Maryland Math 1.NOS.E.12.c

Math1st GradeNumber and Operation Sense

The Standard

1.NOS.E.12: Subtract a multiple of 10 from another multiple of 10 within 90.

Represent and explain the calculation by connecting the strategy used to the meaning of subtraction.

Maryland College and Career Ready Standards for Mathematics (2025) · USE PLACE VALUE UNDERSTANDING AND PROPERTIES TO ADD AND SUBTRACT.

Teacher's field guide

What Students Need to Do: Students solve subtraction problems with counters, drawings, or a number line. They explain how their steps show taking away or finding a missing part.
What Mastery Looks Like: For 14 − 6, a student can show 14 counters, remove 6, and explain why 8 remain. They can also count from 6 to 14 and explain that 8 is the missing part.
Common Misconceptions: Students may count 14 as the first step when counting back six steps, then answer 9. Others get 8 but cannot say what the 14, 6, and 8 mean in the problem.
How to Assess It: Exit ticket: Solve 14 − 6 with a sketch or number line. Label what each number means and tell how your work shows the answer.

Lesson moves

Give pairs 14 connecting cubes; have them remove 6, draw what remains, and label each number in 14 − 6 = 8.
Ask, “Maya counted from 6 up to 14. Why does the number she counted solve 14 − 6?”
Give partners subtraction cards; for each card, one draws jumps on a number line while the other explains what the jumps count.
Tell students 14 library books were on a shelf and 6 were checked out; have them sketch what remains and explain their calculation.

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