Math lesson plan · 4th grade (Year 5 in England) · 30 minutes
Subtract numbers with more than four digits
Addition and subtraction
CCSS 4.NBT.B.4England: Y5 Addition and subtraction
Objective and success criteria
Students will: Subtract numbers with more than four digits.
- 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: Subtract four-digit numbers in columns; Place value names up to hundred thousands
Leads to: Multi-step addition and subtraction problems with large numbers
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 (Subtract four-digit numbers in columns; Place value names up to hundred thousands). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 6816 − 4948 = ? → 1868Prompt: Work from the ones to the thousands.
- In 276 394, which place is the digit 4 in? (hundreds / ones / ten thousands / tens) → onesPrompt: The places in a group of three are hundreds, tens, ones — for thousands too.
- 5000 − 1284 = ? → 3716Prompt: The zeros mean you exchange across several columns.
Hook · 3 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Subtract numbers with more than four digits. 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: 872 157 − 488 992 = ?
- Step 1: ones: 7 − 2 = 5
- Step 2: tens: exchange, 15 − 9 = 6
- Step 3: hundreds: exchange, 10 − 9 = 1
- Step 4: thousands: exchange, 11 − 8 = 3
- Step 5: ten thousands: exchange, 16 − 8 = 8
- Step 6: hundred thousands: 7 − 4 = 3
- Step 7: 872 157 − 488 992 = 383 165
- Answer: 383165
- 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.
- 126 323 − 39 317 = ? → 87006Prompt: Start with the ones column.
- 60 000 − 11 968 = ? → 48032Prompt: All those zeros need exchanging. Try counting on instead.
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.
- 200 000 − 22 660 = ? → 177340Prompt: All those zeros need exchanging. Try counting on instead.
- 723 093 − 675 692 = ? → 47401Prompt: Start with the ones column.
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: Subtract four-digit numbers in columns.
- 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: Multi-step addition and subtraction problems with large numbers.
- 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