbers did YOU use?
As you come across questions that ask you
to estimate, remember today’s lesson.
ROUND! Decide how close you need to
be to the actual answer. The less it’s
changed when rounded, the closer your
estimation will be.
Closing Discussion: In this lesson,
you practiced strategies to
estimate the sums and
differences of numbers. Who can
summarize what we learned using
some of the vocabulary terms
used?
 Lesson 3
Add
Whole Numbers
 Objective: Today, we will
add numbers to one million
with and without
regrouping using the
standard algorithm.
Connect to real life: When might
you need to add a large number
that is more than 1,000?

When might you need to add

three or more numbers?
Russell and his friends were collecting
money to pay for a new playground for the
children in the community. Russell has
collected $436, Tom has collected $263,
and John has
collected $129. ABOUT how much money
did they collect?
Answer on then next slide.
 $436 $263 $129
One way to estimate would be to round to the
nearest hundred and then add. 400 + 300 +
100 = 800

How did you estimate?

Russell and his friends were collecting money to
pay for a new playground for the children in the
community. Russell has collected $436, Tom has
collected $263, and John has collected $129. Use
any strategy you like
to determine the EXACT amount of
money they had collected in all.

Answer on then next slide.

 436 + 263 + 129 = $828

How did you solve this problem?

In other lessons we had discussed how to use
mental math. Sometimes, the easiest way to
add is to use the standard algorithm to add.
When we use the standard algorithm, we
simply line up the digits by place value and
add!
Use the standard algorithm to add. 821 + 4,821

Hint: Line up the

numbers based on
place value and put
4,821 Start
adding with
the number with the
greatest number of
+ 821 the smallest
place value
(ones).
DIGITS on top.

Answer on then next slide.

1
4,8 2 1
+821
5,6 4 2
Use the standard
algorithm to add.
723 + 124 + 821

Answer on then next slide.

 72 3
124
+ 82 1
1, 6 6 8
Use the standard
algorithm to add.
4,398 + 23,173

Answer on then next slide.

2 3, 1 7 3
+ 4, 3 9 8
2 7 ,5 7 1 _
32,134 people attended an amusement
park in Jacksonville on Monday. On
Tuesday, 26,123 people attended the
park. How many total people attended
the amusement park on
Monday and Tuesday?

Answer on then next slide.

32,134 + 26,123 =
58,257 people
Lindsey read 199 pages of her
book on Saturday and 281
pages of her book on Sunday.
How many total pages did she
read on these two days?

Answer on then next slide.

199 + 281 =
480 pages
Closing Discussion: What do you
feel is the most important thing to
remember when adding using the
standard algorithm? How will you
limit errors in your work?
 Lesson 4
Subtract
Whole Numbers
 Objective: Today, we will
use place value and an
algorithm to subtract whole
numbers.
Connect: When might you
need to find the difference
between two amounts? What
operation is used to find the
difference?
You may already be familiar with
the term inverse operations.
Inverse operations are opposite
operations. The inverse of adding
is subtracting. The inverse of
multiplying is dividing!
We can use inverse operations to check
our work! In the problems that follow,
we will subtract and then use the
inverse operation (add) to make sure
our answer is accurate.
Try it out! Jessica planted 167 lilies
in her back yard. After she returned
from vacation she found that 32 of
them had died. How many lilies
did she still have alive?
Jessica planted 167 lilies in her back yard. After she returned from
vacation she found that 32 of them had died. How many lilies did she
still have alive?

Line up by place value.

167
The larger number goes on top.
- 32
The number you are subtracting
goes on the bottom.

Answer on next slide.

Start in the ones place
to subtract. Regroup
(borrow) if needed.
Do we need to regroup 167
in this problem? - 32
135
lilies
Let’s use the inverse operation to check our
work.
We said that 167-32 = 135
If we are correct, 135 + 32 will equal 167.
135
+32
167
Subtract. Then, use the inverse operation
to check your work.
Answer on next slide.

