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[image] PPT When you subtract with regrouping remember the BBB rule PowerPoint Presentation ID 3260000.

[Audio] In today's math lesson, we will be working on subtraction with regrouping. Our focus will be on question one, located on slide two of 22. The question presents a farmer with 254 mangoes in his basket. He gives 128 to his neighbor and we are asked to determine how many remain. To assist us, there is a table on the slide displaying the numbers in units of hundreds, tens, and ones. Let's concentrate on the ones place and discuss what occurs when we subtract 8 from 4. To complete this, we will borrow from the tens place, referred to as regrouping. This results in 10 being borrowed and added to the ones place, making it 14. From there, we can subtract 8 from 14, leaving us with 6. Now, we will move on to the tens place. We have 13 tens and need to subtract 2, resulting in 12 tens after borrowing from the hundreds place. We can then subtract 2 from 12, leaving us with 10. The same process is applied to the hundreds place, where we subtract 1 from 2, giving us 1. The final answer is 126 mangoes remaining in the basket. I hope this example has helped with understanding subtraction with regrouping. Remember to use the table and follow the steps to solve the problem. We will have more practice questions on this topic in future lessons. Now it's time for you to try it on your own. Happy learning! Let's move on to the next slide..

[Audio] Slide number 3 will cover the process of subtraction with regrouping, also known as borrowing or renaming. This concept is essential for handling larger numbers in mathematics. The first step is to recognize that there are not enough ones to subtract from in a given problem. This is where regrouping comes into play. By taking 5 tens and 4 ones and regrouping them, we can create 4 tens and 14 ones, providing enough ones to subtract from. You can refer to the image on the slide to understand how each block represents a specific value. Next, we will look at some examples of using base ten blocks to represent numbers. The slide shows 500 base ten blocks, with each image representing hundreds, tens, and ones, clearly labeled for reference. The table on the slide displays the data for a number consisting of 2 hundreds, 5 tens, 4 ones, 1 hundred, 2 tens, and 8 ones, showcasing the regrouping process. Regrouping is a crucial skill in subtraction, especially for solving larger problems. Practicing and becoming familiar with this concept can greatly improve one's mathematical abilities. Let's move on to the next slide..

[Audio] Today we will be discussing one of the fundamental concepts in mathematics: subtraction with regrouping. We will be focusing on slide number 4 out of 22, where we will learn the steps for solving subtraction problems with regrouping. On this slide, there is a table with numbers in the hundreds, tens, and ones place. The first step is to subtract the ones place, but if the number we are subtracting from is too small, we must borrow from the tens place. After subtracting from the tens place, we then move on to the tens and hundreds if necessary. It is important to remember to always start with the ones place when subtracting and then move on to the tens and hundreds. This concept of regrouping allows us to break the number down into smaller parts and make the subtraction possible. Let's practice a few more examples before moving on to the next slide. That concludes our lesson on subtraction with regrouping for today. I hope you now have a better understanding of this important mathematical concept. See you on the next slide!.

[Audio] We are now on slide number 5 of our presentation on subtraction with regrouping. This slide will cover a word problem involving subtraction with regrouping. The problem is as follows: A television channel shows 358 programmes every year, with 186 of them not being for children. The question is, how many programmes were for the children? To solve this, we will use a table with three columns, H, T, and O, for hundreds, tens, and ones respectively. The first row represents the 358 programmes, while the second row represents the 186 programmes not for children. We can see in the ones column that there are 8 ones in the top row and only 6 in the bottom row. This means that we need to regroup from the tens column. We can take 1 ten from the T column and add it to the O column, giving us 16 ones. By subtracting 6 from 8, we get the answer of 2, which is the number of programmes for children. Remember, we can regroup from the column to the left when we have more ones than we need, using the method of regrouping or borrowing. Let's move on to the next slide to practice more examples. Make sure to keep practicing to become experts in this concept. Thank you and see you on the next slide..

