how to solve word problems in subtraction

Subtraction Word Problems

These lessons look at simple examples of subtraction word problems.

Related Pages More Lessons for Arithmetic Math Worksheets

Words like ‘difference’, ‘less’, ‘take away’, ‘loss’ usually means that subtraction is involved.

For subtraction, take note which number has to be subtracted from which number. Subtracting in the wrong order will give you the wrong answer.

Example: Andy has 53 marbles. Sam has 105 marbles and lost 8 when his bag of marbles dropped. Find the difference between the number of marbles that Sam has left and Andy’s.

Solution: [Sam has 105 marbles] – [8 lost] – [Andy has 53 marbles]

105 – 8 – 53 = 44 marbles

Examples of subtraction word problems

John has 12 apples, and he gives away 5 of them. How many apples does he have left?
What is the difference between 17 and 38?
Jennifer has eighteen apples, and Mike has twelve. How many more apples does Jennifer have than Mike?

Subtraction Word Problem

Example: A farmer grows 531 tomatoes and is able to sell 176 of them in three days. Given that his supply of tomatoes decreases by 176, how many tomatoes does he have remaining at the end of the three days?

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Subtraction Word Problems — Examples & Practice - Expii

5 Tips – How to Teach Students to Solve Word Problems

My students had been struggling with how to solve addition and subtraction word problems for what seemed like forever. They could underline the question and they could find the numbers. Most of the time, my students just added the two numbers together without making sense of the problem.

Can you relate?

Below are five math problem-solving strategies to use when teaching word problems on addition and subtraction using any resource.

So, how do I teach word problems? It’s quite complex, but so much fun, once you get into it.

How to teach addition and subtraction word problems

The main components of teaching addition and subtraction word problems include:

I am a big proponent of NOT teaching keyword lists. It just doesn’t work consistently across all problems. It’s a shortcut that leads to breakdowns in mathematical thinking. Nor should you just give students word problem worksheets and have them look for word problem keywords. I talk more in-depth about why it doesn’t work in The Problem with Using Keywords to Solve Word Problems .

Teach the Relationship of the Numbers in Math Word Problems

One way to help your students solve word problems is to teach them the relationship of the numbers. In other words, help them understand that the numbers in the problem are related to each other in some way.

I teach word problems by removing the numbers . Sounds strange right?

Removing the distraction of the numbers helps students focus on the situation of the problem and understand the action or relationship of the numbers. It also keeps students from solving the problem before we talk about the relationship of the numbers.

When I teach word problems, I give students problems with blank spaces and no numbers. We first talk about the action in the problem. We identify whether something is being added to or taken from something else. That becomes our equation. We identify what we have to solve and set up the equation with blank spaces and a square for the unknown number

___ + ___ = unknown

Do you want a free sample of the word problems I use in my classroom? Click the link or the image below. FREE Sample of Word Problems by Problem Type

Differentiate the numbers in the Word Problems

Only after we have discussed the problem do I give students numbers. I differentiate numbers based on student needs. At the beginning of the year, we all do the same numbers, so that I can make sure students understand the process.

After students are familiar with the process, I start to give different students different numbers, based on their level of mathematical thinking.

I also change numbers throughout the year, from one-digit to two-digit numbers. The beauty of the blank spaces is that I can put any numbers I want into the problem, to practice the strategies we have been working on in class.

At some point, we do create a list of words, but not a keyword list. We create a list of actions or verbs and determine whether those actions are joining or separating something. How many can you think of?

Here are a few ideas:

Join: put, got, picked up, bought, made Separate: ate, lost, put down, dropped, used

Don’t be afraid to use academic vocabulary when teaching word problems

I teach my students to identify the start of the problem, the change in the problem, and the result of the problem. I teach them to look for the unknown .

These are all words we use when solving problems and we learn the structure of a word problem through the vocabulary and relationship of the numbers.

In fact, using the same vocabulary across problem types helps students see the relationship of the numbers at a deeper level.

Take these examples, can you identify the start, change and result in each problem? Hint: Look at the code used for the problem type in the lower right corner.

