IJA-SLM #M1Q4-02 Duration:

Dear __________________
This is our second self-learning module in
Mathematics 1 in 4th Qtr. It will introduce
you to the concept of Subtraction within
100. Read and follow what I tell you in
each part of the lesson. If you have
questions, there are lines where you can
write them on. You may ask your Learning
Coach to help you with it or you may ask
me when we go online.

After going through this module, you are expected to be able to:
 Illustrate subtraction as “taking away” or “comparing elements
of sets”;
 Visualize, represent and subtract one-digit numbers with
minuends through 18 and;
 Illustrate that addition and subtraction are inverse operations.
This module contains the following lessons:
Lesson Suggested Number
of Days to Study
Lesson 1. Subtraction
 Illustrate subtraction as taking away or 3
comparing elements of sets.”
 Visualizing and subtracting one-digit 5
numbers with minuends through 18.
Lesson 2. Relating addition and Subtraction as
2
inverse operation.
Reference Textbook pages: 128-139
Materials: Textbook, paper, counters,
linking cubes
• i NTEGRITY • R ESPONSIBILITY • E XCELLENCE • DISCIPLINE •
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 Content Lesson 1: Subtraction

Dear __________
Hi there! How’s your feeling today? Are
you ready for today’s lesson? But let us
start first with a prayer.
Dear Jesus, Help me spend today with a
smile on my face, love in my heart, live
by in his grace, and a thinking cap for
today. Amen.

Context ( Integration to Real Life)

Observe carefully the picture below. What are the things in the
picture you want to make less? What are the ways that you can do
to keep our surroundings clean?

Subtraction is a ‘Hero' who plays a big role in making our lives

beautiful. So it is very important to learn it.

IJA-SLM M1Q4-02 Page 2 of [36]

 Values Integration: Responsibility ( Taking care of our Environment)
Subject Integration: Science and Health (Proper Waste of Disposal)

Subtraction is a part of our everyday lives and therefore an important

concept to develop early. We need to understand how to subtract in
order to engage with society effectively among countless other daily
experiences.
When it comes to taking care of our environment, we need to
maintain its cleanliness. So in other words, we should be responsible to
keep it clean and take away the habit of throwing garbage
anywhere. We can apply the 3R’s—the Reduce, Reuse, and Recycle.
When we say reduce, we need to lessen the amount of garbage. For
reuse, it refers to the things that we can use again more than once.
And lastly, the recycling. What we can do is to create new material or
products out of garbage. With that, we can lessen the things that
make our environment unhealthy and dirty.
As a Grade 1 student, how do you keep your surroundings clean? In
school or at home?
Share your thoughts:
____________________________________________________________________
___________________________________________________________________

Product (Desired Outcomes)

In this part of Lesson 1, you are expected to :
 illustrate subtraction as “taking away” or “comparing elements of
sets” and;
 visualize, represent and subtract one-digit numbers with minuends
through 18.
Process (Procedure)
Before we continue….
Now, log-in to your Aralinks account and answer
your Pre-test for this part of Lesson 1. If you do not
know how, ask your LC to help you or read the guide
in Accessing your Aralinks Account given to you.
If you cannot access the account, do this instead:
IJA-SLM M1Q4-02 Page 3 of [36]
 Pre-Test for Subtraction

Read each subtraction sentence. Cross out the number of objects to

be taken away, then give the difference.

1 9 take away 3 = __________ 2 14 take away 5 =

3 8 subtract 2 = __________ 4 12 minus 8 = __________

Complete the number bonds and then subtract.

1.
2
5 5 - 2=_____
?

2.
?
9 - 3=_____
9
3

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 3.
?
8 - 3=_____
8
3

Subtract the following numbers using the number line. The first
example is given to you.

Example: 7- 2 = 5

a.) 9–8 = ______

b.) 6-3 = ______

c.) 8-2 = ______

Check your work using the Answer Key in the Appendices of this
module.

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 How did you fare in the test?
If you got at least 10 correct answers in this
part of the Pre-test, then you may proceed to
Practice Exercise 1 of this lesson. Just take
note of the mistakes you got and practice on
it, so you’ll get them right next time.
If you got less than 12 correct answers,
continue reading on.

Lesson 1.1 Illustrate subtraction as taking

It is the process of taking away a

What is
number of objects from a given
subtraction?
number of objects.

To understand the concept of subtraction as taking away, let me

give you our first short word problem. Read it below.

