teaching resource

Jump Strategy: Subtraction on a Number LIne – Worksheets

Updated: 19 Apr 2023

Practice subtracting two-digit numbers with regrouping using a number line and the jump strategy with a pack of differentiated worksheets.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2
Differentiated: Yes

Curriculum

VC2M2N04

Add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies <ul> <li>using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5</li> <li>using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93</li> <li>representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation</li> <li>using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54</li> <li>using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’</li> <li>using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences</li> </ul>
VC2M2N06

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context <ul> <li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li> <li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li> <li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li> <li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li> <li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li> </ul>
VC2M3A02

Extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator <ul> <li>partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7</li> <li>using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions</li> <li>understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200</li> </ul>

teaching resource

Jump Strategy: Subtraction on a Number LIne – Worksheets

Updated: 19 Apr 2023

Practice subtracting two-digit numbers with regrouping using a number line and the jump strategy with a pack of differentiated worksheets.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2
Differentiated: Yes

Practice subtracting two-digit numbers with regrouping using a number line and the jump strategy with a pack of differentiated worksheets.

Make Subtracting on a Number Line Easy with the Jump Strategy

If you’re working on subtraction with regrouping and your students are struggling, we can help you teach them the “Jump” strategy with a handy pack of differentiated worksheets. To get started, here’s some information on the jump strategy for subtraction.

Using Jumps to Hop Through Number Line Subtraction

The jump strategy can help subtract two-digit numbers on a number line because it helps students break down the problem into smaller, more manageable steps.

When using a number line to subtract two-digit numbers, students can start at the larger number and “jump back” to the smaller number. However, this can be daunting if the numbers are far apart on the number line. Students can use the jump strategy to find a more manageable “jump” distance to make the subtraction process easier to visualise on the number line.

This resource is differentiated into three levels, marked with stars. Each version is modified as follows:

★ – This version provides the struggling student with a fully guided learning experience. Each problem has the jumps already in place and provides visual guidance for each problem. This version does NOT include subtraction with regrouping.

★★ This version is visually similar to the first version, except fewer problems are fully guided. This version includes a mixture of problems that may or may not contain subtraction with regrouping.

★★★ This version is designed for your strongest maths students. All problems include regrouping, and additional critical thinking and reasoning problems have been added to the backside.

Download and Print Your Subtraction Worksheets

You’re just a click away from getting your new resources! Use the dropdown arrow on the Download button to select the Editable Google Slides resource file or the quick-print PDF version.

Lorin Davies, a teacher in Texas and Teach Starter collaborator contributed to this resource.

Curriculum

VC2M2N04

Add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies <ul> <li>using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5</li> <li>using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93</li> <li>representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation</li> <li>using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54</li> <li>using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’</li> <li>using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences</li> </ul>
VC2M2N06

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context <ul> <li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li> <li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li> <li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li> <li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li> <li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li> </ul>
VC2M3A02

Extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator <ul> <li>partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7</li> <li>using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions</li> <li>understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200</li> </ul>

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