Subtract Within 1,000 Using Place Value | Grade 2 Math

Grade 2 Math ›  Addition & Subtraction Within 1,000  ›  Lesson 17

Grade 2 Math — Subtraction and Place Value

Subtract Within 1,000 Using Place Value

Learn to subtract three-digit numbers by working with hundreds, tens, and ones. Use base-ten blocks, place-value charts, expanded form, and helpful backward jumps on an open number line to understand what a difference means.

Begin with problems that do not require decomposing a ten or a hundred. Then practice finding missing amounts, solving simple stories, checking subtraction with addition, and explaining why each step works. Includes 25 step-by-step worked examples, 30 practice problems, and a 15-question lesson test.

Subtract within 1,000Hundreds–tens–onesBase-ten modelsExpanded formOpen number linesNo regrouping yet

🎯 What You Will Learn

Subtract units of the same place
Take hundreds from hundreds, tens from tens, and ones from ones.

Model a difference
Show the amount you start with, what is taken away, and what remains.

Try several strategies
Use a place-value chart, expanded form, or backward jumps on a number line.

Explain and check
Explain why the parts match the whole number and check with addition.

For parents & teachers — standards alignment: This lesson supports CCSS 2.NBT.B.7, which calls for subtraction within 1,000 using drawings, concrete models, and place-value strategies, and CCSS 2.NBT.B.9, which asks students to explain why those strategies work. Subtracting 10 or 100 also supports CCSS 2.NBT.B.8. Related Texas Grade 2 expectations include TEKS 2.4(C) for solving addition/subtraction word problems within 1,000 and TEKS 2.7(B) for 10 or 100 more or less. Scope note: this is a deliberate first lesson on subtraction without decomposing units; the next lesson teaches when a ten or hundred needs to be decomposed.

🧠 Key Vocabulary

minuend
The starting number in a subtraction equation, such as 652 in 652 − 231.

subtrahend
The number taken away, such as 231 in 652 − 231.

difference
The amount remaining or the distance between two quantities; 421 in 652 − 231 = 421.

place value
The value of a digit because it is in the hundreds, tens, or ones place.

base-ten blocks
A hundred flat is 100, a ten rod is 10, and a one cube is 1.

expanded form
Writing 652 as 600 + 50 + 2 to make the place values visible.

open number line
A way to show useful backward jumps without drawing every number.

related addition fact
A way to check: difference + amount taken away = starting amount.

🟦 Start with Base-Ten Blocks: 652 − 231

Imagine 652 built with six hundred flats, five ten rods, and two one cubes. We want to take away 231: two hundred flats, three ten rods, and one one cube. Each place has enough units to remove the matching amount.

Read the rows: the middle row shows the blocks removed from the first row; the last row shows only the blocks left over.

↔ On a phone, swipe sideways inside the model; with a keyboard, focus it and use the arrow keys.

Amount

Hundreds

Tens

Ones

Start
652

6 hundreds

5 tens

2 ones

Take away
231

2 hundreds

3 tens

1 one

Remain
421

4 hundreds

2 tens

1 one

652 − 231 = 421

6 hundreds − 2 hundreds = 4 hundreds; 5 tens − 3 tens = 2 tens; 2 ones − 1 one = 1 one.

Big idea: We remove matching place-value units. The hundreds, tens, and ones that remain make the difference: 400 + 20 + 1 = 421. We never treat a hundred flat as a one cube or a ten rod.

🏠 Subtract in Three Place-Value Steps

Subtracting 652 − 231 can be explained by taking away hundreds, then tens, then ones.

1. Hundreds600 − 200 = 400

2. Tens50 − 30 = 20

3. Ones2 − 1 = 1

400 + 20 + 1 = 421

When this works directly: There must be enough units in every place to take away the number of units in that place. Here 6 ≥ 2, 5 ≥ 3, and 2 ≥ 1, so no decomposing is needed.

📊 Read a Place-Value Chart

The chart describes the same subtraction as the blocks above. Be sure the hundreds, tens, and ones stay aligned.

↔ On a phone, swipe sideways across the table; with a keyboard, focus it and use the arrow keys.

What happens	Hundreds	Tens	Ones
Start with 652	6	5	2
Take away 231	2	3	1
Remain: 421	4	2	1

🧩 Use Expanded Form and Partial Differences

Expanded form helps us explain each place rather than guessing a final number. Here is another example, 864 − 321.

