Name:
___________________________________
Date: __________________________________
Important
Notes: The teacher will model mastery
of representing subtraction with and without regrouping when there is a
three-digit minuend.
Solve the
problem vertically using the subtraction algorithm.
133-17 =______________
Step 1: Write the problem vertically.
Step 2: When you write a math problem to represent
the vertical form, align the digits in the correct place value.
Step 3: subtract
the ones. If you do not need to
decompose (regroup) one ten to make ten ones, subtract the tens.
Step 4:
Subtract the ones. If you
decompose (regroup) one ten to make ten ones, cross out the number in the
tens place, and write the number of tens left in the tens place above the
crossed out number. Cross out the
number in the ones place, and write the number of ones in the ones place
above the crossed out number. Subtract
the tens.
Step 5: Subtract the hundreds.
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Place Value
Chart: Use the place value chart to
solve 133-17=_______________.
Choice Task/Step
1: Use a place value chart to
represent the total (whole). Use student-selected manipulatives to
represent the total (whole) on the place value chart.
Differentiated
Task/Task 2: Select one way to draw
the total (whole) on a place value chart.
Task A: Draw
disks to represent the total (whole) on a place value chart. Draw disks in the ones, tens, and hundreds
places to represent the total (whole).
Task B: Draw dots to represent the total (whole) on
a place value chart. Draw dots in the
ones, tens, and hundreds places to represent the total (whole).
Task C: Draw flats, rods, or cubes to represent the
total (whole) on a place value chart. Draw
flats in the hundreds place, rods in the tens place, or cubes in the ones
place to represent the total (whole).
Step 4: Subtract the ones. Can you subtract the number of ones in the
bottom from the number of ones on the top in the ones place? If the number on the bottom in the ones
place is smaller or the same as the number of ones on the top, subtract the
numbers in the ones place.
Step 5: Subtract the ones. Can you subtract the number of ones in the
bottom from the number of ones on the top in the ones place? If the number on the bottom in the ones
place is bigger than the number of ones on the top in the ones place, you
have to unbundle (regroup) a ten.
Exchange a ten as 10 ones.
Step 6: Put an X on one disk, chip, or rod in the
tens place. Draw an arrow to show the
exchange. Add 10 ones to the ones
column.
Step 6: Subtract the ones.
Step 7: Subtract the tens.
Step 8: Subtract the hundreds.
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Name:
___________________________________
Date: __________________________________
1. Write the important notes the teacher
modeled to solve the problem. Solve by
writing the problem vertically. Check
your results by drawing disks, dots, or base-ten manipulatives on a place
value chart.
133 -17=________________
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1. a Solve
the problem with the teacher. Solve by
writing the problem vertically. Check
your results by drawing disks, dots, or base-ten manipulatives on a place
value chart.
184 -29= ________________
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1. b or
c Solve problem b or c with your partner or group. Solve by writing the problem vertically. Check your results by drawing disks, dots,
or base-ten manipulatives on a place value chart.
b. 148-24=_____________
c. 171-15=_____________
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1. d Solve one problem by yourself. Solve by writing the problem
vertically. Check your results by
drawing disks, dots, or base-ten manipulatives on a place value chart.
163-47=____________
2. a Solve the problem vertically without a
place value mat.
Lisa put 163 pennies
in her piggy bank last week. She took 47 pennies out of her piggy bank this
week.
How many
pennies does Lisa have in her piggy bank now?
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