356 - 259
Answer on next slide.
2 4 16 We can’t subtract 6-9 so we
must regroup (borrow) from
356 the 5. Then we need to
borrow again from the 3.
-259
9 7 Check 259
+ 97
356
Subtract. Then, use the inverse operation to check
your work.
Answer on next slide.

8,382
- 1,204

Answer on next slide.

Subtract. Then, use the inverse operation to check
your work.
Answer on next slide.
Check
8,382
7, 1 78 - 1,204
+ 1,204
8,382
Answer on next slide.
 Solve. Then, use the inverse operation to check your work.

Matt has 1,267 coins in his

collection. Marty has 887 coins in
his collection. How many more
coins does Matt have than Marty?

Answer on next slide.

1,267 380
-887 +887
380 1,267
 Solve. Then, use the inverse operation to check your work.
(Discuss student answers)

Suzanne is 9 years old. She has a brother who is 7

years old. After school, Suzanne walked 3,276 feet to
her study group and her bother walked 1,423 feet to
soccer practice. Her brother later took out their dog
and walked another 893 feet. Who walked farther?
How much farther?

Answer on next slide.

 1,423 3,276
+ 893 -2,316
2,316
Total miles her
960
Suzanne walked
brother walked. 960 more feet.
Closing Discussion: In this topic,
you practiced subtracting whole
numbers with and without
borrowing. What are some
strategies you learned in these
lessons to be more accurate in
your computation?
Lesson 5
Subtract
Across Zeros
Objective: Today, we will
use number sense and
regrouping to subtract
across zeros.
Connect to previous learning: We
have practiced how to subtract
greater numbers. How might we
subtract if the greater number
has zeros in it such as in
2,000 – 1,876?
There are a couple ways we can subtract when we have zeros.
First, regroup (borrow) from the first digit you can. In the
problem below, we’ll have to borrow from the 2!
1 9 9 10
2, 0 0 0
- 1, 8 7 6
Another strategy, when subtracting from numbers like 2,000 is to take
one away from 2,000 to make it 1,999. Subtract 1,999 – 1,876. Now you
don’t have to borrow!!

Because we took one away (subtracted) from 2,000 we have to give it

back (add it) at the end to get our final answer.

1,999 We took one away from 2,000, so

- 1,876 we have to give it back (add it) to
123 find the answer. 123 + 1 = 124
 You try! 5,000 – 1,634
Discuss strategies. Answers on next slide

5,000 4,999 We took one

OR away. Don’t
-1,634 -1,634 forget to
give it back!
 5,000 – 1,634

5,000 OR 4,999 We took one

away. Don’t
-1,634 -1,634 forget to
3,366 3,365 +1 give it back!

3,366
 Solve
5,700 – 734
(answer on next slide)
 Answer
4,966
*Did you try to take one away from
5,700 to make it 5,699?
 Solve!
5,001 – 1,856 Try
(answer on next slide)
subtracting 2
to make it
4,999!
 5,001 – 1,856 = 3,145
or
4,999 – 1,856 = 3,143 because we
took two away to make
subtraction easier, we must give
the two back (add 2) in our
answer.
3,143 + 2 = 3,145
 Solve!
406 – 164
(answer on next slide) (
Answer
242(
62,500 people attended the
Chicago Bears football game and
41,876 people attended the Sox
baseball game. How many more
people attended the football game
than the baseball game?

Answer on next slide.

 Notice, you
62,500 people attended the Chicago Bears football may still need to
game and 41,876 people attended the Sox baseball borrow when you
game. How many more people attended the football adjust a number.
game than the baseball game?
1 14 9 10
62,500 6 2,4 9 9
-41,876 - 4 1,8 7 6
2 0 ,6 2 4 2 0, 6 2 3
Add one back +1 = 20,624
Solve! Josh scored 12,399
points on a pinball game.
His sister Janice scored
8,980 points. How many
more points did he score
than his sister?

