14 FEBRUARY Singapore Maths Method Latest Indonesian Syllabus 21st Century Learning Skills Textbook Consulting author Dr Ngo Hea Choon
Singapore Maths Method Latest Indonesian Syllabus 21st Century Learning Skills Textbook First Published 2022 6001 Beach Road, #14-01 Golden Mile Tower, Singapore 199589. E-mail: [email protected] ISBN 978-981-17075-6-8 Consulting author Dr Ngo Hea Choon Distributed by PT. Penerbitan Pelangi Indonesia Ruko the Prominence, Block 38G No. 36, Jl. Jalur Sutera, Alam Sutera, Tangerang, 15143, Indonesia. Tel: [021]29779388 Fax: [021]30030507 Email: [email protected] Printed in Malaysia by The Commercial Press Sdn. Bhd. Lot 8, Jalan P10/10, Kawasan Perusahaan Bangi, Bandar Baru Bangi, 43650 Bangi, Selangor Darul Ehsan, Malaysia. 2022 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, mechanical, recording or otherwise, without the prior permission of
ii Preface MINDS-ON MATHS is an exciting new series that has been developed to match the latest Indonesian Mathematics syllabuses for Primary 1 to Primary 6. This series covers comprehensively all the basic competencies (Kompetensi Dasar) as prescribed by the Indonesian Ministry of Education. MINDS-ON MATHS is a complete mathematics programme that comprises the Textbook, Workbook, Teacher’s Guide and online resources. This series builds a strong foundation of the subject through the use of the well-researched and sound pedagogical principles. Adopting the Singapore Maths method, a world-class maths teaching approach, this series integrates the Indonesian curriculum and 21st century learning skills with the most effective methods of teaching. MINDS-ON MATHS is designed to meet the learning needs of primary-level pupils to understand and strengthen their mathematical concepts and problem-solving skills, as well as assisting teachers in preparing and conducting their Mathematics lessons. CPA approach Concepts and key skills within each chapter are developed in a structured and step-by-step manner following the popular Concrete Pictorial Abstract approach to help pupils gain a firm foundation in mathematics. The method uses a three-step learning model, which consistently introduces concepts in a systematic progression. It moves from the concrete to the visual representation and then to the abstract (questioning and solving written equations). Pupils are taught not only to know how to do something but also why it works. Indonesian Maths Syllabuses Singapore Maths Method 21st Century Learning Skills
iii The contents in this series are clearly structured and move up the levels to ensure a gradual build-up of skills as pupils progress from one stage to the next. At the same time, emphasis is placed on developing pupils’ 21st century skills, such as problem-solving and critical thinking skills. 21st Century Learning Skills Throughout the series, pupils are often challenged with problem-based questions in a fun and collaborative environment. This not only creates opportunities for pupils to think critically and reason logically, but also provides a platform for pupils to communicate effectively, work individually as well as in groups, and to use ICT tools in learning mathematics. 21st Century Learning Skills 5 3 2 3 + 2 = 5 Concrete Pictorial Abstract Critical Thinking Creativity Collaboration Communication MINDS-ON MATHS is designed to meet the individual needs of all learners. Pupils will find this textbook easy to use and understand. It will guide the pupils at a manageable pace to develop their love for maths and thus to inject confidence in them.