Example 1.
Alex has 8 candies and he gave 3 candies to
his friend. How many candies were left?

So we have a total number of 8 candies in our problem.

We cross out to take away the 3 candies by drawing 3 lines from
the bottom left to top right across 3 of the candies starting from the
right.

Count now the number of remaining candies. Did you count 5 candies?
Very good!

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 Therefore, we can say that 8 take away 3 leaves 5.

So we can already write our subtraction sentence as 8 - 3 = 5. It is

read as “eight minus 3 equals 5.”

8 - 3 = 5
Difference
Subtrahend
Minus sign
Minuend

The minuend is the number that tells us how many objects

there are in all.
The subtrahend is the number that tells us how many objects
are to be taken away or removed from the minuend.
The difference is the answer in subtraction. It tells us how many
objects were left.
The minus sign (-) is the symbol for subtraction.

Example 2.

Connie baked 15 cupcakes. She served 8 cupcakes to

her visitors. How many cupcakes were left?

Based on the problem, how many cupcakes did Connie bake? Did
you answer 15 cupcakes? Good job. So we have 15 cupcakes and
we are going to take away 8 cupcakes since she already served it to
her visitors. Remember that we cross out to take away.

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 Count now how many remaining cupcakes were left. Did you count
7 cupcakes? You got it correct! Next, we can write our subtraction
sentence as 15 - 8 = 7.
The next example that you are going to
learn is still subtraction in which you are
going to compare elements of set.

Example 3.

A boy has 5 cats. A girl has 3 cats. How many more

cats does the boy have? How many fewer cats does
the girl have?

We can use pictures to compare numbers and subtract. When

we compare, we see how they are the same or how they are
different. 1 2
more

Boy -

Girl-
XX fewer

First, let us write its subtraction sentence. Remember that in subtraction,

we always start with the greater number. So in this case, what do you
think is the greater number? Did you answer 5? Good job!
So we can write it as 5 - 3 = ?. We are going to figure out the difference.
When you look at the picture, you will notice that there are 2 more cats
that the boy have which means that is also the missing number of cats
for the girl to make them equal.

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 Therefore, we already know the difference which is 2. So, 5 –3 = 2,
that means to say, the boy has 2 more cats than the girl or the girl has
2 fewer cats than the boy.

Example 4.

There were 6 apples and 9 oranges in a fruit store.

How many fewer apples were there than oranges?
How many more oranges were there than the apples?

Let us use pictures again to visualize and compare the apples and
oranges.
fewer

Apples-
X X X
Oranges-

more

We can write first our subtraction sentence. So since, we are always

starting with the greater number, we can write it as 9 - 6= ?. We are
going to figure out again its difference.

Looking at the picture, how many more oranges do we have? Did

you answer 3 oranges? Perfect! It only means to say that it is also the
number that the apples is missing to make them equal.
Therefore, we have now our difference. So, 9—6 = 4. We can say that
there were 3 fewer apples than the oranges or there were 3 more
oranges than the apples.

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 Things to remember:
 In subtraction, always remember the
key words are “taking away’ , and
“comparing elements of set.”
 The bigger number must always be in
front of the minus sign. Because you
cannot take away more than what

Activity Time!
Bring out your 10 counters or any objects that can be used
in this activity. Suppose that you take away the 3 counters,
how many are left?

Write the subtraction sentence inside the box below.

Subtraction Sentence:

- =

Repeat the process for the Subtraction Sentence:

following:
1. - =
1. Take away 5 counters.
2. Take away 7 counters. 2. - =
3. Take away 9 counters. +
3. - =

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 Lesson 1.2 Visualizing and subtracting one-digit numbers up to 18

I’ll be introducing to you some of the ways to

subtract one-digit numbers up to 18. Just like
in addition, we also use the number bonds to
subtract. But instead of counting forward, we
are doing the counting backward. Let us
discuss first subtracting numbers using number
bonds. Are you ready to learn? Great!

1 Subtract using Number bonds

I know that you are already familiar with the number bonds since it
was already discussed in the previous lessons. Let us explore more how
this number bond works on subtracting numbers.

Kindly prepare the materials below:

 Counters, counting blocks, or any objects that are available
at your house
 Paper and pencil

What to do:
1. Draw a number bond structure without filling in the numbers in a
paper and the subtraction sentence, 6-4 = ?.