For compare problems , we use the terms, larger , smaller , more and less . Try out these problems and see if you can identify the components of the word problems.

Stop searching for “the answer” when solving word problems

This is the most difficult misconception to break.

Students are not solving a word problem to find “the answer”. Although the answer helps me, the teacher, understand whether or not the student understood the relationship of the numbers, I want students to be able to explain their process and understand the depth of word problems.

Okay, they’re first and second-graders. I know.

My students can still explain, after instruction, that they start ed with one number. The problem result ed in other another number. Students then know that they are searching for the change between those two numbers.

It’s all about the relationship.

Differentiate between the models and the strategies

A couple of years ago, I came across this article about the need to help students develop adequate models to understand the relationship of the numbers within the problem.

A light bulb went off in my head. I needed to make a distinction between the models students use to understand the relationship of the numbers in the problem and the strategies to solve the computation in the problem. Models and strategies work in tandem but are very different.

Models are the visual ways problems are represented. Strategies are the ways a student solves a problem, putting together and taking apart the numbers.

The most important thing about models is to move away from them. I know that sounds odd.

You spend so long teaching students how to use models and then you don’t want them to use a model. Well, actually, you want students to move toward efficiency.

Younger students will act out problems, draw out problems with representations, and draw out problems with circles or lines. Move students toward efficiency. As the numbers get larger, the model needs to represent the relationship of the numbers

This is a prime example of moving from an inverted-v model to a bar model.

Here is a student moving from drawing circles to using an inverted-v.

Students should be solidly using one model before transitioning to another. They may even use two at the same time while they work out the similarities between the models.

Students should also be able to create their own models. You’ll see how I sometimes gave students copies of the model that they could glue into their notebooks and sometimes students drew their own model. They need to be responsible for choosing what works best for them. Start your instruction with specific models and then allow students to choose one to use. Always move students toward more efficient models.

The same goes for strategies for computation. Teach the strategies first through the use of math fact practice, before applying it to word problems so that students understand the strategies and can quickly choose one to use. When teaching, focus on one or two strategies. Once students have some fluency in a few strategies, have them choose strategies that work for different problems.

Which numbers do you put in the blank spaces?

Be purposeful in the numbers that you choose for your word problems. Different number sets will lend themselves to different strategies and different models. Use number sets that students have already practiced computationally.

If you’ve been taught to make 10, use numbers that make 10. If you’re working on addition without regrouping, use those number sets. The more connections you can make between the computation and the problem-solving the better.

The examples above are mainly for join and separate problems. It’s no wonder our students have so much difficulty with compare problems since we don’t teach them to the same degree as join and separate problems.

Our students need even more practice with those types of problems because the relationship of the numbers is more abstract. I’m going to leave that for another blog post, though.

Do you want a FREE sample of the resource that I use to teach Addition & Subtraction Word Problems by Problem Type ? Click this link or the image below.

How to Purchase the Addition & Subtraction Word Problems

The full resource is also available in my store for purchase and on Teachers Pay Teachers .

Separate Word Problems – How to teach by problem type

Teach students to solve word problems by helping them read for the context of the problem. Here is a Facebook Live that I did explaining the three type of Join problems.

Join Word Problems – Word Problems by Problem Type

Addition and Subtraction Word Problems by Problem Type allow you to differentiate the numbers for your students and teach them to look at the context of a problem before working with the numbers. Vocabulary cards to solve word problems.

Addition and Subtraction Word Problems by Problem Type Resource

Why can't I teach students to use keywords to solve word problems? Find out why this practice is outdated and doesn't prepare our students for success. Teach students to be successful in solving word problems by understanding the problem itself. Teaching ideas, aides, and strategies to teach your student addition & subtraction facts as well as the relationship of numbers. #math #secondgrade #learnmath #teachingkidsmath #teaching #kidslearn #addition #subtraction #wordproblems

The Problem with using Keywords to Solve Word Problems

Compare Word Problems – How to Teach Students to Solve Them

A word problem routine that helps students analyze the word problem, determine the equation, and choose a model. This structured routine gives students the tools to successfully solve word problems.

