options: Work with numbers 11–19 to gain foundations for place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Extend the counting sequence.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to add and subtract.

Understand place value.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand the place value system.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting numbers within 1,000. These understandings help students develop fluency and will be helpful as students relate subtraction algorithms to strategies they have used to subtract 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.
\(50 - 10\)
\(58 - 10\)
\(258 - 20\)
\(258 - 24\)
Student Response
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Activity Synthesis
“How was place value helpful as you subtracted these numbers?” (When we were subtracting 10, only the tens place changed. For the last expression we were able to subtract the tens, then the ones.)
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?”


correct_option_index: 3