2. Place 6 counters and write the number “6” in the number bonds as
follows:

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 In 6—4, 6 is considered 6
the whole.

3. Take away 4 counters and write the number “4” in the number bond
as follows:

And the number 4 is

one part of the whole.

4
6

4. Count the remaining counters and write the number “2” in the
number bond as follows:
4
6
2

Remember that to subtract

means to take away.

In subtraction, we are not looking for a whole but

we are finding the other part of the given whole.
Therefore, 6-4 =2. You can try answering other
subtraction sentences just only repeat steps 1 to 4.
Now, let us read a short word problem below.

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 Example 1.
There are 12 hamburgers. 7 hamburgers are
eaten. How many hamburgers were left?

So we can write our subtraction sentence as 12—7 = ? The number

12 is our whole and the number 7 is one part of the whole. We are
going to find the other part of the whole by using number bonds.

7
12
?

So we take away 7 hamburgers. Count the number of remaining

hamburgers. Did you count 5? Very good. Therefore, the other part
of the given whole it 5 or we can say that 12—7 = 5.

7
12
5 5 hamburgers are left.

How’s the example with a word problem? Is

it easy? Does the pictures help you to find
the answer easier? Well, I have another
example for you. Let’s go!

IJA-SLM M1Q4-02 Page 13 of [36]

 Example 2.

There are 10 mugs. 3 are broken. How many

mugs were left?

What do you think is our subtraction sentence? Did you write 10 - 3?

Good job! Again, the number 10 is considered as our whole and the
number 3 is the one part of our whole. We need to find the other
part of the whole.
3
10
?

Count the remaining mugs. Did you count 7 mugs? Very good!
Therefore, the other part of the whole is 7 or we can say that 10—3 = 7.
3
10
7 7 mugs are left.

How’s using of number bond in subtracting

numbers? It is now much easier to use
since you have already knowledge about
number bonds, right? Now let us proceed
to subtracting numbers by counting back.
Let’s go!

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 2 Subtract by counting back

Counting back means to count from a greater number to a lesser

number. Let us study our first example below.

Example 1.

Ella caught 12 fishes. She set aside 5 fishes for her

family and sold the rest. How many fish did she sell?

First, we can write our subtraction sentence as 12-5 =?. When we say
counting back, we count from the greater number to a lesser
number, for example, 8 7 6 5. We can use a number
line to count back.

Since our greater number is 12, start counting back from it and take 5
steps backward one at a time.

Therefore, we can already say that 12—5 = 7.

How’s the first example using the counting

back method? Is it easy to use? Well, we
still have another example below. We can
do this!

IJA-SLM M1Q4-02 Page 15 of [36]

 Example 2.

Mary picked 15 flowers from their garden. She

sold 9 flowers. How many flowers were left?

We can write our subtraction sentence as 15—9=?. Again, we

can use number line to count back. We start counting back from
15 and take 8 steps backwards.

Therefore, we can say that 15—9 = 6.

In subtraction, we are using the phrase “less than”. For example,

what number is 1 less than 6? It is also the same as counting back 1
step on the number line. We can write it as 6-1.

We can also use linking cubes and the take away method. We take
away 1 cube.

Now, count the remaining cubes left. Did you count 5 cubes?
Perfect! Therefore, we still arrived in the same answer even if we
use different method. We can say that 1 less than 6 is 5 or 6-1 =5.

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 Since we are done already with ways on how to
subtract, let us proceed to properties of
subtraction. What will we get when we subtract 0
from a number? What will we get when we
subtract a number from itself? Read the word
problems below.

Word Problem 1.

Aaron bought 10 chocolate drinks. He haven't tried

anything because he got stomach ache. How many
chocolate drinks were left?

Based on the problem, Aaron haven’t tried anything with the drinks
that he bought. So, we can write our subtraction sentence as 10—0 =
10. Notice that if we subtract 0 from a number, the number remains
the same.

Word Problem 2.

Prince has 12 slices of pizza. He shared the 12 slices

with his cousins. How many slices of pizza were left?

IJA-SLM M1Q4-02 Page 17 of [36]

 Going back to the problem, Prince shared his 12 slices of pizza with
his cousins. So we can write our subtraction sentence as 12—12 = 0. It
only means to say that when any number is subtracted from itself,
the result is always 0.

To check the answer in subtraction, add

the difference and the subtrahend. Their
sum should be equal to the minuend.
Let us have more practices below. Are
you ready?