A Structured Word Problem Routine that Teaches Students to Analyze the Problem

how to solve word problems in subtraction

Why Numberless Word Problems Should be Part of Your Math Instruction

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Phonics Partner Games are fun way to help your students practice reading specific phonics patterns. Games are played with a partner and engage students in both word reading and sentence reading. This set of phonics games is for long vowel teams and includes EE, EA, AI, AY, OA, OE, IGH, IE and a mix of all those vowel patterns. Teachers love using these games in a literacy center and children love playing with their friends!

Phonics Partner Games for Long Vowel Teams

During the engagement phase of the 5E Instructional Model, students are drawn into the science topic and make connections with their prior knowledge. Their interest is piqued and students are curious to learn more. This is the phase where teachers hook students into learning the new content and uncover misconceptions students may have about the topic.

What is the Engagement Phase of the 5E Instructional Model

Teach students about analog vs. digital things with this science station. This sorting center includes a reading passage to build background knowledge about nerve cells as well as differentiated questions to assess your students' comprehension.

Digital vs Analog Sort for Fourth Grade Science Stations

44 responses.

LOVE LOVE LOVE THIS!

Thanks for linking up to Great Blog Posts for Kindergarten Teachers .

Jennifer with Simply Kinder

This is great! I teach high school math, and always ask them to “Tell me the story” before we start looking at the numbers. If, in telling the story, they tell me a number, I stop them, and remind them that we’re just looking at what is happening, and ignore the numbers. They look at me like I am crazy, “Ignore the numbers?” Yes, I tell them. The numbers are not important until you understand the story, and even then, meh. I am thinking about giving them word problems without numbers, and use some of your suggestions. Maybe even let them put in numbers and solve their own problems. I’ve seen the word lists like you mentioned, and they’re ok, but they are not always true. Like, “how many all together?” usually means add, but in higher math, it could be addition in the form of repeated addition, aka, multiplication. Those little phrases are usually true for the early word problem problems, but as the students get older, they will need to be able to think about what the problem means, rather than just hunting for words and numbers. LOVE this approach!

I love the perspective of a high school math teacher! This is why I want to emphasize teaching about the situation and action of a word problem. I know it can be so simple when students are young, but once they hit third grade and are doing both multiplication and addition within the same problem, boy, does it get complicated! Students really need to understand the problem. Using blank spaces has helped most of my students focus on what is happening in the problem. If you try it, I’d love to hear how it goes!

Thank you for presenting your work in such an organized fashion. Your thought process is so clear a beginning teacher will be able to instruct children brilliantly! I appreciated the work samples you included. Hope you continue this blog, you’re very talented.

Wow! Thank you for posting such an in-depth, organized lesson! My students, as well, struggle with the concept of word problems. This is wonderful!

You did a great job presenting this information. I absolutely love your way of teaching students how to think about word problems. Superior work!

Thank you so much! I have a lot of fun teaching word problems in the classroom, too.

Hi Jessica, I work with Deaf and Hard of Hearing students at the elementary level. The overall and profound struggle of the deaf child is that of access to language(written). For those children not born into Deaf, ASL, 1st language household, we, in many cases, consider these children to be language deprived. Math is typically the stronger subject for my students as it has been, up until recently, the most visual subject, one which requires less reading and more computation and visual or spacial awareness. When the Common Core rolled out, I looked at the Math, more specifically, the word problems with the addition of explaining ones answer, I thought…”if it isn’t already so difficult for my students to navigate the written language presented to them but to now need to explain themselves mathematically” I figured I would go on just blocking out the story and focus on numbers and key words/indicators…. After reading your blog on the topic of word problems and looking at your products I have decided to start a new!!! Knowing the story, for some of my students, might better help them visualize the WHY and the reality of the numbers and their relationships. Knowing the story will also provide context to real life scenarios, which will translate to them being able to better explain their result, outcome or answer. An ah-ha moment for me! Cheers!!!

