Unit 3: Addition & Subtraction

Lesson 4: Subtract with Standard Algorithm

Designer/School Sarah Ewing
Lesson Lesson 4
Standards in Unit

4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Aim
SWBAT calculate differences with minuends and subtrahends in the hundred-thousands by using standard algorithm
(4.NBT.4)
Narrative:
What do students have to get better at today?
Students should use expanded notation subtraction to understand the standard algorithm. They should understand the
standard algorithm as the same process as place value blocks/pictures and expanded notation subtraction, but using digits
in correct place values to represent values. They should be able to explain each step based on place value.
What is new and/or hard about that?
This is challenging because subtraction in general is more difficult for students to use fluently and accurately, particularly at
first and especially when students encounter subtraction across 0s. Using the standard algorithm requires a strong place
value knowledge as well as fluency with math facts. Students can struggle when required to regroup in subtraction
problems, due to the more complex nature within subtraction (as two or more place values are affected, and students are
required to subtract from one place and add to another.) A myriad of errors can present themselves as a result of the more
complex nature of regrouping within the subtraction algorithm, most commonly students will subtract up, meaning when
presented with scenarios where they need to regroup (6-9) they will switch digits so they dont have to regroup (9-6).
So where will time be focused/funneled?
The Intro and Interruption will focus on linking expanded notation subtraction to the standard algorithm, as well as keeping
track of regrouping in an organized fashion.
What Key Points How Key Points
What: what should How: How will they do it?
students know and be I can subtract numbers into the hundred-thousands place by using the standard
able to do algorithm. I start by attempting to subtract in the ones place. If my minuend is not
I can subtract numbers large enough to subtract from, I can regroup by crossing out the digit in the next
into the hundred- largest place value that has a value more than 0, and making the value one less, then
thousands place. adding ten to the amount in the ones place, then subtracting. After the ones place, I
can continued the same process with the tens, hundreds, and each larger place value
until I have subtracted the entire subtrahend from my minuend.
Assessment and Criteria for Success How will scholars show what they know and can do? Include exemplar responses. What
misunderstandings can be revealed by analyzing student work? (exit ticket or specific IP problems)

Exemplar Student Response When I subtract I make sure to line up my place values and start in the smallest place value place
(ones). If I need to regroup, I can cross out 1 of the next highest place value, rewrite the lesser amount above that place, and rewrite
my new, larger amount above the smaller place, then continue subtracting. I get my answer by combining all of my differences in
expanded notation into standard form.
State Test Alignment:

Materials Vocab: Review

All pages of this packet Standard algorithm a mathematical series of steps
VA that shows steps of standard algorithm that is used universally to make calculations efficient
VA of subtraction strategies from previous day, to relate Difference the answer to a subtraction problem
to standard algorithm work today (create VA with (the amount between two numbers)
students that shows expanded notation on one side, and Subtrahend the amount you subtract in an
standard algorithm on the other) equation (typically the smaller number)
Minuend the amount you subtract FROM in an
equation (typically the larger number)
By Introduction
State the aim. Connect it to their lives and prior knowledge. Discuss how they will be working on it today. Plan a problem and
questions to uncover key points and address common errors and misconceptions. Record on VA. Include CTL.
Approx. Time Allotted: 15-20 minutes

State the AIM

You know how to add whole numbers using the standard algorithm, and yesterday we practiced modeling subtraction
using the expanded form. Today we are going to use the standard algorithm to help us subtract!

POD Problem of the Day

Pose the Problem: Last year the total rainfall for the southern region of the US was 133,519 mm. The total rainfall for the
northern region of the US was 234,011 mm. How much greater was the rainfall for the north than the south?
Work with your partner to represent. Circulate; look for bar models, drawings, equations. Choose 2-3 to show.
Sample Reps
234,011 mm rainfall in the Northern region

133,519 mm in the K mm difference

Southern region between regions
234,011 mm in the North 133,519 mm in the South = K mm difference between two regions

133,519 mm in the South + K mm difference = 234,011 mm in the North

How did you represent? We drew a bar model/ tape diagram to show the larger amount in the north, and that the smaller
amount in the south combined with the difference will be equal/we wrote an equation to show that we could subtract the
amount in the south from the amount in the north to find the difference/compare the numbers.
Many of you wrote an equation that used subtraction or addition equations with a missing addend why does that make
sense for this problem? That makes sense because we are comparing two amounts, and we need to find the difference
between them, subtraction makes sense for that kind of problem.
Work with your partner to make a quick estimate of the difference. Circulate and look for students rounding both numbers
to the hundred-thousands and estimating difference 200,000 100,000 = 100,000
What should our difference be close to, according to your estimates? About 100,000!
Great, use that estimate to help you check your work as you solve with your partner. Circulate as students work and look
for scholars using place value drawings as well as expanded notation subtraction. Quickly show a piece of work, so students
can reference, but dont spend time discussing. Work should look like:

Is your solution reasonable, based on your estimate? Yes!