Follow -up Practice

I. Cross out to subtract.

a.) 7 - 5 = ____ b.) 13 - 5 = _____

II. Count back to subtract using the number line.

c.) 16 - 4 = ____

d.) 18 - 8 =_____

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 Practice

It is now time to turn to your book for

practice. Go to page 132-133 and answer
Practice numbers 1 to 4. After that, answer
also Let’s Try in page 134– 136. Then check
your work using the Answer Key provided
in the Appendices of your module. Write
your answer on the space provided
below.

page 132– 133

1.
a. ) 8—5 = _____ b.) 10 - 3 = ______
_____ bananas are not peeled. _____ eggs are not broken.
2. ____ - ____ = _____
_____ pelicans are left.

3. 2 less than 8 is ____

8—2 = ______
4.
a.) ______ c.) ______ e.) ______ g.) ______
b.) ______ d. )______ f.) ______ h.) ______

IJA-SLM M1Q4-02 Page 19 of [36]

 Let’s Try page 134—136

1.
a.) _____ b.) _____ c. ) ______ d. ) ______

2.
a.) ____ - ____ = ____
____ buttons are yellow.

b.) ____ - _____ = ____

____ jellies are pink.

3.
a.) 5 - 3 = ____

b.) 4-1 = ____

c.) 7-7 = ____

IJA-SLM M1Q4-02 Page 20 of [36]

 d.) 9—0 = _____

4.
a.) 3 less than 6 is _____ b.) 2 less than 7 is _____
6 - 3 = ____ 7 - 2 = ____

c.) 6 less than 10 is _____

10 - 6 = _____

What questions you might

have? Write them on here.

My Questions

____________________________________________________________
____________________________________________________________

My Criteria for Moving on

Check which you can already do:
 illustrate subtraction as “taking away” or “comparing elements
of sets” and;
 visualize, represent and subtract one-digit numbers with

Congratulations!
You have finished Lesson 1 of
this Module.
Take a rest and see you in
Lesson 2.

IJA-SLM M1Q4-02 Page 21 of [36]

 Content Lesson 2: Relating Addition and Subtraction as Inverse Operation

Dear Hippo,
Hi there! How’s your feeling today? Are
you ready for today’s lesson? But let us
start first with a prayer.
Dear Jesus, Help me spend today with a
smile on my face, love in my heart, live
by in his grace, and a thinking cap for
today. Amen.

Context ( Integration to Real Life)

It was recess time. You went to the canteen to buy food for
yourself waiting for your turn patiently because your teacher
told you to follow the rules in the canteen such as “Fall in line”
or “Wait for your turn”. You bought a fruit juice that cost ₱10
and a biscuit that costs ₱5.00. You have ₱50.00 in your pocket.
How much money did you spend in all? Then, how much is
your change?

Please fall in line.

Do you also follow the rules in your school?

IJA-SLM M1Q4-02 Page 22 of [36]

 Values Integration: Discipline ( Obedience)
Subject Integration:
For as long as we are living, we have been following rules. Why are
there so many rules? There are many people that don’t like following
the rules because they represent some kind of restriction. However, in
reality, life can’t be placed in order without rules.
For example, if everyone could simply do what they want in a
canteen, do you think everyone would be able to buy the food they
wanted to eat or would they enjoy their eating at peace? Rules are
not only used in the canteen but they can also be seen everywhere
to promote discipline and trust. It also keeps everyone safe from any
harm or danger. We should always put in our mind that being
obedient also shows being respectful. As a part of the community, it is
our responsibility to do the right thing. Without rules, any country or
society will not be able to function in any way.
What are the rules that you follow in school? Have you ever
experienced a time when you disobey a certain rule? What
happened after? What did you to make it right?
Share you thoughts:
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________

Product (Desired Outcomes)

In this part of Lesson 2, you are expected to :
 Illustrate that addition and subtraction are inverse operations.

Process (Procedure)
Before we continue….

Now, log-in to your Aralinks account and answer

your Pre-test for this part of Lesson 1. If you do not
know how, ask your LC to help you or read the guide
in Accessing your Aralinks Account given to you.
If you cannot access the account, do this instead:

IJA-SLM M1Q4-02 Page 23 of [36]

 Pre-Test for Addition and Subtraction as Inverse Operation

Write a family of number sentences based on the pictures.

