Take away without losing the place valuesYear 4 Maths · T2 W11–12 · Teacher · Teacher / Days / Day 54

Access

Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

Adult model

806 = 7 hundreds + 9 tens + 16 ones. Subtract 2 hundreds, 4 tens, 7 ones to leave 5 hundreds 5 tens 9 ones = 559. Check 247 + 559 = 806. A count-up check is 247→250 (+3)→800 (+550)→806 (+6), total 559.

Child direction

Can a repair drawer show what is left clearly? Pick one route. Show what the numbers mean, try a way, then check one result. You can stop after a useful part.

Common tangle

0 tens blocks the subtraction; check the roles and equivalent quantities, rather than memorising a printed answer.

Day

54

Different guided practice

A made-up card store has 704 cards, uses 168. Guide 6 hundreds 9 tens 14 ones minus 1 hundred 6 tens 8 ones = 536. Or subtract 100, 60, 8 in chunks.

Check and teach the entry relationship

Ask for 52 − 17 and whether one ten can become ten ones. If not, teach 30 − 8 as 2 tens 10 ones minus 8 = 22; return to 52 − 17 = 35.

Hook

Can a repair drawer show what is left clearly?

Materials

Broad paper, labelled place-value/part-whole/number-line alternatives as suitable; optional familiar safe counters; usual communication. No hundreds of loose marks, purchases or physical handling required. Keep adult model and own work separate.

Next ordinary teaching

If 0 tens blocks the subtraction, teach 102 − 38 by trading one hundred for tens, then one ten for ones. Guide 64; invite 201 − 46 = 155.

Complete fictional source

A fictional repair drawer starts with 806 labels. It uses 247 labels once. Find labels left.

One own invitation

For 603 − 157, show what remains and a connected check.

Partial curriculum opportunity

1. AC9M4N06

Purpose

Subtract through regrouping or a connected count-up check.

Routes

1. Access

   Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

   Complete task

   A fictional drawer has 63 labels and uses 28. Find what remains with regrouping.

   Entry or access

   No actual paint or material handling is needed.

   Id

   A

   Title

   Small paint labels

   After own work: adult practice possibility

   35 labels; 28 + 35 = 63.

2. Access

   Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

   Complete task

   Use 806 − 247. Make a left-count record with a check.

   Entry or access

   Describe bundles instead of drawing hundreds of marks.

   Id

   B

   Title

   Repair drawer

   After own work: adult practice possibility

   559 labels; 247 + 559 = 806.

3. Access

   Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.

   Complete task

   An invented archive has 2004 cards and retires 786. Find remaining cards using two approaches.

   Entry or access

   Check thousands entry and the meaning of retiring a count.

   Id

   C

   Title

   Archive use

   After own work: adult practice possibility

   1218; 786→800(+14)→2000(+1200)→2004(+4).

Session stages

1. Instruction

   Can a repair drawer show what is left clearly? Read the source. Ask what the numbers count and the wanted quantity. Ask for 52 − 17 and whether one ten can become ten ones. If not, teach 30 − 8 as 2 tens 10 ones minus 8 = 22; return to 52 − 17 = 35.

   Minutes suggestion

   5

   Stage

   Meet the job

2. Instruction

   806 = 7 hundreds + 9 tens + 16 ones. Subtract 2 hundreds, 4 tens, 7 ones to leave 5 hundreds 5 tens 9 ones = 559. Check 247 + 559 = 806. A count-up check is 247→250 (+3)→800 (+550)→806 (+6), total 559. Show on separate adult paper. Pause after one transformation; invite explanation before showing the next.

   Minutes suggestion

   10

   Stage

   Teach one relationship

3. Instruction

   A made-up card store has 704 cards, uses 168. Guide 6 hundreds 9 tens 14 ones minus 1 hundred 6 tens 8 ones = 536. Or subtract 100, 60, 8 in chunks. Offer one complete route below, not all three as a quota. Let the learner select a representation and pause or switch.

   Minutes suggestion

   15

   Stage

   Guide then choose

4. Instruction

   For 603 − 157, show what remains and a connected check. Receive an available response before staff key. If 0 tens blocks the subtraction, teach 102 − 38 by trading one hundred for tens, then one ten for ones. Guide 64; invite 201 − 46 = 155.

   Minutes suggestion

   5

   Stage

   Receive and choose tomorrow

What to look for

Renamed values conserve 603; subtraction and inverse agree with 446 labels/items left.

After own work: staff possibility

446; 157 + 446 = 603. Regroup 603 as 5 hundreds 9 tens 13 ones.

Status

Proposed 35-minute shape, unpiloted and freely reorderable; resource day not school calendar requirement.

Title

Take away without losing the place values