Write the starting and removed amounts

864 = 800 + 60 + 4.
321 = 300 + 20 + 1.

864 − 321

Subtract in each place

800 − 300 = 500.
60 − 20 = 40.
4 − 1 = 3.

500 + 40 + 3 = 543

Watch the units: 8 hundreds − 3 hundreds = 5 hundreds (500), not just 5. Likewise 6 tens − 2 tens = 4 tens (40), not 4 ones.

⬅️ Subtract with Backward Jumps on an Open Number Line

To subtract 231 from 652, split 231 into 200, 30, and 1. Move backward by those amounts in any helpful order. The path below shows 652 → 452 → 422 → 421.

652 − 200 = 452; 452 − 30 = 422; 422 − 1 = 421. Jumps are schematic, not drawn to scale.

🔢 What If a Place Has Zero?

Example: 806 − 302

Hundreds: 8 hundreds − 3 hundreds = 5 hundreds. Tens: 0 tens − 0 tens = 0 tens. Ones: 6 ones − 2 ones = 4 ones.

806 − 302 = 504

Example: 980 − 460

Hundreds: 9 hundreds − 4 hundreds = 5 hundreds. Tens: 8 tens − 6 tens = 2 tens. Ones: 0 ones − 0 ones = 0 ones.

980 − 460 = 520

Zero is a placeholder: 504 has 5 hundreds, 0 tens, and 4 ones. Do not write 54: that would mean only 5 tens and 4 ones.

✅ Check with the Related Addition Fact

Subtraction and addition undo each other. If 652 − 231 = 421, adding the difference and the removed amount should return the starting number.

421 + 231 = 652 ✓

Check ones1 one + 1 one = 2 ones

Check tens2 tens + 3 tens = 5 tens

Check hundreds4 hundreds + 2 hundreds = 6 hundreds

🧭 Know When Decomposing Is Needed

Before starting, compare the digits in the same places. In this lesson, we choose problems where each place in the starting number has enough units.

We can subtract directly

Example: 758 − 324. Eight ones can lose four, five tens can lose two, and seven hundreds can lose three.

758 − 324 = 434

This needs the next lesson

Example: 503 − 127. The starting number has only 3 ones, but we need to take away 7 ones. We cannot finish by subtracting each digit directly.

A new place-value trade is needed

Important: The statement “3 − 7 is impossible” is not a general rule about all numbers. It means that in the ones place of this whole-number subtraction model, there are not enough ones without first decomposing a ten or hundred. We will learn that exchange in Lesson 18.

🌟 25 Worked Examples

Try each question before opening Show solution. The examples build from three-digit differences without regrouping to numbers with zeros, missing numbers, a story problem, and error analysis.

1Subtract hundreds, tens, and ones

Find 763 − 241 with place value.

Show solutionHide solution

We have 7 hundreds, 6 tens, and 3 ones. Remove 2 hundreds, 4 tens, and 1 one. That leaves 5 hundreds, 2 tens, and 2 ones. So 763 − 241 = 522.

2Subtract by place-value columns

Find 874 − 352.

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Subtract matching units: 8 hundreds − 3 hundreds = 5 hundreds; 7 tens − 5 tens = 2 tens; and 4 ones − 2 ones = 2 ones. Therefore the difference is 522. Check: 522 + 352 = 874.

3Use expanded form

Find 598 − 276.

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Write 598 as 500 + 90 + 8 and 276 as 200 + 70 + 6. Take away equal place-value units: 500 − 200 = 300, 90 − 70 = 20, and 8 − 6 = 2. Combine 300 + 20 + 2 = 322.

4Remove hundreds first

Find 735 − 412.

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Take away 400 first: 735 − 400 = 335. Take away 10 next: 335 − 10 = 325. Take away the last 2 ones: 325 − 2 = 323. The total amount removed was 400 + 10 + 2 = 412.

5Use a number line mentally

Find 846 − 325.

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Start at 846. Count backward 300 to 546, then 20 to 526, and then 5 to 521. These jumps remove 325 altogether. The result has 5 hundreds, 2 tens, and 1 one.

6Check with addition

Find 963 − 541.

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Subtract by place value: 9 hundreds − 5 hundreds = 4 hundreds, 6 tens − 4 tens = 2 tens, and 3 ones − 1 one = 2 ones. The difference is 422. Confirm with the related addition fact 422 + 541 = 963.

7Subtract without a trade

Find 786 − 435.