I am in my senior year @ UNCG for Deaf Education k-12 and we JUST discussed this today! Things like ‘CUBES’ and other key word memorization methods take away from the importance of understanding the story/situation. Being able to use these real life situations to make connections to the concept helps tremendously, even with large gaps in background knowledge/language. ASL provides the ability to SHOW the story problem, so I hope to take advantage of that when I teach math lessons. I love finding deaf educators!

Hello Jessica, I think your strategy is interesting. I already subsribe, but how to get your free sample of addition word problems. Thank you

It looks like you’ve already downloaded the free sample. Let me know if you’re not able to access it.

Hi, Jessica, I already got it yesterday. Thank you so much for your free sample. Kadek

I purchased your word problems pack and LOVE it! My 2nd graders are forced to slow down and analyze the story. We’ve had some GREAT discussions in math lately. Another strategy I like to do in problem solving is show the word problem but leave the question out. Kids brainstorm what questions could we ask to go with the problem. Fun stuff happening in math!

— so do you wait on teaching compare until they are a little good at joining and separating? “The examples above are mainly for join and separate problems. It’s no wonder out students have so much difficulty with compare problems, since we don’t teaching them to the same degree as join and separate problems. Our students need even more practice with those types of problems because the relationship of the numbers is more abstract. I’m going to leave that for another blog post, though”

I totally forgot that I was going to do a follow-up post on compare problems! Thank you for reminding me!

I do introduce join and separate problems first, but I don’t necessarily wait on teaching compare problems until students are proficient solving join/separate problems. Students will progress at different rates and I don’t want to wait to teach something that others’ might be ready to learn. I teach compare problems with a lot of physical modeling first and then we move into using a bar-model as the written model. The other thing I do with these types of problems is use concrete sentence frames. Sometimes, especially my English learners, need some of the vocabulary and sentence structure to better understand the relationship of the numbers.

I vary when I teach them every year. I often do it around Halloween, when we talk about pumpkins and who had a larger pumpkin or more seeds. I also do it when we measure our feet and we discuss the size of feet. It’s a great problem type for measurement, although you can compare any two quantities. Although I have taught a problem type, we continue to use it all year long as we relate to the math around us.

Hi. Just wondering if you did have a follow up post on compare problems. Thank you!

Not yet, but it’s on the plan for this month. I took a (long) break from doing FB lives and am starting back up again. That is one that I’ll do this month. I don’t have an exact date yet – kinda depends on when I can get my kids out of the house! 🙂

I cannot wait to try this with my students! We are getting their baseline today and then we are going to start on Thursday. I wish I could pick your brain about this and how you teach this beginning to end. Do you start by teaching them the vocabulary and just labeling the parts (start, change, result)?

I love how you teach student to label parts of the word problem while trying to solve it (S for Start, C for Change, etc.) You seem to have easily clarified the steps of solving problems in very clear (and cute) kid friendly language. Nice job. Thank you for sharing.

I love this idea of having the students organize the information. My question is how do you teach them when to add or multiply or subtract/divide? At that point do they look for works like equal groups?

I’m sorry…I have one more question. Can you apply this method to multi-step word problems?

Yes! Each “step” in the word problem would have its own equation, which may be dependent on the first equation. You’re using the same process, reading the problem for a context, setting up an equation, then giving students the numbers. With second graders, I do a lot of acting out for multistep problems, as it’s generally a new concept for them.

We don’t look for keywords but set up an equation based on the situation or context of the word problem. The situation in the word problem will illustrate the operation, like someone dropping papers, adding items to their cart, sharing something with friends, etc. The situation will tell the operation.

I love , love , love this concept my year 1 pupils easily grasps the lesson. Thanks a bunch! Do you have strategies like this for multiplication and division?

I do have a resource for multiplication and division: https://www.teacherspayteachers.com/Product/Multiplication-and-Division-Word-Problems-by-Problem-Type-2805226

Hi Jessica, this is simply great. My 7 year old struggles with worded problems and I’ll try to method with him and hopefully it’ll help him grasp the methodology better. On w different note, I’ve been trying teach him how to solve simple addition and subtraction in the form of an equation. For example 15+—= 43 or 113- = 34. But despite multiple attempts of explaining the logic using beans and smaller numbers, he is struggling to understand. Would you have any tips on those.

