Adding and Subtracting Within 1000 Easy Addition and Subtraction Games

Short-Answer Items

Draw pictures of base-ten blocks to solve the following problems.

1. 521 + 237 = _______________

2. 416 + 253 = _______________

3. 764 – 251 = _______________

4. 984 – 523 = _______________

Use the splitting strategy to solve each of the following problems. Show your work.

5. 325 + 344 =_______________

6. 415 + 342 = _______________

7. 753 – 321 = _______________

8. 859 – 237 = _______________

Use the jumping strategy to solve each of the following problems. Show your work on the number lines.

9. 468 + 253 = _______________

10. 255 + 353 = _______________

11. 824 – 285 = _______________

12. 527 – 189 = _______________

Short-Answer Key:

Draw pictures of base-ten blocks to solve the following problems.

1. 521 + 237 = 758

Student should have drawn 7 flats, 5 longs, and 8 cubes.

2. 416 + 253 = 669

Student should have drawn 6 flats, 6 longs, and 9 cubes.

3. 764 – 251 = 513

Student should have drawn 7 flats, 6 longs, and 4 cubes. Then student should have crossed off 2 flats, 5 longs, and 1 cube.

4. 984 – 523 = 461

Student should have drawn 9 flats, 8 longs, and 4 cubes. Then student should have crossed off 5 flats, 2 longs, and 3 cubes.

Use the splitting strategy to solve each of the following problems.

5. 325 + 344 =669

300 + 300 = 600

20 + 40 = 60

5 + 4 = 9

600 + 60 + 9 = 669

6. 415 + 342 = 757

400 + 300 = 700

10 + 40 = 50

5 + 2 = 7

700 + 40 + 7 = 747

7. 753 – 321 = 432

700 – 300 = 400

50 – 20 = 30

3 – 1 = 2

400 + 30 + 2 = 432

8. 859 – 237 = 622

800 – 200 = 600

50 – 30 = 20

9 – 7 = 2

600 + 20 + 2 = 622

Use the jumping strategy to solve each of the following problems.

9. 468 + 253 = 721

Students should show jumping by 100s, 10s, and 1s. Some students will jump 100, 10, or 1 at a time, while others may make only one jump for each place value.

10. 255 + 353 = 608

Students should show jumping by 100s, 10s, and 1s. Some students will jump 100, 10, or 1 at a time, while others may make only one jump for each place value.

11. 824 – 285 = 539

Students should show jumping by 100s, 10s, and 1s. Some students will jump 100, 10, or 1 at a time, while others may make only one jump for each for each place value.

12. 527 – 189 = 338

Students should show jumping by 100s, 10s, and 1s. Some students will jump 100, 10, or 1 at a time, while others may make only one jump for each for each place value.

Performance Assessment:

Field Trip Problem

You are the Field Trip Coordinator at Nickelodeon Universe. You have two elementary schools coming. You have to give each student a wristband to wear. You need to figure out how many wristbands you will need.

Hoover Elementary School is bringing 242 students. Sand Creek Elementary is bringing 335 students. How many wristbands will you need?

Solve using base-ten blocks, splitting, or jumping.

Solve using a different strategy.

Yesterday, three schools attended Nickelodeon Universe for a field trip. You had 769 wristbands. You gave 235 of them to students. How many wristbands do you have left?

Solve using base-ten blocks, splitting, or jumping.

Solve using a different strategy.

Performance Assessment Key and Scoring Rubric:

Field Trip Problem

You are the Field Trip Coordinator at Nickelodeon Universe. You have two Elementary Schools coming. You have to give each student a wristband to wear. You need to figure out how many wristbands you will need.

Hoover Elementary School is bringing 242 students. Sand Creek Elementary is bringing 335 students. How many wristbands will you need?

Solve using base-ten blocks, splitting, or jumping.

Answer is 577; 242 + 335 = 577

Solve using a different strategy.

Yesterday, three schools attended Nickelodeon Universe for a field trip. You had 769 wristbands. You gave 235 of them to students. How many wristbands do you have left?

Solve using base-ten blocks, splitting, or jumping.

Answer is 534; 769 – 235 = 534

Solve using a different strategy.

Points	Description
4	Mathematical responses are all correct. Visual representations are correctly and clearly displayed. Student demonstrates thorough understanding of number concepts. Student performs beyond problem requirements.
3	Mathematical responses are correct, possibly with one minor error. Visual representations are correct but not completely clear or only partially explained. Student demonstrates good understanding of the number concepts. Student meets all problem requirements.
2	Mathematical responses have one major or two minor errors. Visual representations are provided but have some errors in logic or lack of detail. Student demonstrates fair understanding of the number concepts with slight errors. Student meets most problem requirements.
1	Mathematical responses have major errors or three or more minor errors. Visual representations are shown but are illogical, lacking clarity, or very little is shown. Student demonstrates limited understanding of the number concepts. Student does not meet most problem requirements.
0	Mathematical responses are all incorrect or missing. Visual representations are completely incorrect or missing. Student demonstrates no understanding of the number concepts. Student does not meet problem requirements.

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Source: https://pdesas.org/module/content/resources/5449/view.ashx

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