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The ones place has enough ones: 6 − 5 = 1. The tens place has enough tens: 8 − 3 = 5. The hundreds place has enough hundreds: 7 − 4 = 3. So the answer is 351; no place-value trade was needed.

8Name every remaining unit

Find 687 − 254.

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Seven ones minus four ones leaves 3 ones. Eight tens minus five tens leaves 3 tens. Six hundreds minus two hundreds leaves 4 hundreds. The answer is 433.

9Subtract from each matching place

Find 945 − 623.

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Subtract the 3 ones from 5 ones, leaving 2 ones. Subtract the 2 tens from 4 tens, leaving 2 tens. Subtract the 6 hundreds from 9 hundreds, leaving 3 hundreds. Therefore 945 − 623 = 322.

10Understand a zero in the tens place

Find 709 − 204.

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The number 709 has 7 hundreds, 0 tens, and 9 ones. Remove 2 hundreds, 0 tens, and 4 ones. We have 5 hundreds, 0 tens, and 5 ones left, which is 505. Keep the 0 in the tens place; writing 55 instead would change the number.

11Zero tens can stay zero

Find 806 − 302.

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Subtract 3 hundreds from 8 hundreds to get 5 hundreds. There are no tens to remove from the 0 tens. Six ones minus 2 ones leaves 4 ones. The result is 504.

12Subtract with zero ones

Find 980 − 460.

Show solutionHide solution

Nine hundreds minus four hundreds leaves 5 hundreds. Eight tens minus six tens leaves 2 tens. Zero ones minus zero ones leaves 0 ones. Put the digits together: 520.

13Take away only tens

Find 764 − 40.

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Forty means 4 tens and 0 ones. Subtract 4 tens from the 6 tens in 764, leaving 2 tens. The 7 hundreds and 4 ones do not change. Thus 764 − 40 = 724.

14Take away only hundreds

Find 853 − 200.

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Two hundred is 2 hundreds, 0 tens, and 0 ones. Take 2 hundreds from the 8 hundreds in 853. Five tens and 3 ones stay the same, so 853 − 200 = 653.

15Take away only ones

Find 698 − 5.

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The number 5 represents only ones. Remove 5 ones from the 8 ones in 698; 3 ones remain. The 6 hundreds and 9 tens stay unchanged, so the difference is 693.

16Subtract hundreds and tens together

Find 759 − 230.

Show solutionHide solution

Remove 2 hundreds from 7 hundreds, leaving 5 hundreds. Remove 3 tens from 5 tens, leaving 2 tens. Subtracting 0 ones leaves the original 9 ones. The difference is 529.

17Explain why no regrouping is needed

Find 936 − 714.

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Six ones can lose 4 ones; 3 tens can lose 1 ten; and 9 hundreds can lose 7 hundreds. Subtract in each place: 6 − 4 = 2, 3 − 1 = 2, 9 − 7 = 2. Therefore 936 − 714 = 222. No place needs more units than it already has.

18Use three partial differences

Find 789 − 456.

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Subtract 400 to get 389. Subtract 50 to get 339. Subtract 6 to get 333. Check by adding 333 + 456 = 789. You may also subtract hundreds, tens, and ones in separate columns.

19Represent the difference in expanded form

Find 832 − 421.

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Separate place values: (800 − 400) + (30 − 20) + (2 − 1) = 400 + 10 + 1. The difference is 411. In the block model, 4 hundred flats, 1 ten rod, and 1 one cube remain.

20Find the difference, then verify

Find 568 − 351.

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Remove 3 hundreds, 5 tens, and 1 one from 5 hundreds, 6 tens, and 8 ones. The remaining 2 hundreds, 1 ten, and 7 ones make 217. Check: 217 + 351 = 568.

21Compare two correct methods

Find 764 − 321 in two ways.

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Place-value method: 700 − 300 = 400, 60 − 20 = 40, and 4 − 1 = 3, so the difference is 443. Backward-jump method: 764 − 300 = 464, then −20 = 444, then −1 = 443. Both methods remove exactly 321.

22Find a missing subtrahend

Complete 874 − □ = 542.

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The missing number is the amount taken away. Compare 874 and 542 by place: 8 hundreds − 5 hundreds = 3 hundreds, 7 tens − 4 tens = 3 tens, and 4 ones − 2 ones = 2 ones. So □ = 332. Check: 542 + 332 = 874.

23Find the unknown starting amount

Complete □ − 231 = 452.

