Strategy:

Subject:
Grade:
Lesson:
Author:

Graduated Difficulty
Mathematics
2nd
3 digit Subtraction with Regrouping
Karen Klein

Content Area Standards

MCC2.NBT.5 Fluently add and subtract within 100 using strategies based on place value,
properties of addition, and/or the relationship between addition and subtraction.
MCC2.NBT.7 Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, property of operations, and/or the relationship between
addition and subtractions; relate the strategy to a written method. Understand that in
adding or subtraction three-digit numbers, one adds or subtracts hundreds and hundreds,
tens and tens, ones and ones, and sometimes it is necessary to compose or decompose tens
or hundreds.
MCC2.NBT.9 Explain why addition and subtraction strategies work, using place value and
the properties of operations.
TAG Standard
Higher Order and Critical Thinking Skills
4. Make and evaluate decisions using criteria
Summary/Overview
Students will have the opportunity to demonstrate their own understanding of how to
subtract 3- and 4-digit numbers.
Enduring Understandings
At the end of this lesson students will understand that:
You can use a variety of models (base ten blocks-ones-tens, and hundreds only;
diagrams, number lines; place value strategies, pictures; etc. to add and subtract
within one thousand)
Understand the relationship between addition and subtraction (inverse operations)
Apply their understanding of place value as they continue to develop and refine
their strategies for adding and subtracting 3 and 4 digit numbers and across zeros,
and using the inverse operation to check their solutions. Students will recognize
and use place value to manipulate numbers.
Essential Questions:
How can we use an addition problem to check a subtraction problem?
What strategies can we use to solve addition and subtraction problems?
When do we need to regroup or trade to solve a problem?

Concepts to Maintain:
The student understands that values bridge to the next place value when reaching a
set of ten
The student understands that addition can always be used to check subtraction
Evidence of Learning
What the students should KNOW:
Regrouping is not needed to solve every addition and subtraction problem
Addition and subtraction are inverse operations
Addition can be used to check subtraction
Representatives or objects can be used to support explanations when justifying why
addition and subtraction strategies work
What

students should be able to DO:

Accurately add by regrouping
Accurately subtract by regrouping
Accurately subtract across zeros
Check accuracy by inverting a subtraction problem to create an addition problem
Use pictorial representations or other strategies to find solutions
Communicate thinking and be able to justify strategies both verbally and written
Demonstrate/explain reasoning used to solve a problem

Vocabulary
Addition, subtraction, difference, sum, regrouping, equation, number sentence, inverse
Procedure:
Phase 1: Hook
1. Display cartoon on slideshow, prompting students to think about the importance of
order.
Phase 2: Acquiring Content
2. Remind students that we have been working on two digit subtraction problems with
and without regrouping. Review strategies used to find a difference and ask if
order is important in each of these strategies. (i.e. algorithms, number line, base
ten blocks, pictures)
3. Partner share the steps you should take and then write down everything you know
about subtracting two digit numbers.
4. Pose the Essential Question How do you know when to regroup? Gather student
responses.
5. Do you think you can use these same strategies to solve problems that have
numbers with more digits? Lets see if it works.

6. Practice problem on your response sheet. Did it work? How can you check your
work? (inverse operation)
Phase 3: Choose and Practice
7. Explain, You will now be given an opportunity to challenge yourself with what you
have learned. Because everyone learns at a different pace, I will leave it up to you
to decide which problem set is most appropriate for you. To help you make the best
choice lets consider a few questions.
8. Provide time for students to examine the three sets and decide what makes each
level harder than the one before. Discuss as a class. Level A: 3 digit subtraction
(no zeros); Level B: 3 digit subtraction (double regrouping, no zeros); Level C: 4
digit subtraction with and without zeros: Level D: create your own challenge.
9. DIFFERENTIATION: Students will chose a level that is best for them and write
why they chose the level.
10. DIFFERENTIATION: Students complete their level and check the answer key.
The option is given to check after 3 problems to see if they are on the right track.
They may also look at an answer key ONE TIME for clues. Students may adjust
their level at any time.
11. DIFFERENTIATION: Those who quickly and accurately complete their selected
set should try the next level. Any student who has reached their highest potential
level should create a more difficult Level D Worksheet with a corresponding
answer sheet. (When completed, these can be made available for other students to
complete.)
12. When all students have had an opportunity to complete and check at least one
problem set, lead the students in a discussion to identify the criteria they used to
make their choice, determine if the first choice was the best choice, and
determined the knowledge/skills needed to move to the next level.
13. Go back and reflect and write, Do you think you chose well? Why or why not?
14. Each student will establish a learning goal to improve their own achievement related
to understanding and using the process for completing longer subtraction problems.
15. Share your goal with a buddy.

Resources:
Slide show
Handouts: Reflection Page and problem sets A-C
Answer Keys for A-C
Level D- create your own challenge
Extension:
*Allow students to revisit the challenge independently as they gain skill confidence.
*Make student created problems available for other students to complete.