Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Adult model
806 = 7 hundreds + 9 tens + 16 ones. Subtract 2 hundreds, 4 tens, 7 ones to leave 5 hundreds 5 tens 9 ones = 559. Check 247 + 559 = 806. A count-up check is 247→250 (+3)→800 (+550)→806 (+6), total 559.
Child direction
Can a repair drawer show what is left clearly? Pick one route. Show what the numbers mean, try a way, then check one result. You can stop after a useful part.
Common tangle
0 tens blocks the subtraction; check the roles and equivalent quantities, rather than memorising a printed answer.
Day
54
Different guided practice
A made-up card store has 704 cards, uses 168. Guide 6 hundreds 9 tens 14 ones minus 1 hundred 6 tens 8 ones = 536. Or subtract 100, 60, 8 in chunks.
Check and teach the entry relationship
Ask for 52 − 17 and whether one ten can become ten ones. If not, teach 30 − 8 as 2 tens 10 ones minus 8 = 22; return to 52 − 17 = 35.
Hook
Can a repair drawer show what is left clearly?
Materials
Broad paper, labelled place-value/part-whole/number-line alternatives as suitable; optional familiar safe counters; usual communication. No hundreds of loose marks, purchases or physical handling required. Keep adult model and own work separate.
Next ordinary teaching
If 0 tens blocks the subtraction, teach 102 − 38 by trading one hundred for tens, then one ten for ones. Guide 64; invite 201 − 46 = 155.
Complete fictional source
A fictional repair drawer starts with 806 labels. It uses 247 labels once. Find labels left.
One own invitation
For 603 − 157, show what remains and a connected check.
Partial curriculum opportunity
- AC9M4N06
Purpose
Subtract through regrouping or a connected count-up check.
Routes
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
A fictional drawer has 63 labels and uses 28. Find what remains with regrouping.
Entry or access
No actual paint or material handling is needed.
Id
A
Title
Small paint labels
After own work: adult practice possibility
35 labels; 28 + 35 = 63.
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
Use 806 − 247. Make a left-count record with a check.
Entry or access
Describe bundles instead of drawing hundreds of marks.
Id
B
Title
Repair drawer
After own work: adult practice possibility
559 labels; 247 + 559 = 806.
Access
Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement.
Complete task
An invented archive has 2004 cards and retires 786. Find remaining cards using two approaches.
Entry or access
Check thousands entry and the meaning of retiring a count.
Id
C
Title
Archive use
After own work: adult practice possibility
1218; 786→800(+14)→2000(+1200)→2004(+4).
Session stages
Instruction
Can a repair drawer show what is left clearly? Read the source. Ask what the numbers count and the wanted quantity. Ask for 52 − 17 and whether one ten can become ten ones. If not, teach 30 − 8 as 2 tens 10 ones minus 8 = 22; return to 52 − 17 = 35.
Minutes suggestion
5
Stage
Meet the job
Instruction
806 = 7 hundreds + 9 tens + 16 ones. Subtract 2 hundreds, 4 tens, 7 ones to leave 5 hundreds 5 tens 9 ones = 559. Check 247 + 559 = 806. A count-up check is 247→250 (+3)→800 (+550)→806 (+6), total 559. Show on separate adult paper. Pause after one transformation; invite explanation before showing the next.
Minutes suggestion
10
Stage
Teach one relationship
Instruction
A made-up card store has 704 cards, uses 168. Guide 6 hundreds 9 tens 14 ones minus 1 hundred 6 tens 8 ones = 536. Or subtract 100, 60, 8 in chunks. Offer one complete route below, not all three as a quota. Let the learner select a representation and pause or switch.
Minutes suggestion
15
Stage
Guide then choose
Instruction
For 603 − 157, show what remains and a connected check. Receive an available response before staff key. If 0 tens blocks the subtraction, teach 102 − 38 by trading one hundred for tens, then one ten for ones. Guide 64; invite 201 − 46 = 155.
Minutes suggestion
5
Stage
Receive and choose tomorrow
What to look for
Renamed values conserve 603; subtraction and inverse agree with 446 labels/items left.
After own work: staff possibility
446; 157 + 446 = 603. Regroup 603 as 5 hundreds 9 tens 13 ones.
Status
Proposed 35-minute shape, unpiloted and freely reorderable; resource day not school calendar requirement.
Title
Take away without losing the place values