Subtraction Strategies Worksheet

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WALT & Success Criteria

WALT: We are learning to understand and solve subtraction problems within 20 (Year 1) and within 100 (Year 2) using part-part-whole, mental strategies and number sentences.

Success Criteria: I can model a subtraction problem with counters or a drawing; I can write a subtraction number sentence; I can explain my strategy; I can use a number line or ICT tool to check my answer.

📚 Part 1: Multiple Choice (Choose the best answer)

1. What is 15 − 7?

2. Which strategy could best help to solve 23 − 9?

Count back on a number line

Use part-part-whole (make 23 = 20 + 3)

Multiply the numbers

3. For 14 − 6, which number sentence shows 'counting up' (finding the difference)?

14 − 6 = 8

6 + ____ = 14

14 + ____ = 6

4. Check all tools that can help you solve subtraction problems (multiple answers):

Counters or blocks

A virtual number line app

A calculator for mental strategies only

✏️ Part 2: Short Answers and Reasoning

5. Lily has 12 counters. She gives 5 to a friend. Show your working and write the number sentence. How many counters does Lily have left?

Number sentence: ____ − ____ = ____

6. Use part-part-whole to solve 17 − 9. Draw the parts and write the answer.

Number sentence: 17 − 9 = ____

7. Year 2 problem: A shop had $86 of toys. $27 were sold. Use a number line or mental strategy to find how much stock remains. Show your steps.

Number sentence: ____ − ____ = ____

8. Explain in one or two sentences the strategy you used for question 7. Mention if you used a number line, counting back, bridging through tens, or ICT tools.

9. Match each strategy to its description (draw a line between columns).

A. Count back

B. Part‑part‑whole

C. Bridging through tens

1. Split a number into tens and ones to subtract in steps

2. Start from the larger number and subtract in jumps on a number line

3. Break the total into two parts to show what was taken away

Differentiation (teacher notes): For students needing support, use counters/ten frames and one-on-one modelling. For developing learners, use virtual manipulatives and guided prompts. For confident learners, challenge with problems within 100 and encourage using ICT tools to model and explain strategies.