iv Contents Special features........................................................... VIII Chapter 1 Numbers 0 to 10 .................................................... 1 72 A Numbers 0 to 10 ....................................................... 2 B Comparing numbers ................................................. 6 C Counting forward and backward............................... 10 D Ordering numbers .................................................... 11 Chapter 2a Number bonds ....................................................... 15 A Making number bonds .............................................. 16 B Making number stories ............................................. 20 Chapter 3s Addition within 10 ............................................... 23 A Meaning of addition .................................................. 24 B Ways to add ............................................................. 25 C Adding 0 ................................................................... 30 D Making addition stories ............................................ 31 E Solving word problems ............................................ 32 Chapter 4 Subtraction within 10 ......................................... 35 A Meaning of subtraction ............................................. 36 B Ways to subtract ....................................................... 37 C Subtraction involving 0 ............................................. 42 D Making subtraction stories ....................................... 43 E Solving word problems ............................................ 44 F Making fact families .................................................. 45 Kompetensi dasar 3.1 Menjelaskan makna bilangan cacah sampai dengan 99 sebagai banyak anggota suatu kumpulan objek 3.2 Menjelaskan bilangan sampai dua angka dan nilai tempat penyusun lambang bilangan menggunakan kumpulan benda konkret serta cara membacanya 3.3 Membandingkan dua bilangan sampai dua angka dengan menggunakan kumpulan benda-benda konkret 3.4 Menjelaskan dan melakukan penjumlahan dan pengurangan bilangan yang melibatkan bilangan cacah sampai dengan 99 dalam kehidupan sehariharian serta mengaitkan penjumlahan dan pengurangan 3.5 Mengenal pola bilangan yang berkaitan dengan kumpulan benda/gambar/ gerakan atau lainnya 4.1 Menyajikan bilangan cacah sampai dengan 99 yang bersesuaian dengan banyak anggota kumpulan objek yang disajikan 4.2 Menuliskan lambang bilangan sampai dua angka yang menyatakan banyak anggota suatu kumpulan objek dengan ide nilai tempat 4.3 Mengurutkan bilanganbilangan sampai dua angka dari bilangan terkecil ke bilangan terbesar atau sebaliknya dengan menggunakan kumpulan benda-benda konkret
v Chapter 5 Ordinal numbers .................................................. 48 A Knowing ordinal numbers ......................................... 49 B Naming left and right positions ................................. 52 Chapter 6 Numbers 11 to 20 .................................................. 54 72 A Numbers 11 to 20 ..................................................... 55 B Place value and digit value....................................... 58 C Comparing numbers ................................................. 59 D Counting forward and backward............................... 62 E Ordering numbers..................................................... 63 Chapter 7a Addition and subtraction within 20 ............... 67 A Ways to add.............................................................. 68 B Addition of three 1-digit numbers.............................. 71 C Solving word problems involving addition................. 73 D Ways to subtract ....................................................... 75 E Solving word problems involving subtraction............ 78 Chapter 8s Shapes and patterns ........................................... 83 72 A Getting to know shapes ........................................... 84 B Seeing shapes in things around us........................... 86 C Making pictures from shapes ................................... 88 D Patterns ................................................................... 89 Chapter 9 Solids ........................................................................ 93 72 A Getting to know solids............................................... 94 B Solids around us ...................................................... 95 C Patterns ................................................................... 97 4.4 Menyelesaikan masalah kehidupan sehari-hari yang berkaitan dengan penjumlahan dan pengurangan bilangan yang melibatkan bilangan cacah sampai dengan 99 4.5 Memprediksi dan membuat pola bilangan yang berkaitan dengan kumpulan benda/ gambar/gerakan atau lainnya Kompetensi dasar 3.6 Mengenal bangun ruang dan bangun datar dengan menggunakan berbagai benda konkret 4.6 Mengelompokkan bangun ruang dan bangun datar berdasarkan sifat tertentu dengan menggunakan berbagai benda konkret
