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K–12 teaching and learning · from the UNC School of Education

Subtraction sticks

Using craft sticks, students will practice subtraction of 2 and 3 digit numbers with renaming.

A lesson plan for grades 2–3 Mathematics

By Susan Fry

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Learning outcomes

Students will demonstrate knowledge of place value, subtraction facts, and renaming/regrouping using craft sticks. This visual, tactile, and kinestic process will enhance transfer to the standard computation format.

Teacher planning

Time required for lesson

60 minutes

Materials/resources

  • Craft (popsicle) sticks
  • Rubber bands
  • Tubs labeled Ones, Tens, Hundreds
  • Place Value Necklaces (pieces of construction paper labeled Ones, Tens, Hundreds, attached with yarn to make a necklace)

Technology resources

Overhead projector (optional)

Pre-activities

Students will need to know basic subtraction facts and place value.

Activities

Focus and Review

The teacher will review place value for ones, tens, and hundreds, as well as basic subtraction facts.

Model

  1. Using craft sticks, students will bundle ten together using rubber bands. When numerous bundles have been made, hundreds bundles will be made from 10 ten-stick bundles. (It will be necessary for the teacher to pre-make “tens” bundles and “hundreds” bundles. This may be done in connection will teaching place value. This activity works well with at least 30 bundles for “tens” and “hundreds”, as well as 100 loose sticks to represent the “ones”. These should be stored in separate tubs labeled Ones, Tens, Hundreds.)
  2. Three student volunteers will wear place value necklaces. The teacher will write a number on the board or overhead projector. The volunteers will then get the appropriate number of bundles or sticks to represent their number.
  3. The teacher will be the “Taker.” After writing the subtraction on the board or overhead, the teacher will ask each student for the corresponding amount. If the student cannot give the required amount, they must borrow from their neighbor. At this point the teacher writes the corresponding process of borrowing on the visual display. The “Ones” person must remove the rubber band from the “Tens” bundle before giving to the teacher (thus demonstrating regrouping).
  4. Having completed the process for the entire problem, the teacher will review the process with several other volunteers. Students really enjoy silly ultimatums if they are unable to give the “Taker” the required amount. (i.e. “Well, if you don’t give me seven tens sticks, I will have to call your mother and tell her you are not cooperating!”) This also prompts their neighbor to allow them to “borrow”. Exaggeration is what makes this process interesting and fun.

Guided Practice

In small groups, students will create subtraction sticks that correspond to the number the teacher gives the group. One student will play the “Taker” and complete the process again. Then the reporter will discuss the process with the class.

Independent Practice

Students will create 2 problems to give the class. They will give their problems to three volunteers and they will be responsible for monitoring the process.

Closure

The teacher will review place value, “borrowing,” “regrouping,” and the proper computation format.

Assessment

Students will demonstrate appropriate mastery of the concept by conducting their own subtraction problems and evaluating the results when these problems are given to the class.

Students will also be able to explain how the subtraction stick process relates to the standard form of computation.

Supplemental information

Comments

Students really enjoy this lesson if the “Taker” exaggerates and issues silly ultimatums.

North Carolina curriculum alignment

Mathematics (2004)

Grade 3

  • Goal 1: Number and Operations - The learner will model, identify, and compute with whole numbers through 9,999.
    • Objective 1.01: Develop number sense for whole numbers through 9,999.
      • Connect model, number word, and number using a variety of representations.
      • Build understanding of place value (ones through thousands).
      • Compare and order.
    • Objective 1.02: Develop fluency with multi-digit addition and subtraction through 9,999 using:
      • Strategies for adding and subtracting numbers.
      • Estimation of sums and differences in appropriate situations.
      • Relationships between operations.

  • Common Core State Standards

    • Mathematics (2010)

      • Grade 2

        • Number & Operations in Base Ten
          • 2.NO.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 100 can be thought of as a bundle of ten tens — called...
          • 2.NO.7 Add and subtract within 1000, 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. Understand that in adding...

        • Grade 3

          • 3.NO.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.