Many thanks,

Thank you so much! This is super helpful for me. I’m currently student teaching in a 2nd grade class. My cooperating teach is EXTREMELY uncooperative and hasn’t/won’t help me in planning lessons. She told me to teach word problems and despite my follow up questions I don’t know what exactly they’ve done already this year or where to start. This post gave me lots of ideas and helped me prepare for last minute shifts as I teach without a plan (unfortunately). If I wasn’t a poor college student I would definitely buy the pack, especially after getting the free samples! These samples are so helpful!

Thanks! It is very interesting! Good!

Hey! You’re amazing! I’ve heard that this really help kids comprehend better & I want to try it! I sent my info but haven’t received the freebie.

You need to confirm your email address before I can send you any emails. The confirmation may have gone to your spam folder. I also have a different email address than the one for this comment. Feel free to fill out the contact form if you need me to switch the email address. For now, I’ll assume that this comment is a confirmation and manually approve it.

This worked amazingly well! My second graders were having such a tough time understanding how to do word problems. This strategy helped most of them with the ability to understand how to do word problems and demonstrate their knowledge on testing. Most importantly, after learning this strategy, the students kept asking for more problems to solve.

What pacing do you suggest for introducing the different types of problems? Should students master one type before moving on to another?

Great question! I would consider your students, grade level, and curriculum. I generally spend more time at the beginning of the year, with easier problem types to establish routines. Some problem types are complementary and easier to teach and practice after students learn one. I also cycle back through problem types as we learn new computation strategies. For instance, in second grade, we do single-digit addition at the beginning of the year, mid-year we move onto two-digit addition and mid- to end-of-the-year we do three-digit addition. We will cycle through problem types we’re already learned but increase the complexity of the numbers.

I would make sure a majority of your class has mastered the process of reading a word problem and identifying the parts. Also, be sure you’re separating student mistakes between computational or mathematical errors and problem-solving errors. As I said in the beginning, I’d take the cues based on your students, grade level, and curriculum. Some years I have spent more time because my students needed more time. Other years I was able to move quicker.

Makes sense! Thanks so much!

I absolutely LOVE this post. Thank you for sharing it! I teach third grade and my babies are struggling with what to actually DO in a word problem. I’m going to be trying this with them immediately. Do you have any suggestions for how to incorporate it with multiplication and division problems?

I do have a resource for multiplication & division word problems. In it are explanations about the problem types for multiplication and division. The 5 Tips in this blog post would be the same for multiplication and division. You can check it out here: https://whatihavelearnedteaching.com/product/multiplication-division-word-problems/

I also have a course about word problems that covers all four operations. https://premium.whatihavelearnedteaching.com/word-problems-course/

Thank you for sharing this wonderful resource! Could you explain how you teach your students to use the inverted V model? I noticed the 3 points are labelled as start, change, and result differently for each problem. I am very interested in teaching my students this model!

Great question! The start, change, and result are different for join and separate problems. I have a course on How to Teach Word Problems , that goes into detail about how to teach word problems, including labeling and using models like an inverted-v. You can check it out here: https://premium.whatihavelearnedteaching.com/word-problems-course/

Can you go over for me about “start, change and results”? Thanks.

This blog post may give you a bit more insight: https://whatihavelearnedteaching.com/the-problem-with-using-keywords-to-solve-word-problems/ or these videos: https://whatihavelearnedteaching.com/?s=word+problems

I also have a course on How to Teach Word Problems here: https://premium.whatihavelearnedteaching.com/word-problems-course/

My 9yr old struggles with word problems to. He’s good in performing the calculations but struggles with tracking and comprehension of word problems. I look forward to giving your tips a try.

Thank you for sharing!!

Really its fantastic strategy. Great ideas!

Thank you for sharing this great resource. Teaching math word problems to students with disabilities is never easy. I have to come up with a variety of different ways to teach my students on how to make word problem with connections to the real world.