vi Chapter 10 Tessellations .......................................................... 101 A Identifying tessellations............................................. 102 Chapter 11 Numbers up to 100 .............................................. 106 72 A Numbers 21 to 100 ................................................... 107 B Place value and expanded form ............................... 110 C Comparing numbers ................................................. 112 D Ordering numbers..................................................... 116 E Number patterns ....................................................... 118 Chapter 12a Addition and subtraction within 100 ............ 123 A Addition..................................................................... 124 B Addition with regrouping ........................................... 126 C Subtraction................................................................ 128 D Subtraction with regrouping...................................... 130 E Solving word problems involving addition ................ 132 F Solving word problems involving subtraction ........... 135 Kompetensi dasar 3.7 Mengidentifikasi bangun datar yang dapat disusun membentuk pola pengubinan 4.7 Menyusun bangun-bangun datar untu membentuk pola pengubinan Kompetensi dasar 3.1 Menjelaskan makna bilangan cacah sampai dengan 99 sebagai banyak angguna suatu kumpulan objek 3.2 Menjelaskan bilangan sampai dua angka dan nilai tempat penyusun lambang bilangan menggunakan kumpulan benda konkret serta cara membacanya 3.3 Membandingkan dua bilangan sampai dua nagka dengan menggunakan kumpulan benda-benda konkret 3.4 Menjelaskan dan melakukan penjumlahan dan pengurangan bilangan yang melibatkan bilangan cacah sampai dengan 99 dalam kehidupan sehari-hari serta mengaitkan penjumlahan dan pengurangan 3.5 Mengenal pola bilangan yang berkaitan dengan kumpulan benda/gambar/ gerakan atau lainnya 4.1 Menyajikan bilangan cacah sampai 99 yang bersesuaian dengan banyak anggota kumpulan objek yang disajikan 4.2 Menuliskan lambang bilangan sampai dua angka yang menyatakan banyak anggota suatu kumpulan objek dengan ide nilai tempat
vii 4.3 Mengurutkan bilanganbilangan sampai dua angka dari bilangan terkecil ke bilangan terbesar atau sebaliknya dengan menggunakan kumpulan benda-benda konkret 4.4 Menyelesaikan masalah kehidupan sehari-hari yang berkaitan dengan penjumlahan dan pengurangan bilangan yang melibatkan bilangan cacah sampai dengan 99 4.5 Memprediksi dan membuat pola bilangan yang berkaitan dengan kumpulan benda/ gambar/gerakan atau lainnya Kompetensi dasar 3.8 Mengenal dan menentukan panjang dan berat dengan satuan tidak baku menggunakan benda/situasi konkret 3.9 Membandingkan panjang, berat, lamanya waktu, dan suhu menggunakan benda/ situasi konkret 4.8 Melakukan pengukuran panjang dan berat dalam satuan tidak baku dengan menggunakan benda/situasi konkret 4.9 Mengurutkan benda/ kejadian/ keadaan berdasarkan panjang, berat, lamanya waktu, dan suhu Chapter 13s Length ...................................................................... 139 72 A Words related to length............................................. 140 B Comparing and measuring objects ........................... 142 C Finding length in units .............................................. 147 Chapter 14 Mass ......................................................................... 152 72 A Words related to mass ............................................. 153 B Comparing and measuring objects ......................... 155 C Finding mass in units ............................................... 161 Chapter 15 Time .......................................................................... 165 72 A Periods of time in a day ........................................... 166 B Telling time to the hour ............................................. 169 C Telling time to the half hour ...................................... 171 D Days of the week ..................................................... 174 Chapter 16 Temperature ........................................................... 178 72 A Comparing and ordering temperatures..................... 179
viii Special features Chapter Opener Introduces concepts through thought-provoking questions to encourage critical thinking and develop analytical skill. Let’s Think ! Challenges pupils with non-routine questions that promote critical thinking and logical reasoning skills. Provides a list of suitable websites related to the chapter to aid pupils in revision and self-assessment. Maths Online States the learning objectives of the upcoming chapter. Learning Outcomes Directs pupils to the carefully selected videos online for further reinforcement and mastery of concepts. watch me Practice Provides exercises to reinforce pupils’ grasp of mathematical concepts. Contains different types of online activities and games that promote peer interaction and collaborative learning. maths battle Activity CORNER Provides practical activities to enhance pupils’ interest, knowledge and experience in learning Mathematics.
ix Special features Activity Provides an activity that engages in the application of knowledge of scientists, mathematicians and engineers. *Available in MINDS-ON MATHS Digital Handbook. Interesting and investigative real-life problems to challenge pupils in realistic and meaningful context. Mathematical Olympiad* quick quiz Provides numerous collections of printable online maths quizzes for pupils to boost their maths knowledge and improve speed with accuracy of maths skills. Helps pupils practise answering questions that promote higher order thinking skills (HOTS).
x Notes
Chapter 1 Numbers 0 to 10 You should be able to • read, count and write from 0 to 10 using numbers and words • count forward and count backward • compare and order numbers How many hats are there? Learning Outcomes http://bit.do/IPMT1-C1-MO-1 http://bit.do/IPMT1-C1-MO-2 http://bit.do/IPMT1-C1-MO-3 Maths Online Maths Online Maths Online 2 3 Maths Online