[Audio] Today's lesson is about subtraction with regrouping, specifically Step 1 which involves regrouping when there are not enough tens to subtract. To see an example of this, we will look at a problem on slide 6 where we need to subtract 18 from 35 but only have 5 tens. In this case, we need to regroup the hundreds and tens to create more tens for us to work with. To help us understand, we have base ten blocks on the slide and a table with data. Looking at the given number 358, we can see that we have 3 hundreds, 5 tens, and 8 ones. We have enough ones to subtract, but not enough tens. So, we will take 1 hundred and break it down into 10 tens, giving us a total of 15 tens. Then, we will take 5 of those tens and add them to our original 5 tens, leaving us with 2 hundreds and 15 tens. By using the base ten blocks, we can see this visually. It's important to note that regrouping does not change the value of the number, it just breaks it down into smaller parts. Now, with enough tens, we can subtract 10 from 15, giving us 5 tens and 8 ones. Our result is 18, as shown on the table. Please refer to the examples on the slide and practice on your own. This concludes our lesson on regrouping in subtraction. Thank you and have a great day!.

[Audio] We are now discussing subtraction with regrouping on slide number 7 out of 22. Let's review the previous steps: subtracting ones in step 1 and tens in step 2. When the number in the tens place is smaller, we use regrouping. In step 3, we subtract from the hundreds place. On this slide, we have 358, 186, and 172. Let's subtract 358 from 186. We start with the ones place, but since 6 is smaller than 8, we regroup by borrowing 1 ten and adding it to the ones place. Now we can subtract 8 from 16, giving us 8 in the ones place. Moving on to the tens place, we have 8-5, resulting in 3. And finally, we subtract 100 from 100, giving us 0. This may seem like a lot of steps, but understanding this concept will help with more complex subtraction problems. To recap, step 1 is always ones, step 2 is tens, and step 3 is hundreds. Remember to start from the right and work to the left. Let's now move on to solving practice problems on slide number 8. Thank you and keep up the good work!.

STEPS OF PROBLEM SOLVING.

[Audio] Today, we will be discussing subtraction with regrouping. This is slide number 9 out of 22, and we will continue with our presentation. Regarding the content of slide number 9, there are important steps to follow when solving a subtraction problem. These steps will ensure that you arrive at the correct answer. Step 1: Read the entire story or problem to understand what is being asked and what information is provided. Step 2: Identify the question or what needs to be solved for, to stay focused and avoid unnecessary calculations. Step 3: Find the relevant information by looking for numbers or clues to solve the problem. Step 4: Underline the key words in the problem, which will guide the calculation process. Step 5: Use the key words to solve the problem by following the correct steps for subtraction with regrouping, and double check your work to avoid mistakes. Finally, in Step 6, always check the answer to confirm its accuracy and understand the process of solving a subtraction problem with regrouping. These steps will make it easier for you to solve problems involving subtraction with regrouping. Always follow these steps and you will become a master at this concept. Let's move on to the next slide..

[Audio] We have reached slide number 10 of our presentation on "Subtraction with Regrouping". We have covered the basics of subtraction and regrouping when the minuend is smaller than the subtrahend. Now, let's look at a real-life example of how this skill can be useful. The second grade students had a project called 'Best out of Waste' where they wanted to make a positive impact on the environment by turning old newspapers into paper bags. In the first week, they collected 352 newspapers. However, in the second week, they collected 145 fewer newspapers than the previous week. We know that in subtraction, the bigger number is the minuend and the smaller number is the subtrahend. So, using our skills, we subtract 145 from 352. We regroup by taking 10 from the 3 and adding it to the 2, making it 12. Then, we subtract 5 from 12 to get 7, followed by subtracting 4 from 4 to get 0, and finally subtracting 1 from 2 to get 1. Therefore, the class collected 207 newspapers in the second week. Well done! Now, try solving similar problems on your own using this skill. Remember, practice makes perfect. I hope this example has helped you understand the concept better. Thank you for your attention and see you on the next slide..

Step 1: Read Step 2: What do I need to find out. To find number of news papers collected in the 2nd week. Step 3: Underline the information given in the problem. In the project ‘Best out of Waste’, a class decided to collect news papers to make paper bags. In the first week the class collected 352 news papers and in the second week it collected 145 less news papers. How many news papers it collected in the second week?.

