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Overview

Duration: 60 minutes
Class size: 30 pupils
Year group: 4 (age 8-9)
Subject: Maths

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Curriculum Links

• Mathematics Programmes of Study: Year 4 (National Curriculum, England)
• Number – Addition and Subtraction
  • Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
  • (This lesson focuses on one-step problems as building blocks.)
• Use formal written methods for subtraction of numbers with up to 4 digits.
• White Rose Maths Scheme: Block 1 – Week 1: Subtraction with up to 4-digit numbers using formal written method.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Solve one-step subtraction word problems using the formal written method (column subtraction).
• Explain their reasoning clearly when choosing subtraction as the operation and when solving the problems.
• Apply appropriate steps in the column subtraction method with confidence and accuracy.

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Success Criteria

Pupils will:

• Read the word problem carefully and identify the numbers involved.
• Decide subtraction is the correct operation to solve the problem.
• Set up the subtraction using the formal written method accurately (place values aligned).
• Show each stage of exchanging (regrouping) where necessary.
• Calculate the answer correctly.
• Explain their reasoning at least once, justifying their answers in full sentences.

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Resources Needed

• Whiteboards and pens for AFL.
• Worksheets with one-step subtraction word problems.
• Visual place value charts (thousands, hundreds, tens, ones).
• Example modelled in a large, visible format (projector or flipchart).
• Counters/cubes for practical demonstration of exchanging.

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Lesson Structure

1. Introduction (10 minutes)

Engaging Starter – “Mystery Number Story”

• Display a simple subtraction word problem on the board and ask pupils to discuss in pairs what the problem is asking:
  “There were 236 apples in the basket. 89 apples were taken out. How many apples are left?”

Targeted Questions:

• “What operation will help us find the answer? Why?” (Understanding)
• “Can subtraction always be done in your head? What if the numbers are bigger?” (Applying)
• “What might make this subtraction tricky?” (Analysing)

Use AFL:

• Rapid-fire questioning to check understanding of the problem (show of hands).
• Mini whiteboards: pupils write the operation they will use.

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2. Teaching & Modelling (20 minutes)

Modelling formal written subtraction (remind pupils of place value importance):

• Show the subtraction problem again: 236 – 89.
• Step through column subtraction (ones first, then tens, then hundreds).
• Explain each stage clearly, particularly when exchanging is needed (e.g., "We can’t take 9 from 6, so we ‘borrow’ 1 ten from the tens column.")

Model example to copy:

  2  3  6
-     8  9
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  1  4  7

• Show working:
  • Ones: 6 – 9? No → borrow 1 ten
  • Tens: 3 (originally) → now 2
  • Ones: 16 – 9 = 7
  • Tens: 2 – 8? No → borrow 1 hundred
  • Hundreds: 2 → 1
  • Tens: 12 – 8 = 4
  • Hundreds: 1 – 0 =1
• Result: 147

Targeted Whole Class Questions:

• “Why can’t we subtract 9 from 6? What does borrowing mean here?” (Understanding)
• “If I took away more than what was in a column, what do I need to do?” (Analysing)
• “Explain why it’s important to keep the place values lined up.” (Evaluating)
• “How does this method help us check our work?” (Creating own methods for checking)

AFL:

• Use mini whiteboards during modelling for pupils to write down their answer for 236 – 89 as you model, pausing before writing the answer.
• Ask them to show their working steps. Teacher circulates, noting misconceptions.

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3. Guided Practice (15 minutes)

• Pupils work on 3 one-step subtraction word problems involving similar sized numbers (up to 4 digits).
• Encourage pupils to:
  • Read carefully, underline important numbers.
  • Decide on the operation and explain why they chose it (write a sentence).
  • Solve using the formal written method.

Example problem:
“Jessica had 1,245 stamps in her collection. She gave 367 stamps to her friend. How many stamps does Jessica have left?”

Targeted Questions: (for partner talk or teacher to ask individuals)

• “What clues in this problem tell you to subtract?” (Understanding)
• “Can you explain your thinking for setting up the subtraction columns?” (Analysing & Evaluating)
• “What would happen if you forgot to ‘borrow’ when subtracting the tens column here?” (Evaluating)

AFL:

• Use peer-assessment: pupils swap books and check their partner’s explanations and subtraction layout for correctness.
• Teacher circulates, identifying misconceptions or steps needing more support.

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4. Independent Practice (10 minutes)

• Pupils complete 4 one-step subtraction word problems independently on worksheet.
• Each problem requires formal written method, explanations of reasoning, and final answers.

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5. Plenary (5 minutes)

• Select 3 pupils to present their reasoning and subtraction for problems solved today.
• Use mini whiteboards — pose quickfire deeper questions:

Higher-order Plenary Questions:

• “How does using the formal written method help avoid mistakes compared to mental subtraction?”

• “Can you think of a real-life situation where this subtraction skill might help you?”

• “If you had to explain exchanging (borrowing) to a Year 2 pupil, how would you do it?”

• Review the success criteria with the class and ask: “Which part do you think you have done well? Which part could you practise more?”

AFL:

• Exit Ticket: Pupils write on a slip one thing they found easy and one thing they found tricky today. Teacher collects to inform next lesson.

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Common Misconceptions & Difficulties

• Misalignment of digits causing incorrect subtraction.
• Forgetting to exchange (borrow) when the top digit is smaller than the bottom digit.
• Confusing borrowing across zeros (e.g., needing to borrow from hundreds when tens is zero).
• Not fully understanding the problem—subtracting incorrectly because they misinterpret the context.
• Writing answers without explaining reasoning or copying method incompletely.

Strategies to address:

• Use place value charts and counters to demonstrate borrowing concretely.
• Scaffold explanation sentences alongside the calculations.
• Regular “think aloud” modelling of how to check work step-by-step.
• Use visual prompts and peer discussion to reinforce understanding.

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Summary

This lesson plan blends direct teaching, active pupil engagement, contextual word problems, and higher-order questioning strategies aligned to the National Curriculum for Year 4 maths objectives. It emphasises conceptual understanding alongside formal written subtraction methods and encourages pupils to justify and explain their reasoning, promoting mastery and confidence in subtraction problem solving. The use of AFL throughout supports formative assessment to tailor support effectively.