First of all ,thanks for sharing this article. you explained it very well and my children learn so many things from this article. i wish you will post more article just like this one

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Worksheet on Subtraction Word Problems

The activity provided in the third grade math worksheet on subtraction word problems is very important for the kids. Students need to read the questions carefully and then translate the information to solve the subtraction problem and find the answers of each word problems. The sheet provides large collection of word problems using subtraction for the kids to practice and test their knowledge.

1. There are 45 houses in a street. 21 houses have been painted white. How many houses have not been painted?

2. A basket hold 55 oranges. The shopkeeper has 65 oranges. How many oranges can not be put in the basket?

3. Out of 8797 children of town, 6989 go to school. How many children do not go to school?

4. Ron has 1846 marbles in his collection; he gave 547 marbles to his sister. How many marbles are left with him then?

5. I had $5000 with me. Out of it $3585 was spent. Now how much money do I have?

6. Shelly bought a bed sheet for $1699. She gave the shopkeeper $2000. What amount will be returned by the shopkeeper?

7. There were 473 students in class V of a school. Out of them 461 passed and were promoted to the next class. How many students did not get promoted?

8. Shelly went to buy 568 cookies. She got only 233 cookies in the bakery. How many more cookies she has to buy?

9. Mike has to learn 353 words meaning. He finished learning 120 words. How many more words he has to learn?

10. There were 746 books in the library. Out of which 242 books are lost. How many books are left in the library?

11. Adriana has 346 apples in the garden. She gave a few apples to her friend. 135 apples were left with her. How many apples did she give to her friend?

12. Jane took 356 minutes to complete homework in English and Mathematics. She took 204 minutes to complete English. How much time she took to complete Mathematics?

13. There are 4500 books in a library. They are either written in English or French. If 2894 books are in English Language, then how many books are in French language?

14. Mike had $4876 in his savings bank account. He withdrew $1873. How much money does he have now in his savings bank account?

15. Tom has $7800 in his bank. He withdrew $2340 on Monday and $2670 on Tuesday. What amount is still left in his bank account?

16. By how much is 3756 less than 5433?

17. During a Vaccination program in the village, out of 13567 children 13026 were vaccinated. How many children are still to be vaccinated?

18. By how much is 4897 less than 6123?

19. Derek needs to cover a distance of 1456 km to reach his home town and if he covers 1152 km by train and rest by bus. How much distance does he cover by bus?

20. By how much is 698 less than 553?

21. Nathalie has to write an essay of 6500 words in 3 hours. If she is able to write 4895 words in 2 hours, how many words does she needs to write more in 1 hour to complete her essay?

22. By how much is 3162 less than 2526?

23. 948 children participated in the fest, out of which 573 were boys. How many girls participated in the fest?

24. 790 students appeared for the Olympiad examination. 248 students took Math Olympiad exam and rest took science Olympiad exam. How many students took Science Olympiad?

25. Sandy scored 785 points in a game on Saturday. He lost 213 points on Sunday. How many points were left with him?

26. Brad could solve 483 questions out of 500. How many questions were left unsolved?

27. Rosy made 452 dark chocolates and 183 vanilla chocolates. Which flavor is less and how many more chocolates are required to make both chocolates equal?

28. There are 1348 girls in a school. If the total number of students in the school is 2900, then what is the number of boys in the school?

29. Sara earns $6955 monthly as her salary. She saves $1565 monthly. What is her monthly expenditure?

30. Jerry wants to complete reading 1762 pages of a book in 5 days. If she is able to read 1143 pages in 3 days, then how many pages are still left to be read?

31. The cost of a television is $ 7069 and that of a cycle is $2359. By how much does the television cost more than the cycle?

32. Vanilla wants to buy a trouser for $975 and a shirt for $1699. If she has $2000, will she be able to buy both the shirt and trouser? If not, how much more amount does she need?

33. A cement merchant had 8436 bags of cement in his godown. He sold 3565 bags of cement. Now how many bags are left in the godown?

34. By how much is smallest 5-digit number greater than largest 4-digit number.

35. A grain merchant had 9736 kilograms of wheat in his stock. He sold 6859 kilograms of wheat. How much wheat has he in his stock now?