1.

a. ____________ + ____________ = _______________

b. ____________ + ____________ = _______________
c. ____________ - ____________ = _______________
d. ____________ - ____________ = _______________

2.

a. ____________ + ____________ = _______________

b. ____________ + ____________ = _______________
c. ____________ - ____________ = _______________
d. ____________ - ____________ = _______________

IJA-SLM M1Q4-02 Page 24 of [36]

 Fill in the missing number to make the number sentence true.

1. 10 2.
8

6 ? ? 3

a. 10 - 6 = a. 8-3 =
b. 10 - = 6 b. 8 - = 3
c. 6+ = 10 c. + 3=8

Check your work using the Answer Key in the Appendices of this
module.

How did you fare in the test?

If you got at least 10 correct answers in
this part of the Pre-test, then you may
proceed to Practice Exercise 1 of this
lesson. Just take note of the mistakes you
got and practice on it, so you’ll get them
right next time.

Relating Addition and Subtraction as Inverse Operation

Operation is a mathematical process involving addition, subtraction,

multiplication or division.
All the given symbols (+, −, ×, ÷) in mathematics are known as
operators.
An inverse operation reverses the effect of the first operation.

IJA-SLM M1Q4-02 Page 25 of [36]

 Now, read the word problem below.

Mother has placed some fruits on the table. How many

fruits are there in all? How many pineapples and apples
are there?

To get the total number of fruits, we add.

+ =

or

+ =

We can write the number sentences as follows: 3 + 5 = 8 or 5 + 3 = 8.

The two addition statements have the same three numbers 3, 5, and
8.

IJA-SLM M1Q4-02 Page 26 of [36]

 To get the total number of pineapples, we subtract the number of
apples from the total number of fruits.

We can write it as 8 - 5 = 3. So there are 3 pineapples.

To get the total number of apples, we subtract the number of

pineapples from the total number of fruits.

We can write it as 8—3 = 5. There are 5 apples.

The two statements have the same three numbers 3, 5, and 8.

Therefore, addition and subtraction are inverse operations.

Now, observe the relationship of addition and subtraction

sentences that we got from our problem.

Addition Facts Subtraction facts

3+5=8 8 -5 = 3
5+3=8 8-3=5

The number sentences 3 + 5 = 8, 5 + 3 = 8, 8—5 = 3 and 8-3 =5 form a

fact family. Are you familiar with fact family? It is a group of related
facts using the same numbers.

IJA-SLM M1Q4-02 Page 27 of [36]

 Now, look at the number facts we can make with the picture below.

So, how many chocolate ice cream do we have in all? Did you
answer 4? Very good! How about the mango ice cream? How many
are they? Did you answer 5? Good job! Therefore, how many ice
creams do we have altogether? Did you answer 9 ice creams? Great!

Now, we can make our addition and subtraction facts using the table.

Addition Facts Subtraction facts

4+5=9 9-4=5
5+4=9 9-5=4

The order in which the numbers appear in a subtraction

sentence is important and cannot be reversed. For
example, we cannot write 4—9 or 5– 9, since our
minuend should be greater than the subtrahend. This is
different from addition, where the numbers can be
reversed. For example, 4 + 5 = 9 or 5 + 4 = 9.

Aside from using pictures and the fact families,

did you know that the number bond method
can also be used to relate addition and
subtraction? Let me show you how on the
next page. Let’s go!

IJA-SLM M1Q4-02 Page 28 of [36]

 Look at the linking cubes below. Can you make an addition and
subtraction story using number bonds?

We can write as our addition story the “There are 6 red cubes and 3
green cubes. How many cubes are there in all?” For our subtraction
story, “ 6 cubes are red. There are 9 cubes altogether. How many
green cubes are there?”

We can draw a number bond to show how addition and subtraction

sentences can be formed in the same number bond:

Addition: 6 + 3 = ? Subtraction: 9 - 6 = ?

6 6
9
?

3 ?

Let us have first the addition. So since addition involves finding

the whole by adding the 2 parts, what do you think will be the
sum or the whole? Did you answer 9? Good job. We can already
say that 6 + 3 = 9.

While subtraction involves finding the missing part of the given

whole that’s why we subtract the other part which is 6 from our
whole that is 9. We can finally say that 9 - 6 = 3.

IJA-SLM M1Q4-02 Page 29 of [36]

 Always remember that fact families are the best model for
mastering facts. When we know the addition facts, we
can easily get the answer to a subtraction sentence. And
also, using the number bond method can help us find the
whole number or the missing part of the number.