2 Mathematics Grade 1 A Numbers 0 to 10 1 2 10 0 9 8 There are no animals here. watch me
3 CHAPTER 1 Numbers 0 to 10 3 4 5 6 7 Let’s count the animals.
4 Mathematics Grade 1 Practice Let’s count, read and trace. 1 1 1 2 2 2 1 1 1 2 2 2 1 1 1 2 2 2 1 1 1 2 2 2 2 1 1 1 1 2 2 2 2 1 1 1 2 2 2 1
5 CHAPTER 1 Numbers 0 to 10 No more!! 1 1 2 2 2 1 1 1 2 2 2 1 1 2 2 2 1 2 1 2 2 1
6 Mathematics Grade 1 B Comparing numbers There are 3 rabbits. There are 3 carrots. There are as many carrots as rabbits. The number of rabbits is equal to the number of carrots. We can write 3 = 3. Are there more rabbits or carrots? Are there fewer rabbits or carrots? The sign “=” shows that what is on the left of the sign is equal to what is on the right of the sign. Rabbits: Carrots: watch me
7 CHAPTER 1 Numbers 0 to 10 There are 4 butterflies. There are 3 flowers. There are more butterflies than flowers. There are fewer flowers than butterflies. The number of butterflies is not equal to the number of flowers. We can write 4 ≠ 3. Is the number of butterflies equal to the number of flowers? The sign “≠” shows that what is on the left of the sign is not equal to what is on the right of the sign. Butterflies: Flowers:
8 Mathematics Grade 1 Mike has 3 balloons. Jane has 5 balloons. 3 is not equal to 5 . 3 ≠ 5 We can say that Mike has fewer balloons than Jane. 3 is smaller than 5 . 3 < 5 We can also say that Jane has more balloons than Mike. 5 is greater than 3 . 5 > 3 The sign “<” shows that what is on the left of the sign is fewer than what is on the right of the sign. The sign “>” shows that what is on the left of the sign is more than what is on the right of the sign. Mike Jane
9 CHAPTER 1 Numbers 0 to 10 Practice 1. Count and compare. 2. Fill in the blanks. 3. Compare number 2 and number 8. Fill in each of the blanks with a “>” or “<” sign. There are pencils than erasers. There are erasers than pencils. Plate A has oranges. Plate B has apples. There are oranges as apples. The number of oranges is to the number of apples. 2 8 8 2 Plate A Plate B 1 2 3 4 5 6 7 8 9 10
10 Mathematics Grade 1 C Counting forward and backward The rabbit hops up from step 0 1 2 3 4 5 6 7 8 9 10 When we count forward, we count from smaller numbers to greater numbers. The rabbit hops down from step 10 9 8 7 6 5 4 3 2 1 0 When we count backward, we count from greater numbers to smaller numbers. Practice Count. 1. Count forward: 0 , 1 , 2 , , , , 2. Count forward: 4 , 5 , 6 , , , , 3. Count backward: 10 , 9 , 8 , , , , 4. Count backward: 6 , 5 , 4 , , , , 1 0 0 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 watch me
CHAPTER 1 Numbers 0 to 10 11 D Ordering numbers Which number is the greatest? Which number is the smallest? 6 red mugs 3 blue mugs 8 green mugs 8 is greater than 3. 8 is greater than 6. 8 is the greatest. 3 is smaller than 6. 3 is smaller than 8. 3 is the smallest. To arrange the numbers in order, we can start with the greatest number. 8, 6, 3 greatest smallest We can also start with the smallest number. 3, 6, 8 smallest greatest watch me
12 Mathematics Grade 1 Practice 1. Colour the smallest number. (a) 7 2 9 (b) 8 4 1 2. Colour the greatest number. (a) 3 1 5 (b) 9 7 4 3. Arrange the numbers in order, starting with the smallest number. 4, 6, 1 , , 4. Arrange the numbers in order, starting with the greatest number. 5, 8, 3 , , Let’s Think ! There are ten cards that are numbered 1 to 10. What are the missing numbers on the cards? 4 10 8 1 5
13 CHAPTER 1 Numbers 0 to 10 ASK IMAGINE PLAN Snakes and ladders (part 1) Do you like snakes and ladders? Most kids like it. A new company wants to make a similar board game for 4- to 5-year-old kids. This new board game should use other animals instead of snakes and other objects instead of ladders. The company wants kids to have fun while practising the basic counting from numbers 0 to 10 as well. Can you design and create a new board game similar to snakes and ladders? Name your new board game. Suggested materials: cardboard ruler pencils dice crayons Tips: You may play snakes and ladders a few times to find ways to improve it. Activity
