Math lesson plan · 3rd grade (Year 4 in England) · 45 minutes
Subtract four-digit numbers in columns
Addition and subtraction
CCSS 4.NBT.B.4England: Y4 Addition and subtraction
Objective and success criteria
Students will: Subtract four-digit numbers in columns.
- 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 three-digit numbers with exchanging; Value of a digit in four-digit numbers
Leads to: Subtract numbers with more than four digits
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 (Subtract three-digit numbers with exchanging; Value of a digit in four-digit numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 472 − 299 = ? → 173Prompt: Start with the ones.
- In 4189, which place is the digit 9 in? (ones / tens / hundreds / thousands) → onesPrompt: Name the places from the right: ones, tens, hundreds, thousands.
- 301 − 242 = ? → 59Prompt: There is a 0 in the tens. Exchange from the hundreds first.
Hook · 5 min
- Give a real shopping total or a score difference and ask for a quick estimate first.
- Share the objective: Subtract four-digit numbers in columns. 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: 9991 − 3388 = ?
- Step 1: ones: exchange, 11 − 8 = 3
- Step 2: tens: 8 − 8 = 0
- Step 3: hundreds: 9 − 3 = 6
- Step 4: thousands: 9 − 3 = 6
- Step 5: 9991 − 3388 = 6603
- Answer: 6603
- 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.
- 5386 − 1809 = ? → 3577Prompt: Work from the ones to the thousands.
- 5000 − 2806 = ? → 2194Prompt: The zeros mean you exchange across several columns.
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.
- 2000 − 1531 = ? → 469Prompt: The zeros mean you exchange across several columns.
- 7450 − 4481 = ? → 2969Prompt: Work from the ones to the thousands.
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 three-digit numbers with exchanging.
- 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 numbers with more than four digits.
- 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-3.
Free lesson plan from eurekami.com/lesson-plan-builder