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We need the starting amount before 231 was removed. Add the removed amount to what remains: 452 + 231. Add units: 4 hundreds + 2 hundreds = 6 hundreds, 5 tens + 3 tens = 8 tens, 2 ones + 1 one = 3 ones. Therefore □ = 683. Check: 683 − 231 = 452.

24Solve a place-value story

A classroom had 958 craft sticks. Students used 347 sticks. How many sticks remain?

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The sticks removed are 3 hundreds, 4 tens, and 7 ones. From the starting 9 hundreds, 5 tens, and 8 ones, we have 6 hundreds, 1 ten, and 1 one left. So 611 craft sticks remain. Check: 611 + 347 = 958.

25Find and correct an error

A student writes 756 − 243 = 413. Explain the error and find the correct difference.

Show solutionHide solution

The student seems to have written 4 in the hundreds place, but 7 hundreds − 2 hundreds equals 5 hundreds, not 4. In the tens place, 5 tens − 4 tens = 1 ten; in the ones place, 6 ones − 3 ones = 3 ones. So the correct difference is 513. Check: 513 + 243 = 756.

🎮 Independent Practice — 30 Problems

Directions: subtract using hundreds, tens, and ones. For problems that ask for a missing number or explanation, show how the number or error can be found. Use another strategy or addition to check. Keep the answer key closed until you finish.

1. 754 − 231 = ____.
2. 863 − 412 = ____.
3. 976 − 543 = ____.
4. 695 − 263 = ____.
5. 847 − 326 = ____.
6. 568 − 245 = ____.
7. 789 − 356 = ____.
8. 934 − 512 = ____.
9. 679 − 348 = ____.
10. 846 − 703 = ____.
11. 807 − 306 = ____.
12. 905 − 403 = ____.
13. 970 − 350 = ____.
14. 890 − 470 = ____.
15. 764 − 20 = ____.
16. 835 − 300 = ____.
17. 698 − 7 = ____.
18. 984 − 60 = ____.
19. 758 − 124 = ____.
20. 975 − 432 = ____.
21. 897 − 675 = ____.
22. 668 − 346 = ____.
23. 743 − 421 = ____.
24. 886 − 263 = ____.
25. 777 − 555 = ____. Name the hundreds, tens, and ones that remain.
26. A school had 864 crayons. It gave 341 crayons to a class. How many crayons were left?
27. A library had 786 books on a display. Staff moved 254 books to a different room. How many stayed on the display?
28. Complete the subtraction: 957 − □ = 624. Find the missing number.
29. Complete the subtraction: □ − 324 = 541. Find the starting number.
30. A student claims 875 − 342 = 532. Explain the error and write the correct difference.

🏆 Lesson Test — 15 Questions

Directions: complete the lesson test independently. Use place-value reasoning to explain the missing-number, story, and error-analysis problems. Open the test answer key only after you have finished.

1. 865 − 342 = ____.
2. 794 − 263 = ____.
3. 958 − 436 = ____.
4. 687 − 345 = ____.
5. 975 − 651 = ____.
6. 839 − 417 = ____.
7. 760 − 240 = ____.
8. 908 − 405 = ____.
9. 850 − 300 = ____.
10. 967 − 20 = ____.
11. 759 − 408 = ____.
12. 869 − 547 = ____.
13. Complete 986 − □ = 543. What is the missing number?
14. A bake sale prepared 968 cupcakes and sold 324 cupcakes. How many cupcakes remained?
15. A student says 753 − 241 = 612. Is the answer correct? Explain and give the right difference.

🔐 Complete Answer Key

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Practice Answers

Teacher note: Accept any accurate subtraction method that preserves the meaning of hundreds, tens, and ones. For a word problem, include the appropriate unit; for an error-analysis problem, explain the incorrect place-value step.

1. 523. 7 hundreds − 2 hundreds = 5 hundreds; 5 tens − 3 tens = 2 tens; 4 ones − 1 one = 3 ones.

2. 451. 8 hundreds − 4 hundreds = 4 hundreds; 6 tens − 1 ten = 5 tens; 3 ones − 2 ones = 1 one.

3. 433. 9 hundreds − 5 hundreds = 4 hundreds; 7 tens − 4 tens = 3 tens; 6 ones − 3 ones = 3 ones.

4. 432. 6 hundreds − 2 hundreds = 4 hundreds; 9 tens − 6 tens = 3 tens; 5 ones − 3 ones = 2 ones.

5. 521. 8 hundreds − 3 hundreds = 5 hundreds; 4 tens − 2 tens = 2 tens; 7 ones − 6 ones = 1 one.