14 Mathematics Grade 1 CREATE IMPROVE PRESENT
Chapter 2 Number bonds You should be able to • make different number bonds for numbers up to 10 • make number stories How many ways are there to put the 5 sandwiches on the two plates? Learning Outcomes http://bit.do/IPMT1-C2-MO-1 http://bit.do/IPMT1-C2-MO-2 http://bit.do/IPMT1-C2-MO-3 Maths Online Maths Online Maths Online 2 3 Maths Online
Mathematics Grade 1 16 We can use a number bond to show the two colours of the balloons. A Making number bonds 4 and 2 make 6. There are 6 balloons. 4 balloons are purple. 2 balloons are yellow. Number bonds tell us the different ways a number can be formed. 4 6 2 Whole Part Part watch me
CHAPTER 2 Number bonds 17 There are other ways to make 6. Whole Part 0 and 6 make 6. 1 and make 6. Part and make 6. 0 6 6 1 6 Part Part Whole 6 Part Part Whole
18 Mathematics Grade 1 Practice 1. Complete the number bonds. (a) and 3 make 7. (b) and make 8. (c) and make . (d) and make . 8 3 7
CHAPTER 2 Number bonds 19 2. Draw a line to divide each group of objects to match the number bond. (a) 2 8 10 (b) 4 3 7 (c) 4 4 8 (d) 3 6 9 (e) 2 4 6
Mathematics 20 Grade 1 B Making number stories We can make number stories using number bonds. There are 5 birds. 4 birds are standing on a tree branch. 1 bird is flying. 4 and 1 make 5. 4 1 5 There are 7 light bulbs. 2 light bulbs are lit. 5 light bulbs are not lit. 2 and 5 make 7. 2 5 7 watch me
CHAPTER 2 Number bonds 21 Practice There are 6 children. of them are girls. of them are boys. and make . Make number stories. Then, complete the number bonds. There are apples. apples are eaten. apples are not eaten. and make . 2. 1.
22 Mathematics Grade 1 Let’s Think ! 10 10 10 10 10 10 There are lollipops. of them are purple. of them are green. and make . There are keys. of them are gold. of them are silver. and make . 4. 3.
Chapter 3 Addition within 10 You should be able to • add numbers up to 10 • make addition stories • solve word problems involving addition There are two green apples and two red apples. How many apples are there altogether? Learning Outcomes http://bit.do/IPMT1-C3-MO-1 http://bit.do/IPMT1-C3-MO-2 http://bit.do/IPMT1-C3-MO-3 Maths Online Maths Online Maths Online 2 3 Maths Online
24 Mathematics Grade 1 We write it as: A Meaning of addition There are 3 butterflies altogether. There are 2 butterflies. 1 more butterfly comes to join them. How many butterflies are there altogether? 2 + 1 = 3 We read it as: two plus one equals three We read + as plus and plus means add. We read = as is equal to. 2 + 1 = 3 is an addition equation. and make watch me
CHAPTER 3 Addition within 10 25 How many books are there altogether? There are 4 books altogether. How many coloured pencils are there altogether? There are coloured pencils altogether. B Ways to add Adding by counting on 3 4 4 5 6 4 + 2 = 3 + 1 = watch me
26 Mathematics Grade 1 Adding with number lines How many beads are there altogether? There are 5 beads altogether. How many eggs are there altogether? There are eggs altogether. 0 1 2 2 +3 3 4 5 6 7 8 9 10 0 1 2 3 3 +4 4 5 6 7 8 9 10 2 + 3 = 3 + 4 = watch me
CHAPTER 3 Addition within 10 27 Adding with number bonds How many clothes pegs are there altogether? There are 7 clothes pegs altogether. How many books are there altogether? There are books altogether. 4 + 3 = 3 + 3 = 4 3 7 3 3 6 watch me
28 Mathematics Grade 1 Practice 1. Add by counting on. 1 + 3 = 1 2 3 4 Activity CORNER Things needed: 1. Work in pairs. 2. Take an addition card and show it. 3. Add by counting on using building blocks. Addition cards Building blocks 4. Then, add again using number bonds. 5. Is your answer correct? 6. Repeat with all the addition cards. (a)
