 Author:
 DAWNE COKER
 Subject:
 Mathematics
 Material Type:
 Activity/Lab, Lesson, Lesson Plan
 Level:
 Lower Primary
 Tags:
 License:
 Creative Commons Attribution
 Language:
 English
 Media Formats:
 Downloadable docs
Education Standards
T4T Using the 1000 Board to Add & Subtract
Overview
This resource is from Tools4NCTeachers.
In this lesson, students spin spinners containing 3digit numbers. Then, students use their 1000 boards to find sums of the numbers they spun. There are a variety of spinners provided in order to allow for differentiation.
Here is a sample from this resource. Click the attachment to access the entire, fullyformatted lesson and support materials.
Using the 1,000s Board to Subtract
In this lesson, students explore using a 1,000s chart to subtract numbers within 1,000 using their understanding of place value and other number relationships. A variety of spinners are provided for differentiation to explore how using the 1,000s chart as a visual tool for subtraction. 
NC Mathematics Standard(s):
NC.2.NBT. 7 Add and subtract, within 1,000, relating the strategy to a written method, using:
 Concrete models or drawings
 Strategies based on place value
 Properties of operations
 Relationship between addition and subtraction
Additional/Supporting Standards:
NC.2.NBT.1 Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones.
Unitize by making a hundred from a collection of ten tens.Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. Compose and decompose numbers using various groupings of hundreds, tens, and ones.
NC.2.NBT.2 Count within 1,000; skipcount by 5s, 10s, and 100s.
NC.2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Standards for Mathematical Practice:
 Make sense of problems and persevere in solving them.
 Model with mathematics.
 Use appropriate tools strategically.
 Look for and make use of structure.
Student Outcomes:
 I can subtract within 1,000.
 I can solve subtraction problems using a 1,000s chart.
 I can find patterns with 100s, 10s, and 1s using a 1,000s chart.
Math Language:
What words or phrases do I expect students to talk about during this lesson?
 subtract
 regroup
 hundreds, tens, ones
 1,000s chart
 patterns
Materials:
 notebook paper
 pencil
 1,000s chart (laminated, one for each pair of students) https://mindfull.files.wordpress.com/2012/02/hundredcharts11,000.pdf
 dry erase markers
 spinner boards for each pair (attached)
 paper clip for each pair (or use clear spinner overlays)
Advance Preparation:
 Make sure students know how to use a 100s chart before introducing the 1,000s chart.
 Print, copy, and laminate 1,000s charts  consider using a different color for each sheet
 Print a spinner for each pair of students. Decide which spinners you want to use based on your lesson goals and student needs.
 Plan for extra space in your room to allow for pairs of students to spread out and unfold their 1,000s boards.
Launch: 1,000s board (5 min)
 Pass out a 1,000s board to each pair of students. This may be the first time they have seen a board going beyond 100 or 120 board. Draw on their prior knowledge by discussing what is similar and different about a 100s and a 1000s board.
 Encourage students to look for patterns and discuss with their partner how this may be a helpful tool when solving subtraction problems up to 1,000.
 Have students share what they observe about the 1,000s board.
Explore: Subtraction Spinner Game (2025 min)
 Model for the class how to use the spinners. Each “Spinner 1” option has larger numbers than “Spinner 2” so each difference will be a positive whole number.
 Pass out a spinner and a paper clip (or use clear spinner overlays) to each group and model how to put the pencil point in the middle of the spinner 1 and paper clip. Have Partner A flick the paper clip to see what number you land on. Record the first number on your paper. Do this again with spinner 2 and Partner B. Record the second number to create your subtraction equation.
 Use the 1,000s board to locate the number from spinner 1. Circle this number with a dryerase marker.
 Encourage students to explore and figure out strategies of how to subtract the second number from the spinner 1 number. They can spin again to create additional problems as time allows. Students may record their work on a separate sheet of paper or may show the path they took while tracing along the 1,000s board to find the answer.
 While students are working, check in with them, asking:
 How did you get that answer?
 How did you count back?
 Why did you count this way?
 Can you think of another way to find the difference?
 What patterns do you notice?
 What have you learned from your partner that you can use to solve subtraction problems?
 How did you count by hundreds? tens? ones?
 Take brief notes on the strategies you see and discussions you hear so that you can order student ideas and responses for the discussion. Strategies that are inefficient or did not work are just as important to their understanding as strategies that work well and discussing mistakes helps every student clarify their understanding.
 Bring the class back together for a discussion, allowing students to share their strategies.
Discuss: Students share (1020 min)
 Ask students to share their strategies. Share examples that will help students identify misconceptions and strengthen their ability to count back, count down to, etc. using their understanding of place value.
 Continue to ask students the questions from the explore section.
 Ask students to provide feedback, rewording the steps in their own words or giving suggestions. Use two stars and a wish to provide two positive comments and one comment for the pairs to grow on.
 Do another example as a class to guide students to more efficient strategies. Model how to show the steps they moved by using their white board marker, circling the first number, and tracing the path vertically and horizontally to show the path they followed while subtracting to reach their answer.
 For example, start at ______. Move up _____ hundreds. Move up ____tens. Move over to the left ______ones. What number did you stop on?
Evaluation of Student Understanding
Informal Evaluation: While students are exploring, use discussion questions to gauge student understanding. Observe how students use the chart to solve the problems. Assess understanding for pairs of students who share their strategies during the discussion time.
Formal Evaluation/Exit Ticket: Provide a subtraction problem and assess students as they use the 1,000s board to solve the problem. Have students show the directions they moved by using their dry erase marker, circling the first number, and tracing the path vertically and horizontally to show the path they followed while subtracting to reach their answer.
Meeting the Needs of the Range of Learners
Intervention: Differentiate this lesson by providing less/more challenging spinners. Some of the options provided require regrouping and others do not. The numbers on each spinner can be edited to match the current needs of your students.
Extension: Practice subtraction problems using additional strategies such as number lines, place value blocks, or break apart methods. Use the 1,000s board and spinners for addition problems up to 1,000 as well.
Have students relate moving on the 1000 board to solving the problem on a number line.
Possible Misconceptions/Suggestions:
Possible Misconceptions  Suggestions 






Special Notes:
 This lesson is used as an introduction to subtracting within 1,000. Mastery is not expected at this point. The goal is for students to see the relationships of the ones, tens, and hundreds.
 Teachers may choose to do this lessons with the easier spinners, that have multiples of tens, and then move on to the more challenging spinners as students become more proficient. You may use the blank spinners to differentiate as needed.
Possible Solutions: Answers will vary. The focus is on how students think as they solve each problem.
Spinner 1 

280 
190 
430 
340 
110 
510 
140 
260 

750 
680 
910 
820 
720 
850 
940 
670 
Spinner 2 

285 
192 
437 
343 
112 
510 
144 
269 

753 
682 
915 
821 
729 
854 
945 
671 
Spinner 2 
Spinner 1 
Spinner 2 

200 
100 
40 
30 
10 
500 
100 
20 

753 
682 
915 
821 
729 
854 
945 
671 
Spinner 1 