[Audio] Today in our class, we will be discussing Step 4 of our lesson on subtraction with regrouping. Our focus will be on determining the mathematical operation for a subtraction problem. Subtraction is used to find the difference between two numbers and determine how much remains after a certain amount is taken away. For this step, we will learn how to choose the correct operation for a subtraction problem. On slide 12, we have a problem involving subtraction with regrouping. Before we can solve it, we must decide which mathematical operation to use. In this case, the appropriate operation is subtraction. You may wonder why, but as shown on the slide, there were fewer newspapers collected in the second week, so we need to find the difference by subtracting the number from the first week. Subtraction involves taking away a number from another, which is exactly what we need to do in this situation. Let's continue to the next step and see how we can solve this problem using subtraction with regrouping. Remember to carefully examine the given information and choose the appropriate operation. Do not hesitate to ask questions if you are unsure. With practice, you will become skilled at selecting the right operation for different problems. This concludes Step 4 of our lesson. Next, we will move on to the actual process of subtraction with regrouping. Thank you for your attention and I will see you on the next slide..

[Audio] In today's lesson, we will discuss step 5 which focuses on solving subtraction problems with proper statements. On slide 13, there is a table showing the number of newspapers collected in the first and second week. In the first week, 352 newspapers were collected, while in the second week there was a decrease of 145 newspapers. Our task now is to find the total number of newspapers collected in the second week using subtraction with regrouping. By subtracting 145 from 352 as shown on the slide, we get the answer of 207. It is important to remember when using subtraction with regrouping, that we start with the ones place and borrow from the tens place if necessary. This ensures an accurate answer. To recap, step 5 involves solving subtraction problems with proper statements, utilizing subtraction with regrouping. I hope this lesson has been helpful and I look forward to your progress in our next session..

[Audio] We will be discussing subtraction with regrouping, specifically in the context of EnVision 2nd grade Math Topic 1, Addition and Subtraction 1.1 to 1.7. This is slide number 14 out of 22. Now, let's start by reviewing what subtraction with regrouping means. It's a method of subtracting where a digit in the ones place is too small, so we take a group from the tens place and add it to the ones place to make it larger. This is known as borrowing or trading. On this slide, we can see an example of this in action. We have 32 - 17. We go to the tens place and borrow 1 group of 10, making it into 2 groups of 10. We then add that 10 to the ones place, making it 12. Then, we can subtract 7 from 12, giving us the answer of 15. Now, let's practice with a few more examples on the next slide. Remember, when we have to regroup, we always take from the larger number, meaning we always borrow from the tens place. And that brings us to the end of this slide. Keep practicing your regrouping skills and you'll become a math whiz in no time..

[Audio] Today, we will be discussing slide number 15 out of 22, which is titled "Subtraction with Regrouping". This slide covers an important concept in mathematics called "missing or extra information". Subtraction is the process of taking away one quantity from another, but sometimes we encounter situations where we are missing or have extra information. This is where regrouping comes in. Regrouping, also known as borrowing or renaming, involves breaking down a larger number into smaller parts to make subtraction easier. It helps us deal with missing or extra information in a systematic way. When we have missing information, we need to regroup in order to find the missing numbers and complete the subtraction. On the other hand, if we have extra information, we must regroup to break down the extra numbers and simplify the subtraction. Regrouping is a useful and necessary tool in solving subtraction problems, particularly when dealing with missing or extra information. So, remember to use regrouping when faced with these situations. Don't forget to say "excuse me, Mr. Ten!" and use regrouping to solve the problem..

[Audio] We are now on slide number 16 out of 22 in our lesson on subtraction with regrouping. The image on the slide features Afroz Shah, a man who runs a clean sea campaign in Mumbai. He is smiling and holding up a sign that reads "Excuse me, Mr. Ten!!", a phrase he uses to promote keeping our seas clean. The text on the slide provides numbers related to Afroz's campaign. On the first day, 233 people joined him and together, they removed 809 bottles from the sea. After 25 days, an additional 698 people joined. The question on the slide asks how many people contributed in total. To solve this, we will use our subtraction with regrouping skills. First, we will subtract the number of people who joined on the first day from the total number of people who joined after 25 days, giving a difference of 465 people. Then, we will add the 233 people from the first day to the 465 who joined after 25 days, giving a total of 698 people who contributed to Afroz's campaign. So, a total of 698 people contributed to the campaign. This shows how a small group can make a big impact in their community and I hope it inspires you to make a positive difference in the world as well. That concludes slide number 16. Let's continue with the rest of the presentation..

