Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Multi-step addition and subtraction problems with large numbers
Addition and subtraction
CCSS 4.OA.A.3England: Y5 Addition and subtraction
Objective and success criteria
Students will: Multi-step addition and subtraction problems with large numbers.
- 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 numbers with more than four digits; Subtract numbers with more than four digits
Leads to: Add and subtract with numbers into the millions
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 numbers with more than four digits; Subtract numbers with more than four digits). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 135 553 + 368 673 = ? → 504226Prompt: Line up the digits from the right.
- 829 734 − 464 123 = ? → 365611Prompt: Start with the ones column.
- A music festival sold 63 793 tickets on Friday, 13 775 on Saturday and 2200 on Sunday. How many tickets were sold altogether? → 79768Prompt: Add the first two numbers, then add the third.
Hook · 3 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Multi-step addition and subtraction problems with large numbers. 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: A warehouse has 75 913 boxes. 7549 are sent out and 4766 new boxes arrive. How many boxes are there now?
- Step 1: 75 913 − 7549 = 68 364
- Step 2: 68 364 + 4766 = 73 130
- Answer: 73130
- 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.
- A warehouse has 83 263 boxes. 5581 are sent out and 8079 new boxes arrive. How many boxes are there now? → 85761Prompt: Take away the boxes sent out.
- Omar's class wants to walk 5000 steps each for charity. Omar walked 1738 steps on Monday and 2142 on Tuesday. How many more steps are needed? → 1120Prompt: How many steps so far?
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.
- Nia's class wants to walk 11000 steps each for charity. Nia walked 2963 steps on Monday and 4381 on Tuesday. How many more steps are needed? → 3656Prompt: How many steps so far?
- Yuki's grandmother was born in 1960. She had Yuki's parent when she was 30, and Yuki was born when that parent was 21. In which year was Yuki born? → 2011Prompt: Find the year the parent was born.
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 numbers with more than four digits.
- 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: Add and subtract with numbers into the millions.
- 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-4.
Free lesson plan from eurekami.com/lesson-plan-builder