Yesterday and the day before we practiced subtracting with the strategies you just used, lets compare that strategy to
the standard algorithm. *Note: if you have any students who are using standard algorithm accurately, you can use their
work and have them walk students through the process.

TOM Try One More (standard algorithm)

Lets look at how regrouping is kept track of in the standard algorithm. First, what do you notice about the way the
numbers are written? Theyre vertical, theyre in standard form, they look like the addition problems.
Alright, lets look at the ones column again, nothing has changed, can I subtract 9 from 1? No
Remember in our drawing and expanded form we regrouped one of our tens (cross out the tens)so we could subtract our
ones. How many tens did that give us? 1 (write a 0 above the tens place)
And then how many ones did we have? 11 (cross out the ones and write 11 above)
Why do you think I would cross out the number in the tens and write a new number above it? You did that because you
had to regroup the tens, to give more to the ones, just like with expanded notation. So you had to cross out the tens you
had, and take away one ten. So you rewrote the new amount of tens above.
And why would I cross out the ones and write an 11 above it? Because you regrouped the ten into ten ones, and you had
to add it the ones you already had. *Could either pause here and have scholars try the tens/hundreds themselves, or could
go all the way through with the standard algorithm model.
Are we done? No, now we have to subtract the other place values!
How many tens do we have now? 0 tens
Do we need to regroup? Yes, because we cant subtract 1 ten from 0 tens
What do I do? Go to the hundreds place.
Uh-oh, whats the problem? The problem is that there is nothing in the hundreds to regroup from/there is a 0 in the
hundreds place so we cant regroup.
T&T So what do you think I should do, think about what you did in expanded form? You should keep moving to the
thousands place and regroup from there, then you can regroup again from the hundreds.
So my thousands becomes? 3
And my hundreds? 1,000, then 900 because you have to regroup again. Students may say 900 right away, based on their
 expanded notation. Remind them to start by regrouping their 10 hundreds first then, crossing out to show that they
regrouped 1 from the hundreds place to the tens.
Now how many tens do I have? 10
Can I subtract? Yes!
And what will my answer be? 9 tens. (record)
Are we done? No, we have subtract our hundreds.
Can I subtract here? Yes!
What is my difference? 4 hundreds, because 9 5 = 4
Now what? Now we subtract the thousands.
Can I subtract? Yes!
What is my difference? 0 thousands (record)
Now what? Now we subtract the ten-thousands place. .
Can you subtract? Yes, because 30,000 30,000 is equal to 0. (record)
Now what? We finish by subtracting the hundred-thousands.
Can we subtract? Yes, 200,000 100,000 = 100,000! (record)
What is our final difference? 100, 492
Why did we regroup in some places and not in others? We regrouped only in the places where we didnt have enough to
subtract, so we had to regroup. In some place values we had enough to subtract the subtrahend, so we didnt have to
regroup.
Why did we have to regroup twice when we got to the tens place? We had to regroup twice because there was a 0 in the
hundreds place, so we had nothing to regroup from, we had to keep moving to the thousands before we had a value we
could regroup.
How did we record our regrouping when we had to do it twice? We first regrouped our ten of the new value to the next
smallest place value, then crossed it out and wrote 9 because we had to keep moving to the next smallest place value/had
to regroup again so we could subtract the tens.
How is regrouping in the standard algorithm similar to expanded notation? In both we have to cross out the larger value
and make it one less, because we are regrouping one away from the larger place value, then we add to the smaller place
value so we can subtract.
How is it different? In the standard algorithm we dont write out the full value of the numbers, we just use digits to
represent how much we have in each place after we regroup.

Consolidate the learning

What strategy are we working on today? We are working on subtracting using the standard algorithm.
How can we check our work? We can use a different strategy, we can check with estimation.
How do we keep track of our regrouping when we subtract with the standard algorithm? We keep track of regrouping by
crossing out the amount in the larger place value and making it one less, then adding 10 to the smaller place value so we
can subtract!
Workshop
Review the aim. Introduce the workshop. I the Workshop (game/activity- not process for doing math). Check for understanding.
We the workshop. Check for understanding. Students repeat the steps and the aim. Differentiation up and down.
Approx. Time Allotted: 10 minutes
Display the Digit: explain how to find each missing digit. Display each 0-9 tile exactly once

Scan the room and make sure everyone is on task before circulating.
Circulate around the room to monitor students at work.
Lap 1: Procedural
o Are scholars remembering to take one from their larger place value and add to their smaller place value?
o Are scholars adding their regrouped amount to the amount that is already there, or forgetting and just
subtracting from their regrouped amount?
o Are scholars fluent with their subtraction facts?