36. My father wants to buy a washing machine that costs $8580. But he has only $7560. How much more money does he need?

37. Sam made a journey of 8473 km. Out of this, he covered 4253 km by train and the rest by car. How many km did he cover by car?

38. The difference between two numbers is 1307. If the larger number is 9577, find the smaller one.

Answers for worksheet on subtraction word problems are given below to check the exact answers of the above questions using subtraction.

$Worksheet on Subtraction Word Problems$

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In 3th Grade Addition Worksheet we will solve how to subtract 3-digit numbers by expansion, subtraction of 3-digit numbers without regrouping, subtraction of 3-digit numbers with regrouping, properties of subtraction, estimating the difference and word problems on 3-digit

$We will discuss here about the combination of addition and subtraction. The rules which can be used to solve the sums involving addition (+) and subtraction (-) together are: I: First add$

Combination of Addition and Subtraction | Mixed Addition & Subtraction

We will discuss here about the combination of addition and subtraction. The rules which can be used to solve the sums involving addition (+) and subtraction (-) together are: I: First add

$Solved examples on Word problems on addition and subtraction . 1. In a school there are 2,392 boys and 2,184 girls. Find the total number of students in the school. Solution: Number of boys in the school = 2392 Number of girls in the school = + 2184 Total students in the$

Word Problems on Addition and Subtraction | Mixed Add & Subtract

Solved examples on Word problems on addition and subtraction . 1. In a school there are 2,392 boys and 2,184 girls. Find the total number of students in the school. Solution: Number of boys in the school = 2392 Number of girls in the school = + 2184 Total students in the

$We will learn about the subtraction of 4-digit numbers (without borrowing and with borrowing). We know when one number is subtracted from another number the result obtained is called the difference.$

Subtraction of 4-Digit Numbers | Subtract Numbers with Four Digit

We will learn about the subtraction of 4-digit numbers (without borrowing and with borrowing). We know when one number is subtracted from another number the result obtained is called the difference.

$We will learn about the addition of 4-digit numbers (without carrying and with carrying). We know how to add 2 or 3, 3-digit numbers without carrying or with carrying.$

Addition of 4-Digit Numbers | 4-Digit Addition |Adding 4-Digit Numbers

We will learn about the addition of 4-digit numbers (without carrying and with carrying). We know how to add 2 or 3, 3-digit numbers without carrying or with carrying.

$We will solve here some of the word problems on addition and subtraction of 4-digit numbers. We will apply the same method while adding and subtracting the word problems. 1. In a village, there are 2520 males and 1840 females.$

Word Problems on 4-Digit Numbers |Addition and Subtraction of 4-Digits

We will solve here some of the word problems on addition and subtraction of 4-digit numbers. We will apply the same method while adding and subtracting the word problems. 1. In a village, there are 2520 males and 1840 females.

$Subtraction of 3-digit numbers without regrouping are explained here with examples. 1. Ron has a ream of paper having 140 sheets in it. He has used 40 sheets for his project report. How many sheets are left in the ream? To find out the number of sheets left, we will perform$

Subtraction of 3-Digit Numbers without Regrouping | Solved Examples

Subtraction of 3-digit numbers without regrouping are explained here with examples. 1. Ron has a ream of paper having 140 sheets in it. He has used 40 sheets for his project report. How many sheets are left in the ream? To find out the number of sheets left, we will perform

$The operation to finding the difference between two numbers is called subtraction. Let us know some facts about subtraction which will help us to learn subtraction of large numbers. 1. Subtraction with small numbers can be worked out horizontally. Example: 8 – 5 = 3 24 – 4 =$

Facts about Subtraction | Subtraction of Small Numbers|Solved Examples

The operation to finding the difference between two numbers is called subtraction. Let us know some facts about subtraction which will help us to learn subtraction of large numbers. 1. Subtraction with small numbers can be worked out horizontally. Example: 8 – 5 = 3 24 – 4 =

3rd Grade Math Worksheets

From Worksheet on Subtraction Word Problems to HOME PAGE

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Kindergarten

Unit 2: lesson 5.

