Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Subtract three-digit numbers without regrouping
Addition and subtraction
CCSS 2.NBT.B.7England: Y3 Addition and subtraction
Objective and success criteria
Students will: Subtract three-digit numbers without regrouping.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Add and subtract whole hundreds; Subtract two-digit numbers without regrouping
Leads to: Subtract three-digit numbers with regrouping
Materials: Base-ten blocks, Number lines, Hundred square, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Add and subtract whole hundreds; Subtract two-digit numbers without regrouping). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 700 + 200 = ? → 900Prompt: Think in hundreds: 7 + 2.
- 692 − 300 = ? → 392Prompt: Only the hundreds digit changes.
- 100 + 200 = ? → 300Prompt: Think in hundreds: 1 + 2.
Hook · 3 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Subtract three-digit numbers without regrouping. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 792 − 492 = ?
- Step 1: Hundreds: 7 − 4, tens: 9 − 9, ones: 2 − 2
- Step 2: 300
- Answer: 300
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 776 − 116 = ? → 660Prompt: Subtract hundreds, tens and ones separately.
- Hiro has 963 stones. Hana has 623 stones. How many fewer stones does Hana have than Hiro? → 340Prompt: 'How many fewer' also asks for the difference.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Mateo had 966 beads. Mateo gave 145 to Liam. How many beads does Mateo have left? → 821Prompt: Mateo gives some away, so the amount gets smaller.
- 582 − 271 = ? → 311Prompt: Subtract hundreds, tens and ones separately.
Watch out for
- Subtracting the smaller digit from the bigger one in every column (52 − 17 = 45).
- Forgetting to add the regrouped (carried) ten.
Support and stretch
Support
- Review first: Add and subtract whole hundreds.
- Use concrete materials: base-ten blocks.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Subtract three-digit numbers with regrouping.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder