teaching resource

Subtraction Using MAB Blocks - Worksheet

Updated: 11 May 2023

Subtract two-digit numbers using MAB blocks with a printable subtraction worksheet.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Year: 2

Curriculum

VC2M3N04

Add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator <ul> <li>using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written ‘jottings’ to keep track of the numbers if necessary</li> <li>using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations, for example, to calculate 214 + 325, representing 214 as 2 groups of 100, one group of 10 and 4 ones and 325 as 3 groups of 100, 2 groups of 10 and 5 ones, resulting in 5 groups of 100, 3 groups of 10 and 9 ones, which is 539</li> <li>choosing between standard and non-standard place value partitions to assist with calculations, for example, to solve 485 + 365, thinking of 365 as 350 + 15, then adding the parts, 485 + 15 = 500, 500 + 350 = 850</li> <li>solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, 534 − 395, adding 5 to both numbers to make 539 − 400 = 139</li> <li>justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems</li> <li>applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week</li> </ul>
VC2M3A01

Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences <ul> <li>partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models (for example, 16 + 8 = 24, 24 − 8 = 16, 8 = 24 − 16)</li> <li>using the inverse relationship between addition and subtraction to find unknown values with a calculator or by counting on; for example, representing the problem ‘Peter had some money and then spent $375. Now he has $158 left. How much did Peter have to start with?’ as □ − $375 = $158 and solving the problem using $375 + $158 = $533; or solving 27 + □ = 63 using subtraction, □ = 63 – 27, or by counting on 27, 37, 47, 57, 60, 63, so add 3 tens and 6 ones, so □ = 36</li> <li>exploring Aboriginal and/or Torres Strait Islander Peoples’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place</li> </ul>
VC2M3A02

Extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator <ul> <li>partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7</li> <li>using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions</li> <li>understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200</li> </ul>

teaching resource

Subtraction Using MAB Blocks - Worksheet

Updated: 11 May 2023

Subtract two-digit numbers using MAB blocks with a printable subtraction worksheet.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Year: 2

Subtract two-digit numbers using MAB blocks with a printable subtraction worksheet.

Which Subtraction Strategy Should I Use? Try MAB Blocks!

How many different ways can you teach your students to subtract? There are many different strategies, and no single approach is the perfect fit for everyone. That’s why you introduce them to all of them and have them practise regularly to determine which strategy works best for them.

This worksheet focuses on a single strategy or method of subtracting, which is using MAB blocks as visual models to solve problems. Students will colour or mark out the subtracted blocks to determine the difference.

Subtraction Strategy Worksheet: Scaffolding & Extend

In addition to individual student work time, use this regrouping worksheet as a:

Maths station activity
Post-lesson exit ticket
Homework assignment
Whole-class review (via smartboard)

Have you got fast finishers? Students who need a challenge can generate their numbers using dice and then use MAB blocks to model and solve their 2-digit subtraction problems.

Students needing extra support can use MAB blocks to represent the numbers and solve the problems.

A Variety of Ways to Prepare This Resource

Because this resource includes an answer sheet, we recommend you print one copy of the entire file. Then, make photocopies of the blank worksheet for students to complete.

You can also turn this teaching resource into a sustainable activity! Print a few copies on cardstock and slip them into dry-erase sleeves. Students can record their answers with a dry-erase marker and then erase and reuse them.

Before You Download

Use the dropdown icon on the Download button to choose between the PDF or Google Slides version of this resource. An answer key is also included with this download.

This resource was created by Cassandra Friesen, a Teach Starter Collaborator.

Curriculum

VC2M3N04

Add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator <ul> <li>using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written ‘jottings’ to keep track of the numbers if necessary</li> <li>using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations, for example, to calculate 214 + 325, representing 214 as 2 groups of 100, one group of 10 and 4 ones and 325 as 3 groups of 100, 2 groups of 10 and 5 ones, resulting in 5 groups of 100, 3 groups of 10 and 9 ones, which is 539</li> <li>choosing between standard and non-standard place value partitions to assist with calculations, for example, to solve 485 + 365, thinking of 365 as 350 + 15, then adding the parts, 485 + 15 = 500, 500 + 350 = 850</li> <li>solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, 534 − 395, adding 5 to both numbers to make 539 − 400 = 139</li> <li>justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems</li> <li>applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week</li> </ul>
VC2M3A01

Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences <ul> <li>partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models (for example, 16 + 8 = 24, 24 − 8 = 16, 8 = 24 − 16)</li> <li>using the inverse relationship between addition and subtraction to find unknown values with a calculator or by counting on; for example, representing the problem ‘Peter had some money and then spent $375. Now he has $158 left. How much did Peter have to start with?’ as □ − $375 = $158 and solving the problem using $375 + $158 = $533; or solving 27 + □ = 63 using subtraction, □ = 63 – 27, or by counting on 27, 37, 47, 57, 60, 63, so add 3 tens and 6 ones, so □ = 36</li> <li>exploring Aboriginal and/or Torres Strait Islander Peoples’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place</li> </ul>
VC2M3A02

Extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator <ul> <li>partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7</li> <li>using partitioning to develop and record facts systematically (for example, ‘How many ways can 12 monkeys be spread among 2 trees?’, 12 = 12 + 0, 12 = 11 + 1, 12 = 10 + 2, 12 = 9 + 3, …), explaining how they know they have found all possible partitions</li> <li>understanding basic addition and related subtraction facts and using extensions to these facts; for example, 6 + 6 = 12, 16 + 6 = 22, 6 + 7 = 13, 16 + 7 = 23, and 60 + 60 = 120, 600 + 600 = 1200</li> </ul>

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