Addition word problems within 10

Easel Activity

$Word Problem Math Centers {Addition and Subtraction Word Problems}$

There are 10 pencils on a desk. The teacher takes 6 pencils. How many pencils are left ?

How can we solve this word problem? 🤔

Read Carefully

Find Keywords

Write An Equation

Solve the Problem

Let's learn each step.

1. Read Carefully

Let's re-read our problem:

There are 10 pencils on a desk. The teacher takes 6 pencils. How many pencils are left?

When you finish reading, ask yourself: "What's the problem asking me to do?"

2. Find Keywords

Here are some keywords used with subtraction :

minus, lost, change, difference, fewer, need to, reduce, subtract, take away, remain, left, less

Do you see any keyword in our word problem?

There are 10 pencils on a desk. The teacher takes 6 pencils. How many pencils are left on the desk?

"Takes" and "left" are keywords that tell us that we need to subtract.

3. Write an Equation

In this problem, the teacher is taking away 6 from 10 pencils.

Our equation is:

4. Solve the Problem

The last step is to solve the problem.

If you don't know the answer by heart yet, you can use your fingers, pictures, or a number line to count down.

Let's draw pictures:

$6 pencils crossed out$

You have 10 pencils. You take away 6.

Our answer is 4. We write a complete sentence for it.

There are 4 pencils left on the desk.

Great job! 🤗 You've got it!

Now, try the practice.

Sebastian is left with 3 pencils.

Here are a few more interesting subtraction word problems along with their solutions.

A stock bottle of medication contains 500 mg of a drug. You used 125 mg for one prescription and 62.5 mg for a second prescription, while the third prescription was for a child and only 25.25 mg were necessary.

A. What quantity (mg) of the medication has been used? Round to the nearest hundredths.

B. What quantity (mg) of the original medication is left in the stock bottle? Round to the nearest tenths.

A. We can find the quantity that has been used by adding 125 mg, 62.5 mg, and 25.25 mg together.

125 mg + 62.5 + 25.25 = 212.75 mg

212.75 rounded to the nearest hundredths is 212.75

B. We can find the quantity that is left in the stock bottle by subtracting 212.75 mg from 500 mg.

500 - 212.75 = 287.25

287.25 rounded to the nearest tenths is 287.3

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COMMENTS

Subtraction Word Problems (examples, solutions, videos)
Subtraction Word Problems · Example: Andy has 53 marbles. · Solution: [Sam has 105 marbles] – [8 lost] – [Andy has 53 marbles] · Examples of subtraction word
Subtraction Word Problems
Words to Math: Subtraction · 2 less than 6 is 4→6−2=4 · 13 minus 1 equals to 12→13−1=12 · The difference between 10 and 7 is 3→10−7=3.
Grade 3 Math #1.12, Subtraction Word Problems
How to solve subtraction word problems. Clue words to know you should subtract. How to label your answer.
Word Problems Subtraction First Grade
Come learn about subtraction in word problems for first grade. This video helps kids see several ways to help them solve word problems.
How to Teach Addition and Subtraction Word Problems
One way to help your students solve word problems is to teach them the relationship of the numbers. In other words, help them understand that the numbers in the
Worksheet on Subtraction Word Problems
Worksheet on Subtraction Word Problems · 1. There are 45 houses in a street. · 2. A basket hold 55 oranges. · 3. Out of 8797 children of town, 6989 go to school.
Subtraction word problems within 10 (video)
Most times in word problems it will say, Sally had 2 apples and Johnathon had six. If Johnathon eats four of his apples how many will there be? What you have to
Subtraction Word Problem Centers Teaching Resources
The first set asks students use a number line, draw pictures, and write equations to solve the word problem. The next set of worksheets
How to Solve Subtraction Word Problems
How to Solve Subtraction Word Problems · 1. Read Carefully · 2. Find Keywords · 3. Write an Equation · 4. Solve the Problem.
Subtraction Word Problems
Subtraction word problems · Problem #1: Peter has 20 dollars in his pocket. · Problem #2: Suppose that a car dealer has an inventory of 15,258 Honda Accord they