### Lesson plan

# Fluently Subtracting within 1000

#### Learning Objectives

Students will be able to solve subtraction problems within 1,000.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(15 minutes)*

- Invite students to bring their maths journals and a pencil to the class meeting area.
- Tell them to place their supplies on the floor next to them.
- Tell the students that today we're going to learn a strategy for solving subtraction problems within 1,000.
- Let the students know that to solve for these problems they must have a strong grasp of place value, which we will do a review of, before proceeding.
- Write “Place Value” on the board. Under this term, write the following:
`Place: The position of a digit in a number. 10,000s 1,000s 100s 10s 1s Value: The value of the digit in its place`

- Ask students what the term
**Place**Means in regards to a number. As the students share, place the correct definition next to the term. - Ask the students to share what the term
**Value**Means in regards to a number. As the students share, place the correct definition next to the term. - Come up with a number, for example 14,262, to show the students how to correlate or determine the place and value of specific digits. Make a chart on the board showing these values. For example:
`1 4 2 6 2 Place: 10,000s 1,000s 100s 10s 1s Value: 10,000 4,000 200 60 2 (10,000x1) (1000x4) (100x2) (10x6) (1x2)`

#### Explicit Instruction/Teacher modeling

*(15 minutes)*

- Direct the students’ attention to the board.
- Write a few subtraction problems, within 1,000, on the board, such as
**887 – 498**Or**978 – 683**. - Tell the students that the first thing we want to do is rewrite the problem in place value format, as follows:
**(800 + 80 + 7) – (400 + 90 + 8)**. - Next, tell the students that we will add the numbers, based on place value, as follows:
**(800 – 400) + (80 – 90) + (7 – 8)**. - Model how to regroup when you cannot solve the subtraction within one place value.
- Continue to solve the above problem, with student input, until you find the answer of 389.

#### Guided practise

*(15 minutes)*

- Tell the students to pick up their supplies and write down and solve the other problem, 978 – 683, using what’s been termed the "Place Value Method for Subtraction" on the board.
- Ask for volunteers to raise their hands and share with the class the steps involved based on the problem just completed.
- Give the students time to solve the problem.
- As the problem is being solved aloud by the class, write down the steps volunteered by the students on the whiteboard.
- When the problem is done, review it with the class for accuracy. Make sure everyone has the problem written down as a reference for completing their assignment during independent work time.

#### Independent working time

*(20 minutes)*

- Send the students back to their seats.
- Pass out the Subtraction maths worksheets.
- Walk around and observe the students as they work on completing the assignment.
- Monitor the students as they work, making sure the problems are done correctly, in that they are justifying their answers by showing their work.
- During this time, the teacher will ask questions of the students to make sure they understand the concept of subtracting within 1,000 using place value.
- The teacher will also answer questions by the students, to help them clarify any misconceptions they may have.

#### Differentiation

**Support:**

- Observe and monitor these students more closely. Get involved in helping the students solve the problems. These students would also benefit from the use of manipulatives.

**Enrichment:**

- Students can be given an additional worksheet if they finish early. Additionally, students may start practising subtracting four-digit numbers.

#### Assessment

*(10 minutes)*

- Distribute scratch paper to students and have them solve this problem: 764 - 389.
- Remind them to solve it using the place value strategy.
- Have students submit their solution as an exit ticket.

#### Review and closing

*(15 minutes)*

- Bring the students back to the class meeting area.
- Ask for volunteers to share their answers and work for the problems assigned.
- As the problems are reviewed in front of the class, the students will check their answers for accuracy.
- After each problem has been checked for accuracy, ask the class if there are any questions or comments on solving for subtraction problems within 1,000 using place value.