standard_description: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting within 1,000, particularly around adding up to find differences. These understandings help students develop fluency for subtracting within 1,000.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(500 - 475\)
\(504 - 475\)
\(512 - 475\)
\(512 - 449\)
Student Response
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Activity Synthesis
”Why is the value of
\(512 - 475\)
greater than the value of
\(504 - 475\)
?” (Since the 475 doesn’t change, but 512 is larger than 504, the difference between the numbers is greater.)
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the problem in a different way?”
“Does anyone want to add on to _____’s strategy?”


aligns: no