6. 323. 5 hundreds − 2 hundreds = 3 hundreds; 6 tens − 4 tens = 2 tens; 8 ones − 5 ones = 3 ones.

7. 433. 7 hundreds − 3 hundreds = 4 hundreds; 8 tens − 5 tens = 3 tens; 9 ones − 6 ones = 3 ones.

8. 422. 9 hundreds − 5 hundreds = 4 hundreds; 3 tens − 1 ten = 2 tens; 4 ones − 2 ones = 2 ones.

9. 331. 6 hundreds − 3 hundreds = 3 hundreds; 7 tens − 4 tens = 3 tens; 9 ones − 8 ones = 1 one.

10. 143. 8 hundreds − 7 hundreds = 1 hundred; 4 tens − 0 tens = 4 tens; 6 ones − 3 ones = 3 ones.

11. 501. 8 hundreds − 3 hundreds = 5 hundreds; 0 tens − 0 tens = 0 tens; 7 ones − 6 ones = 1 one.

12. 502. 9 hundreds − 4 hundreds = 5 hundreds; 0 tens − 0 tens = 0 tens; 5 ones − 3 ones = 2 ones.

13. 620. 9 hundreds − 3 hundreds = 6 hundreds; 7 tens − 5 tens = 2 tens; 0 ones − 0 ones = 0 ones.

14. 420. 8 hundreds − 4 hundreds = 4 hundreds; 9 tens − 7 tens = 2 tens; 0 ones − 0 ones = 0 ones.

15. 744. 7 hundreds − 0 hundreds = 7 hundreds; 6 tens − 2 tens = 4 tens; 4 ones − 0 ones = 4 ones.

16. 535. 8 hundreds − 3 hundreds = 5 hundreds; 3 tens − 0 tens = 3 tens; 5 ones − 0 ones = 5 ones.

17. 691. 6 hundreds − 0 hundreds = 6 hundreds; 9 tens − 0 tens = 9 tens; 8 ones − 7 ones = 1 one.

18. 924. 9 hundreds − 0 hundreds = 9 hundreds; 8 tens − 6 tens = 2 tens; 4 ones − 0 ones = 4 ones.

19. 634. 7 hundreds − 1 hundred = 6 hundreds; 5 tens − 2 tens = 3 tens; 8 ones − 4 ones = 4 ones.

20. 543. 9 hundreds − 4 hundreds = 5 hundreds; 7 tens − 3 tens = 4 tens; 5 ones − 2 ones = 3 ones.

21. 222. 8 hundreds − 6 hundreds = 2 hundreds; 9 tens − 7 tens = 2 tens; 7 ones − 5 ones = 2 ones.

22. 322. 6 hundreds − 3 hundreds = 3 hundreds; 6 tens − 4 tens = 2 tens; 8 ones − 6 ones = 2 ones.

23. 322. 7 hundreds − 4 hundreds = 3 hundreds; 4 tens − 2 tens = 2 tens; 3 ones − 1 one = 2 ones.

24. 623. 8 hundreds − 2 hundreds = 6 hundreds; 8 tens − 6 tens = 2 tens; 6 ones − 3 ones = 3 ones.

25. 222. 7 hundreds − 5 hundreds = 2 hundreds; 7 tens − 5 tens = 2 tens; 7 ones − 5 ones = 2 ones.

26. 523 crayons. Subtract the crayons given away: 8 hundreds − 3 hundreds = 5 hundreds; 6 tens − 4 tens = 2 tens; 4 ones − 1 one = 3 ones. The answer is 523 crayons.

27. 532 books. Subtract the moved books: 7 hundreds − 2 hundreds = 5 hundreds; 8 tens − 5 tens = 3 tens; 6 ones − 4 ones = 2 ones. The answer is 532 books.

28. 333. Find the removed amount: 957 − 624 = 333. Check: 624 + 333 = 957.

29. 865. Find the start by adding what was removed: 541 + 324 = 865. Check: 865 − 324 = 541.

30. 533. The student put 2 ones instead of 3. Five ones − 2 ones = 3 ones; the correct difference is 533. Check: 533 + 342 = 875.

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Test Answers

Teacher note: Accept equivalent correct place-value equations or backward jumps, as long as the reasoning is complete for the questions that request it.

1. 523. 8 hundreds − 3 hundreds = 5 hundreds; 6 tens − 4 tens = 2 tens; 5 ones − 2 ones = 3 ones.