[Audio] We will now take a closer look at slide number 17 where we will discuss Afroz Shah and his successful clean sea campaign in Mumbai. The slide presents information on how many people joined Mr. Shah on the first day and after 25 days, and we will use this information to determine the total number of contributors. In order to solve this problem, it is important to carefully read and comprehend the entire story, paying attention to key details. Our goal is to identify the question at hand, which is the total number of people who joined the campaign. Paying attention to the number of people who joined on the first day and after 25 days will help us find the solution. As we move on to the next slide, let's keep these steps in mind. Great work, keep it up!.

[Audio] Our lesson on subtraction with regrouping continues with a focus on slide number 18 out of 22, which highlights the power of teamwork. The example we will be learning today is the real-life story of Afroz Shah and his team's efforts to clean up the sea in Mumbai. On slide number 18, we can see that Afroz Shah began this campaign with 233 people and on the first day, they were able to remove 809 bottles from the sea. This showcases the determination and hard work of a small group of people. As the campaign progressed, an additional 698 people joined Afroz Shah, bringing the total number of contributors to the question of how many people participated in the campaign? To find the answer, we will move on to step 4 of our lesson and cross out the extra information, focusing on the 698 people who joined later. Using our subtraction with regrouping skills, we find that the total number of contributors is 931. This is a prime example of how teamwork can have a significant impact, showing that with the help of others, a small group can start a movement and make a greater difference. So let's remember the power of teamwork and continue to make a positive impact in our own communities. We are almost at the end of our presentation, but before we conclude, let's take a moment to appreciate the inspiring work of Afroz Shah and his team. We can all learn from their passion, determination, and teamwork. See you on the next slide..

[Audio] We are now on slide 19 out of 22 in our class, where we will be discussing an important step in the process of subtraction with regrouping. The step, "Decide what to do," is crucial in ensuring the correct performance of the subtraction. This step is necessary because it helps us determine whether we need to add or subtract in a subtraction problem. Our mathematical thinking skills can help us make this decision, as shown by the question "ADDITION or SUBTRACTION?" on the slide. We have two options - addition or subtraction - and our choice is based on the numbers involved in the problem. If the number on the top is smaller than the number on the bottom, we use subtraction. If the number on top is larger than the number on the bottom, we use addition. For example, in the problem 7 minus 3, the top number (7) is larger than the bottom number (3), so we will use addition. In the problem 3 minus 7, the top number (3) is smaller than the bottom number (7), so we will use subtraction. Remember, this step is crucial in ensuring the correct answer in our subtraction with regrouping problems. So, pay attention and use your mathematical thinking skills to determine whether to use addition or subtraction. This step is the final one in our lesson..

[Audio] In this class, we are discussing subtraction with regrouping. This technique involves borrowing from the next place value in order to complete the subtraction. On slide 20, there is a table with three columns representing hundreds, tens, and ones. The first row shows the subtrahend and the second row shows the minuend. The third row displays the correct result of the subtraction. To solve a problem using regrouping, we must first decide whether to add or subtract. In this case, we must subtract. After solving the problem, we should double-check our answer to ensure accuracy. It is important to pay attention to place values and borrow when necessary when using regrouping. Let's practice with more examples on the next slide. Thank you for your attention and see you on the next slide..

[Audio] Today in class, we discussed subtraction with regrouping and are now on slide 21 out of 22. The question asks us to find the number of students present, which we can determine to be 546 using our subtraction skills. Moving on, Ashar and Hanish collected 86 shells and 23 marbles respectively, resulting in a total of 109 shells collected with the use of regrouping. However, the question does not provide the number of absent students, so we must use critical thinking to come up with a possible answer, which could be 437 depending on the circumstances. In conclusion, with practice and problem-solving, we can solve any equation in subtraction with regrouping. We have come a long way in our presentation and should be proud of ourselves. Thank you for your attention and participation..

WELL DONE. [image]. [image].