Topic G provides additional practice with formal subtraction concepts, including writing and solving number sentences with totals of 9 or 10. Lesson 33 moves quickly through concrete and pictorial representations of subtraction with students representing take from equations (C − B = A), with no unknown for totals to 10. “There were 10 cars in the parking lot. Two of them drove away. Now there are 8 cars left in the parking lot.” In Lesson 34, students solve subtraction story problems by breaking off, crossing out, and hiding a part and show their strategies with drawings and number sentences (MP.5). “I have 9 pencils. I’m going to hide 3 pencils in a box. How many pencils are not in the box?” Lessons 35–36 focus on decompositions of 9 and 10 using 5-groups, which are recorded as number sentences (K.OA.3). These decompositions differ from those in Topic F in that they are represented as subtraction number sentences (C – B = A) instead of addition sentences (C = __ + __ ). Students continue to focus on the grade level fluency goal during Fluency Practice, improving the speed and accuracy with which they can add and subtract numbers to 5 (K.OA.5).

## Kindergarten Mathematics Module 4, Topic G

## Downloadable Resources

## Common Core Learning Standards

CCLS | State Standard |
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K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g.,... |

K.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using... |

K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects... |