Now, let us have short exercises below to

see how did you get it so far. Don’t, worry,
everything will be easy for you.

Follow -up Practice

I. Write a family of number sentences based on the picture.

a.) ______ + ______ = ______ c.) ______ - ______ = ______

b.) ______ + ______ = ______ d.) ______ - ______ = ______

IJA-SLM M1Q4-02 Page 30 of [36]

 II. Complete the missing number in the number bond.

6 ?
8 ?

? 3

Practice

It is now time to turn to your book for

practice. Go to page 138 and answer
Practice. After that, answer also Let’s Try in
page 138– 139. Then check your work
using the Answer Key provided in the
Appendices of your module. Write your
answer on the space provided below.

page 138

_______ + ________ = ________ _______ - ________ = ________

_______ + ________ = ________ _______ - ________ = ________

Let’s Try page 138-139

IJA-SLM M1Q4-02 Page 31 of [36]

 1.
a.)
______ + ______ = ______ ______ - ______ = ______
______ + ______ = ______ ______ - ______ = ______

b.)
______ + ______ = ______ ______ - ______ = ______
______ + ______ = ______ _____ - ______ = ______

2.
______ + ______ = ______ ______ - ______ = ______
______ + ______ = ______ ______ - ______ = ______

What questions you might

have? Write them on here.

My Questions

____________________________________________________________
____________________________________________________________

My Criteria for Moving on

 Illustrate that addition and subtraction are inverse operations

Congratulations!
You have finished Lesson 2 of
this Module.
Take a rest and see you in
our next module!

IJA-SLM M1Q4-02 Page 32 of [36]

 APPENDICES
LESSON 1

Pre-Test.
I. II.

1. 1.
2
6 5 5 - 2= 3
3
2.
2.
6
9-3=6
9
10 3

3. 3.
5
8 8– 3= 5
6 3

III.
4.
1.
4

2.

6
3.

IJA-SLM M1Q4-02 Page 33 of [36]

 Follow -up Practice—p.18
3. 2 less than 8 is 6.
I.
a.) 7 - 5 = 2 b.) 13 - 5 = 8 8—2 = 6
4.
A.) 5 E.) 0
II. B.) 8 F.) 7
C. 16 - 4 = 12 C.) 0 G. 6
D.) 0 H.) 10

Let’s page 134—136

d.) 18 - 2 = 16

1.
A.) 5 C.) 0
B.) 5 D.) 7
Practice Exercise 1
2.
1.
a.) 8– 2 = 6
a. ) 8—5 = 3
6 buttons are yellow.
3 bananas are not peeled.
2
b.) 10 - 3 = 7 8
7 eggs are not broken. 6
b.) 9—6 = 3
2. 6 - 2 = 4 2
3 jellies are pink.
4 pelicans are left. 6
6
4 9
3

IJA-SLM M1Q4-02 Page 34 of [36]

 3. 4.
a.) 3 less than 6 is 3
a.) 2
6—3 = 3
b.) 2 less than 7 is 5
7-2=5
b.) 3
c.) 6 less than 10 is 4
10 - 6 = 4

d.) 9

LESSON 2
Pre-Test.

II.
I. 1. 4 2. 3
1. a. 4 a. 5
a. 4 + 3 = 7 b. 4 b. 5
b. 3 + 4 = 7 c. 4 c. 5
c. 7– 4 = 3 Follow -up Practice—p.30
d. 7 - 3 = 4
I.
2.
1.
a. 7 + 4 = 11
a. 4 + 2 = 6
b. 4 + 7 = 11
b. 2 + 4 = 6
c. 11 - 4 = 7
c. 6– 4 = 2
d. 11 - 7 = 4
d. 6 - 2 = 4

IJA-SLM M1Q4-02 Page 35 of [36]

 II.

6 5
8 8
2 3

Practice Exercise 2

page 138

4+5=9 9—5 = 4
5+4=9 9—4 = 5

Let’s Try page 138-139

1.
a.)

4+1=5 5—4 = 1
1+4=5 5—1 = 4

b.)

2 + 8 = 10 10—8 = 2
8 + 2 = 10 10—2 = 8

2.

3+5=8 8—3 = 5
5+3=8 8—5 = 3

IJA-SLM M1Q4-02 Page 36 of [36]