Lap 2: Conceptual
o Are scholars subtracting correctly, particularly when there is regrouping involved?
o Are scholars checking work with estimation?
Check for Understanding:
 o Can you subtract ___ ones/tens/hundreds from _____ ones/tens/hundreds? If not, what can you do? (for
problems with regrouping) We can regroup one ___ from our ___ place and add to our ___ place so that we can
subtract.
o How is your standard algorithm similar to expanded notation? Its similar because in both we show our
regrouping by taking one from the larger amount and regrouping to the smaller amount.
o How can you check your subtraction? We can check by subtracting with a different strategy/we can check by
adding our difference to our subtrahend to see if we get our total/minuend.
Intervention: Scholars may need to first attempt problems with expanded notation/work on expanded notation at the
same time as standard algorithm/work with smaller numbers
Extension: Have scholars model each problem with several strategies/have scholars subtract with numbers into the
millions.
Mid-Workshop Interruption
Share a strategy youd like more students to use OR clarify a major misconception
(Call to Attention) Check out _________ and _________. ________ just regrouped 1 ten from the tens place when
subtracting 522 and 138 because s/he didnt have enough ones to take away 8 ones from 3 ones. Listen as they explain
how they recorded their regrouping.
Discussion
Discuss a major misconception OR have students share their work in CPA order OR ask students to apply their learning in a new way
OR direct students to complete a pre-planned written response followed by a share from 1-2 students.
Approx. Time Allotted: 5 minutes
*If students are struggling, may wish to work through an error analysis together for one of the workshop problems. Otherwise
you can use the extension discussion below.
Lets take a look at problem #2 in workshop. How did you figure out the missing digit? We figured out the missing digit by
starting with our subtraction from the ones place. Then we could see that we needed to regroup, so the 9 in the tens place
became an 8. Once we did that, we could see that we had 8 2 in the tens place, which gives us 6. Then we finished the
problem just to make sure that our difference made sense.
So for this example, you subtracted as normal and then used your math facts to help you fill in the missing digit. Why
was it important to start from the ones, and not just subtract in the place that had the missing digit? It was important to
start from the ones and subtract like normal, because we might have to regroup, which would change the digit we are
subtracting from in the tens place, which is exactly what happened in this example!
What are we working on today? We are solving subtraction problems using the standard algorithm.
Independent Practice
Which problems need to be reviewed before they begin working? Where do you anticipate missteps? What are key CFU questions?
Approx. Time Allotted: 15-20 minutes depending on length of intro and success in workshop
Check for Understanding:
o Can you subtract ___ ones/tens/hundreds from _____ ones/tens/hundreds? If not, what can you do? (for
problems with regrouping) We can regroup one ___ from our ___ place and add to our ___ place so that we can
subtract.
o How is your standard algorithm similar to expanded notation ? Its similar because in both we show our
regrouping by taking one from the larger amount and regrouping to the smaller amount.
o How can you check your subtraction? We can check by subtracting with a different strategy/we can check by
adding our difference to our subtrahend to see if we get our total/minuend.
Intervention: Scholars may need to first attempt problems with expanded notation/work on expanded notation at the
same time as standard algorithm/work with smaller numbers
Extension: Have scholars model each problem with several strategies/have scholars subtract with numbers into the
millions.
Closing & Exit Ticket
A quick debrief to clear up confusion OR cement a key point or big idea from the lesson. Students complete ET, aligned problem in
IP, or already did the assessment items in IP.
Approx. Time Allotted: 10 minutes
Exit Ticket
 D o Now: Week 7: Unit 2, L9-10, Unit 3, L1-2, 4.OA.2, 4.OA.5
Name: ___________________________ Date: Tuesday, October 3, 2017
1.) 4.OA.2 - Nathan sold n tickets for a school play. Joe also sold tickets for the school play. The number of
tickets Joe sold, j , is shown by the equation below.
2n=j

Which statement is true about selling tickets to the school play?

(A) Joe sold two more tickets than Nathan sold.
(B) Joe sold two fewer tickets than Nathan sold.
(C) Joe sold half as many tickets as Nathan sold.
(D) Joe sold twice as many tickets as Nathan sold.