CHAPTER 3 Addition within 10 29 2. Add by using number lines. (a) 4 + 3 = (b) 3 + 3 = 0 1 2 3 4 4 +3 5 6 7 8 9 10 0 1 2 3 3 4 5 6 7 8 9 10 3. Add by using number bonds. (a) 1 + 5 = (b) 2 + 7 = 1 5 2 7 (b) 4 4 + = (c) 3 + 6 = (b) 6 + 4 =
30 Mathematics Grade 1 C Adding 0 When you add 0 to a number, the number remains the same. Practice Add. Let’s Think ! 0 0 + = 2 + 0 = 2 0 + 2 = 2 3 + 0 = 3 0 + 3 = 3 1. 1 + 0 = 2. 0 + 3 = 3. 0 + 7 = watch me
CHAPTER 3 Addition within 10 31 Making addition stories Practice Make addition stories based on the pictures below. 1. There are apples on the plate. There are apples in the box. + = There are apples altogether. 2. There are red cubes. There are yellow cubes. + = There are cubes altogether. D There are 2 girls in the classroom. 7 boys come into the classroom. 2 + 7 = 9 There are 9 pupils in the classroom altogether. 2 7 9 watch me
32 Mathematics Grade 1 Solving word problems Danny has 4 balloons in his right hand. He has 2 balloons in his left hand. How many balloons does he have altogether? Danny has 6 balloons altogether. 4 + 2 = Practice Solve the following word problems. 1. Ann has 6 pencils. Ben has 2 pencils more than Ann. How many pencils does Ben have? 6 + 2 = Ben has pencils. 2. Suzy has 7 ice creams. She receives 2 ice creams from Patrick. How many ice creams does Suzy have now? + = Suzy has ice creams now. 0 1 2 4 +2 3 4 5 6 7 8 9 10 E 4 2 watch me
CHAPTER 3 Addition within 10 33 ASK IMAGINE PLAN Snakes and ladders (part 2) Do you remember your new board game in Chapter 1? How is it? Do your friends like it? Is it too easy for you? Let’s make a new and interesting one. You are required to make a new board game similar to snakes and ladders, incorporated with addition problems involving numbers 0 to 9. Suggested materials: cardboard ruler pencils dice crayons Tips: 1. Set the rules of your board game. The rules are very important. 2. You can change either the numbers on the dice or the number of dice in your new game so that you can apply the addition operations. Activity
34 Mathematics Grade 1 CREATE IMPROVE PRESENT
Chapter 4 Subtraction within 10 You should be able to • subtract numbers up to 10 • make subtraction stories • solve word problems involving subtraction • make a family of number sentences 2 children are leaving the group. How many children are left in the group? Learning Outcomes http://bit.do/IPMT1-C4-MO-1 http://bit.do/IPMT1-C4-MO-2 http://bit.do/IMPT1-C4-MO-3 Maths Online Maths Online Maths Online 2 3 Maths Online
Mathematics 36 Grade 1 A Meaning of subtraction 3 birds are left. There are 4 birds in the cage. 1 bird flies away. How many birds are left? We write it as: 4 – 1 = 3 We read it as: four minus one equals three We read – as minus. Minus means take away. 4 – 1 = 3 is a subtraction sentence. A Meaning of subtraction 4 – 1 = 3 four one three We read – as minus. Minus means take away. 4 – 1 = 3 is a subtraction equation. watch me
CHAPTER 4 Subtraction within 10 37 How many fish are left? 4 fish are left. frogs are left. B Ways to subtract Subtracting by crossing out 4 – 2 = 5 – 1 = There are 5 fish. 1 fish is taken out. There are 4 frogs. 2 frogs jump into the water. How many frogs are left? watch me
Mathematics 38 Grade 1 Subtracting with number lines There are 7 bananas. The monkey eats 4 bananas. How many bananas are left? 3 bananas are left. There are 8 pieces of pizza. The kids eat 6 pieces. How many pieces of pizza are left? pieces of pizza are left. 7 – 4 = 8 – 6 = Start from the greater number, 7. Count backward 4 steps. watch me 0 1 2 3 4 5 6 –6 7 8 8 9 10 0 1 2 3 4 –4 5 6 7 7 8 9 10
CHAPTER 4 Subtraction within 10 39 There are 7 cookies. Jay eats 1 cookie. How many cookies are left? There are 6 cookies left. There are 8 eggs. 4 eggs are brown. The rest of the eggs are white. How many white eggs are there? There are white eggs. 7 – 1 = 8 – 4 = 1 6 4 7 8 Subtracting with number bonds watch me