Math lesson plan · 5th grade (Year 6 in England) · 45 minutes
Add and subtract with numbers into the millions
Addition and subtraction
CCSS 4.NBT.B.4England: Y6 Addition, subtraction, multiplication and division
Objective and success criteria
Students will: Add and subtract with numbers into the millions.
- 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: Multi-step addition and subtraction problems with large numbers; Place value to ten million
Leads to: the next skill in this area.
Materials: Base-ten blocks, Number lines, Hundred square, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Multi-step addition and subtraction problems with large numbers; Place value to ten million). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- A warehouse has 43 727 boxes. 4868 are sent out and 5890 new boxes arrive. How many boxes are there now? → 44749Prompt: Take away the boxes sent out.
- What is the value of the digit 8 in 5 682 491? → 80000Prompt: The groups of three from the right are ones, thousands, millions.
- Ana's class wants to walk 13000 steps each for charity. Ana walked 2657 steps on Monday and 596 on Tuesday. How many more steps are needed? → 9747Prompt: How many steps so far?
Hook · 5 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Add and subtract with numbers into the millions. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 4 235 850 − 2 580 731 = ?
- Step 1: 4 235 850 − 2 580 731 = 1 655 119
- Answer: 1655119
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 3 454 189 − 1 580 067 = ? → 1874122Prompt: Line up the digits carefully: ones under ones.
- A city had 4 593 660 people ten years ago. Since then the population has fallen by 556 648. What is the population now? → 4037012Prompt: Fallen means subtract.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What is the difference between 4 105 596 and 1 054 172? → 3051424Prompt: Difference means subtract the smaller from the larger.
- A city had 1 613 526 people ten years ago. Since then the population has fallen by 420 170. What is the population now? → 1193356Prompt: Fallen means subtract.
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: Multi-step addition and subtraction problems with large numbers.
- 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
- 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-5.
Free lesson plan from eurekami.com/lesson-plan-builder