2.) 4.OA.5 - Which of the number patterns below follows the rule subtract 7 to get to the next number?
(A) 79, 72, 56, 51, 47, 44
(B) 66, 60, 53, 45, 36, 26
(C) 51, 44, 37, 30, 23, 16
(D) 43, 36, 29, 24, 19, 12

3.) 4.NBT.4 -

Shout Out a Friend: I have a shout out for ________________________________ because _______________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________
 Fast Facts - Addition
Scholar: ___________________________________________ Date_____________________
Core Lesson Scholar: ___________________________________________ Date_____________________
Aim 4: SWBAT find differences into the hundred-thousands by using the standard algorithm.

Pose the Problem: Last year the total rainfall for the southern region of the US was 133,519 mm. The total rainfall
for the northern region of the US was 234,121 mm. How much greater was the rainfall for the north than the
south?

Standard Algorithm:
Workshop

The West Coast zoo has 29,598 types of animals, plants and bugs. The East Cost zoo has 21,979 types of
animals, plants and bugs. Who has more? How many more animals, plants and bugs?

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Daniele saved $17,948 to spend on a new car. She bought her car for $12,959. She decided to use the extra
money to get a new computer $985 and camera $694. After that she bought new college $295. Does she
have any money left? If so, how much?
 Independent Practice
1. Carols has 2,175 marbles in his collection. Emily has 1,833 marbles in her collection. Carlos says he has
about 1,000 more marbles than Emily. Is Carlos correct?

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2. Which is the following best describes the answer to the subtraction problem below? Explain how do you
know.

3775 1831

A. The answer is less than 1,000

B. The answer is about 1,000
C. The answer is greater than 1,000
D. You cannot tell with the given information

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 3. The Environment Clubs goal is to collect 1,525 cans by the end of the summer. The number of cans they
collected each week is shown in the table below. How can you find the number of cans they need to
collect in week 4 to meet their goal?

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4. There are 12,385 scholars in all the Achievement First schools. There are 11,995 scholars in all Uncommon
schools. Which network of schools has less? How many more scholars does the greater group have?

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Scholar: _______________________________
Exit Ticket

1. 2 5 6, 3 1 2 - 1 4 9, 2 8 6 2. 1,667 763= ___________

A. 840
B. 894
C. 904
D. 940

3. Hannah scores 5,772 points playing her favorite computer game. Joshua scores 4,881 points on the
same game. How many more points did Hannah score than Joshua?

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 Fast Facts - Multiplication
Scholar: ___________________________________________ Date_____________________
Cumulative Review Scholar: ___________________________________________ Date_____________________
Week 7: Unit 2, L9-10, Unit 3, L1-2, 4.OA.2, 4.OA.5

1. CR: 4.OA.2 - Maned wolves are a threatened species that live in South America. People estimate that there
are about 24,000 of them living in the wild. The dhole is an endangered species that lives in Asia. People
estimate there are ten times as many maned wolves as dholes living in the wild. About how many dholes
are there living in the wild?

2. Quiz Content (4.NBT.4): A

baker has 159 cups of brown sugar and 264 cups of white sugar.
How many total cups of sugar does the baker have?

3. Previous Quiz Content: Which number would be 16,000 when rounded to the nearest
thousand?
(A) 15,472
(B) 15,518
(C) 16,511
(D) 16,739
4. CR: 4.OA.5 -

5. Previous Quiz Content:

Math Stories
Great Mathematicians ALWAYS do these 5 things
1. READ and THINK
Whats happening in the problem?
What do I need to figure out?
2. READ and MARK-UP the question BELOW based on what I need to figure out Annotate, Operation, Big
Problem
3. REPRESENT including LABELS
4. Solve
5. Write your answer in a complete sentence (thinking does this answer the question?)

1. (MC-SU) A new grocery store is opening next week. The store ordered small posters and large
posters to promote their opening. Twelve times as many small posters were ordered as large
posters. If there were 8 small posters, how many large posters were ordered?
Bonus Problems!
1. (MC-MU) A truck driving down the highway is 24 feet long. A car pulls out that is 6 feet long.
How many times longer is the truck than the car?

2. (MC-SU) A new grocery store is opening next week. The store ordered small posters and large
posters to promote their opening. Twelve times as many small posters were ordered as large
posters. If there were 8 small posters, how many large posters were ordered?
Name__________________________ Date__________________
Number Strings

DO NOT SHOW YOUR WORK!

1.

2.

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4.