2. 531. 7 hundreds − 2 hundreds = 5 hundreds; 9 tens − 6 tens = 3 tens; 4 ones − 3 ones = 1 one.

3. 522. 9 hundreds − 4 hundreds = 5 hundreds; 5 tens − 3 tens = 2 tens; 8 ones − 6 ones = 2 ones.

4. 342. 6 hundreds − 3 hundreds = 3 hundreds; 8 tens − 4 tens = 4 tens; 7 ones − 5 ones = 2 ones.

5. 324. 9 hundreds − 6 hundreds = 3 hundreds; 7 tens − 5 tens = 2 tens; 5 ones − 1 one = 4 ones.

6. 422. 8 hundreds − 4 hundreds = 4 hundreds; 3 tens − 1 ten = 2 tens; 9 ones − 7 ones = 2 ones.

7. 520. 7 hundreds − 2 hundreds = 5 hundreds; 6 tens − 4 tens = 2 tens; 0 ones − 0 ones = 0 ones.

8. 503. 9 hundreds − 4 hundreds = 5 hundreds; 0 tens − 0 tens = 0 tens; 8 ones − 5 ones = 3 ones.

9. 550. 8 hundreds − 3 hundreds = 5 hundreds; 5 tens − 0 tens = 5 tens; 0 ones − 0 ones = 0 ones.

10. 947. 9 hundreds − 0 hundreds = 9 hundreds; 6 tens − 2 tens = 4 tens; 7 ones − 0 ones = 7 ones.

11. 351. 7 hundreds − 4 hundreds = 3 hundreds; 5 tens − 0 tens = 5 tens; 9 ones − 8 ones = 1 one.

12. 322. 8 hundreds − 5 hundreds = 3 hundreds; 6 tens − 4 tens = 2 tens; 9 ones − 7 ones = 2 ones.

13. 443. The missing subtrahend is 986 − 543 = 443. Check: 543 + 443 = 986.

14. 644 cupcakes. Subtract the cupcakes sold: 968 − 324 = 644. That many cupcakes remain.

15. 512. No. The hundreds digit should be 7 − 2 = 5, not 6. Tens: 5 − 4 = 1; ones: 3 − 1 = 2. The correct difference is 512. Check: 512 + 241 = 753.

💡 Common Mistakes to Watch For

Subtracting unlike places
Take 3 tens from tens, not 3 ones. In 652 − 231, the 3 represents 30, not 3.

Dropping a zero
806 − 302 = 504. The zero in the tens place keeps the four in the ones place.

Confusing units and values
6 hundreds − 2 hundreds = 4 hundreds, which means 400, not 4.

Forgetting what the difference means
The difference is the amount left or the distance between the numbers, not the number taken away.

Subtracting a digit when there are too few units
If the top ones digit is smaller than the ones taken away, we need to decompose a place-value unit. This is covered in Lesson 18.

Checking in the wrong direction
To check 652 − 231 = 421, use 421 + 231 = 652, not 652 + 231.

Family practice idea: Ask, “How many hundreds, tens, and ones were there at the start? How many were removed? What remains?” Encourage your student to build the numbers with blocks and explain the result.

🔗 Related Lessons

Grade 2 Lesson 16 — Add Within 1,000: Compose Tens & HundredsReview how the hundreds, tens, and ones units behave when adding. Grade 2 Lesson 15 — Add Within 1,000 Using Place ValueCompare combining place-value units with taking them away. Grade 2 Lesson 9 — Subtract Within 100 Using Place ValueRevisit subtraction with tens and ones before working with hundreds. Grade 2 Lesson 11 — Decompose a Ten When SubtractingReview the earlier idea of trading one ten for ten ones. Grade 2 Lesson 2 — Compose & Decompose Three-Digit NumbersReview how three-digit numbers are built from hundreds, tens, and ones. Grade 2 Lesson 13 — Mental Addition & Subtraction StrategiesRecall backward jumps and related facts that help explain differences.

🖨️ Printable Companion

A future Subtract Within 1,000 Using Place Value Practice Pack can include base-ten subtraction mats, hundreds–tens–ones charts, backward-jump number lines, expanded-form questions, missing-number puzzles, word problems, error analysis, and complete answer keys.

← Lesson 16: Add Within 1,000 — Compose Tens & Hundreds Grade 2 Math Hub Next → Lesson 18: Subtract Within 1,000 — Decompose Tens & Hundreds