Answer on next slide.

 1
Josh scored 3,419
12,399
1
more points than
his sister.
8,980
3,419
Closing Discussion: In this lesson, we
continued to practice subtracting
whole numbers with and without
borrowing. What strategy works
best for you? Are you changing the
strategy based on the problems you
see?
 Lesson 6
Math Practices and Problem
Solving
Objective: Today, we will use number
sense and use previously learned
concepts and skills to reason abstractly
and make sense of quantities and their
relationships in problem
situations.
Connect: When presented
with a word or story
problem, how do you
decide whether to add or
subtract?
Using a picture can help you to decide what
operation is appropriate.
This shows we know the total (45)
and one part (18) but don’t know
the other part. 18 + x = 45.
Use the inverse operation to solve
for x.
45 – 18 = x so x = 27
Using a picture can help you to decide what
operation is appropriate.
Here, we know the parts but
not the total!

18 + 24 = x.

X = 42
Draw a picture, write an equation, and solve!

Rachel has 154 baseball cards. Her sister Maya

has 243 baseball cards. How many more
baseball cards does Maya have than Rachel?

• Think… we are COMPARING Rachel and

Maya!
Answer on next slide.
Rachel has 154 baseball cards. Her sister Maya has 243 baseball cards.
How many more baseball cards does Maya have than Rachel?

154 + x = 243
So
243 – 154 = x

That means Maya

has 89 more cards
than Rachel.
Draw a picture, write an equation, and solve!

Mrs. Johnson grades 475 papers each week.

Mr. Conroy grades 318. How many papers do
they grade in all?

• Think… we are combining amounts!

Answer on next slide.

Mrs. Johnson grades 475 papers each week. Mr. Conroy grades 318.
How many papers do they grade in all?

475 + 318 = x

x = 793

They grade 793

papers in all.
Draw a picture, write an equation, and solve!

The 4th graders at LaSalle elementary have 290

minutes of physical education each week. The 4th
graders at Taft Elementary have only 149 minutes of
physical education each week. How may more
minutes of physical education do the students at
LaSalle have than Taft elementary?

Answer on next slide.

The 4th graders at LaSalle elementary have 290 minutes of physical
education each week. The 4th graders at Taft Elementary have only 149
minutes of physical education each week. How may more minutes of
physical education do the students at LaSalle have than Taft
elementary?
290 – 149 = x
x = 141

The students at
LaSalle have 141
more minutes
Draw a picture, write an equation, and solve!

The tallest skyscraper in Chicago has 473

separate offices. The tallest skyscraper in
New York has 586 offices. How many more
offices are in the skyscraper in New York
than Chicago?
Answer on next slide.
The tallest skyscraper in Chicago has 473 separate offices.
The tallest skyscraper in New York has 586 offices. How
many more offices are in the skyscraper in New York than
Chicago?
586 – 473 = x
x = 113

There are 113 more

offices in the New York
Building
Closing Discussion: How
can drawing a picture
help you to solve word
problems?
Vocabulary
Review
Algorithm
Algorithm- The
steps followed
when solving a
math problem.
Associative
property of
addition
 Associative property of
addition states that you can
change the groupings of an
addition sentence and the sum
stays the same.
Commutative
property of
addition
 Commutative property of
addition says you can
change the order of the
addends and the sum stays
the same.
Identity property
of addition
 Identity property of
addition says that you can
add 0 to any addend and it
stays unchanged.
Compensation
 Compensation – When you
change one part of an addition or
subtraction problem to make it
easier to solve. You must then
adjust your sum or difference.
Counting
on
 Counting on – When
subtracting, you can count
on from the smaller number
to the larger to find the
difference!
 Inverse
operations
 Inverse operations – The
opposite operation is an
inverse. It can be used to check
your work. You can add to
check a subtraction problem.
Variable
Variable – A letter used
to stand in for a number
when the number is not
known.
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Lesson 1-1