There are 8 oranges on the table. Jordan ate 3 oranges. How many oranges are left?[1] X Research source

When using objects, switch up the items you use so students learn that math rules are universal. For example, work through a problem using oranges, then do it again using crayons.

Ask them how many oranges are on the table. Write “8” on the board. Ask the students how many oranges Jordan ate. Write “3” on the board. Ask the students if this is an addition or a subtraction problem. Write down “-” between the “8” and the “3. ” Ask the students for the solution to “8-3. ” Write down “=” followed by a “5. ”[4] X Research source

There are 10 dogs at the pet store. 6 of the dogs are adopted by new owners. How many dogs are left at the pet store?[5] X Research source

It’s a good idea to create a permanent number line that your students can reference. You could use a permanent marker on paper, a poster, or the board, or you could use colorful washi tape on the board or wall.

Ask them how many dogs are at the pet shop. Write “10” on the board. Ask the students how many dogs are adopted. Write “6” on the board. Ask the students if this is an addition or a subtraction problem. Write down “-” between the “10” and the “6. ” Ask the students for the solution to “10-6. ” Write down “=” followed by a “4. ”[7] X Research source

10-3=7 10-7=3 7+3=10 3+7=10[8] X Research source

I have 7 candies. I eat 3 of the candies. How many candies do I have left. [9] X Research source

Ask your students which number sentence they are trying to solve. Write “7-3=?” on the board. Ask them to determine the third member of the fact family. Write the following number sentences on the board: “3+=7”; “+3=7”; “; “7-=3”; and 7-3=” Fill in the blanks as the students provide you with the answers. [10] X Research source

Provide your students with a basic subtraction problem: 9-4=?. Locate the number 4 on your number line. This is your starting point. Locate the number 9 on your number line. This is your final destination. Measure, or count the distance between the two points: “5, 6, 7, 8, 9. ” The distance is five. Therefore, 9-4=5. [11] X Research source

Provide your students with a two-digit subtraction problem: 73-31=?. Locate the number 31 on your number line. This is your starting point. Locate the number 73 on your number line. This is your final destination. “Stop” at the next tens place. Move from 31 to 40. Measure the distance and write down the answer: 9. “Stop” at the tens place nearest 73. Move from 40 to 70. Measure the distance and write down the answer: 30. “Drive” to your final destination. Move from 70 to 73. Measure the distance and write down the answer: 3. Add together the three measurements: 9+30+3=42. Therefore, 73-31=42. [13] X Research source

Provide your students with a three-digit subtraction problem: 815-398=?. Locate the number 398 on your number line. This is your starting point. Locate the number 815 on your number line. This is your final destination. “Stop” at the next tens place. Move from 398 to 400. Measure the distance and write down the answer: 2. “Stop” at the hundreds place nearest 815. Move from 400 to 800. Measure the distance and write down the answer: 400. “Stop at the tens place nearest 815. Move from 800 to 810. Measure the distance and write down the answer: 10. “Drive” to your final destination. Move from 810 to 815. Measure the distance and write down the answer: 5. Add together the 4 measurements: 2+400+10+5=417. Therefore, 815-398-417. [15] X Research source