# Take away without losing the place values ## 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 1. AC9M4N06 ## Purpose Subtract through regrouping or a connected count-up check. ## Routes 1. ### 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. 2. ### 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. 3. ### 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 1. ### 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 2. ### 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 3. ### 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 4. ### 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